Curriculum Model for Community Profiles in Massachusetts:

A Student Website Project

Components of the Curriculum Model

• Basic questions to answer in Profile • Research into events—historical to present • Database of resources tied to state frameworks • Local extensions to the curriculum • Sample lessons and projects • Website repository

Basic Questions to Answer :

• • • • • Location? Origin and early settlement? Who settled and who lives there now?

Landscape features and use?

Economic Development First Mass. Colony Seal

Basic Questions to Answer :

• • • • • • Transportation patterns?

Major events?

Outstanding citizens Children’s schooling? Relation to larger world? Other?

Research Into Events

• Students select research questions • Determine sources • Contact Community Organizations • Conduct Oral interviews • Web research, Other?

Create Database of Resources

• Identify primary source images & source • Database forms with background information • Scan primary sources into database • Tie into Frameworks

Primary Sources: Documents (

Nantucket Town Meeting 1842)

Primary Sources: Maps

1832 Map of Lowell

Primary Sources: Census Records

• State and federal census from 1790 on • Information on households, work, country of origin.

• Special censuses (“Colored persons” in Nantucket, left.)

Primary Sources: Photographs

• James Draper, Wayland, 1880’s, • haying in Sudbury River meadows

Wayland Community Profile

• Sample Questions • Student Research • Tie into Standards

Locate Community

Sign on Route 20, five mi. W of 128, 17 mi. W of Boston, 26 mi. E of Worcester

.

Settlement of Community

• First settled 1637 • Land Grant 1638 • Sudbury 1639 • East Sudbury 1780 • Wayland 1835 • Sources Research ? :

Settlement Location

• East side of Sudbury • Orig. 5 mi. square; • Surveying, no early maps • Colony grant records • Town records • Research Questions

Early Population

• Native inhabitants?

• Number and origin of early families? • Proprietors Records • Vital Records - Birth, Marriage, Death, census (Gleason family r.) • Cemetery Records

Landscape Features & Use • River dominant feature • “For want of more meadow”for hay • The importance of cattle to early people • Water-rich resources

Economic Development Trade and Industry

• Trades related to farming— tanning • 12 footers early industry • Cochituate Shoe Factory • Area growth

Cochituate: Bent Factory

Immigration: Changing Population French Canadian, Albanian shoe workers arrive

Transportation Patterns

• Early roads and bridges; river during floods • Old Post Road; changes in transportation

Railroad comes to Wayland

First Train to Arrive

Trolley Comes to Cochituate

Landmarks: North Cemetery

First three Meetinghouses and cemetery on hill (Indian site) overlooking river

Landmarks - First Parish

• 5th Town Church in present Town Center • Town Clock, Paul Revere bell • Separation church, state • Church records • Architecture

Historic District Landmarks

1845 George Smith house and shop, 19th c. Wayland Village District

Important Event in Wayland History

King Philip’s War 1675-76

Landmark: KP War Marker

• Ambush site at river • Garrison house nearby (cellar hole remains) • Cost of War (tax relief) • Research sources

Important Person in Community History - Local

• James Draper, builder, historian, surveyor, town benefactor.

• Evidence of presence?

• Home standing, Draper Road.

• Historical writings.

Important Person in Community History - National

• Lydia Maria Child, abolitionist, author, humanitarian.

• Her life in the community; house still standing. • Research on her original records?

Early Schooling

• Colony efforts to get towns to comply • Locations of early schools • School masters/salary • Early “curriculum” compared to today

Relation to Larger World

• Political organization: town meeting — how has it changed?

• Relation to state, General Court • Regional - county, watershed (SuAsCo) • Nearest big city, major roads, MBTA

Relation to Metropolitan Water

• Lake Cochituate, partly in Wayland, was early Boston water supply. Gate house above • 3 aqueducts for MWRA water go through town

Putting it all Together

• Tie basic questions together into profile • Make links to database (primary sources) • Suggest additional community research questions and projects - tied to curriculum • Published online through Massachusetts Studies Project and school/community website