Joseph A. Montagna
In the final analysis, it is the teacher who must be comfortable with the material that is being presented. With that in mind, this unit is designed to be flexible enough so as to allow the teacher to add to, or delete from, the basic parts of this unit. The lessons and activities should be easily adapted to the individual teacher’s style. The following is only a
suggested
approach.
Point System
At the outset, the teacher should take some time to explain the method of grading. The teacher should set a goal of a specific number of points that students are expected to accumulate throughout the duration of this unit of study, e.g. 500 points. The teacher should then proceed to explain the types of activities that they are expected to engage in and their respective point values. The types of activities are as follows: book reports, art projects, class participation, small group participation, oral presentations, crafts, etc. A point range should be set up for each activity. A large chart, or individual record book will be kept to record individual progress. If the teacher so chooses, the student can contract in advance to earn a particular number of points for a particular project.
Audio-Visual Corner
Whether a teacher uses the suggested audio-visual aids in large groups, small groups, or with individual students, a corner should be set up in which these materials are readily available for students to review at agreed-upon times. A filmstrip projector and record player are necessary,
at the very least
. A DuKane Viewer cassette player is needed for one series of filmstrips.
Library Area
The bibliography that is provided suggests a number of teacher and student oriented books. These should be kept on a shelf near the A-V Corner. If possible, a set of encyclopedias would also be useful.
Project Area
An area of the classroom must be set aside for working on the projects that are suggested. Obviously these projects cannot be completed in one class session. They should be stored in an easily accessible area for students to work on during independent work times, or students may work on them at home.
Finally, each concept of this unit has been separated into separate lessons. The amount of time necessary to complete each concept will vary from teacher to teacher, and from class to class. This arbitrary separation was not intended to be strictly adhered to by those using it. The number of lessons that are required to complete the unit of study is flexible, too.
Lesson I
Concept
Where is Connecticut located?
Performance Objective
Given a map of the world or the U.S., and/or a globe, the student will be able to locate Connecticut.
Lesson Outline:
-
1. Use a large class map of the United States to point out the location of Connecticut. Do the same with a world map and a globe.
-
2. Discuss the boundaries of the state. Ask that the students use geographical terms in their references to the large class map. For instance, if a student replies that New York is on the
left
of Connecticut, correct the student by replying that New York lies west of Connecticut. Those who are not in the habit of using the terms will soon catch on.
-
3. Pass out the blank outline map of the northeast (Fig. 7). Have each student locate and label the following: Long Island Sound, Long island, Block Island, New York, Massachusetts, Rhode Island, Connecticut, Maine, New Hampshire, Vermont, Connecticut River, Connecticut River Valley.
-
(If crayons are available to everyone, it is a good idea to have the students color in each state a different color and color the water blue.)
-
4. Have each student make a folder in which all of the work on this unit will be kept. This can be assigned as a classroom activity, or as a homework assignment. Point out that you expect this folder to include a section for vocabulary development.
Materials:
Large class maps of: The United States, Connecticut, the world. Blank outline maps of the northeastern section of the U.S. (ditto). Crayons.
Construction paper (for booklets).
Vocabulary:
island, sound, boundary, natural boundary, cardinal directions, valley, highland, coast.
(All vocabulary work should be assigned as independent work and discussed at the beginning of successive lessons.)
Lesson II
Concept: How were Connecticut’s present landforms developed
Performance Objectives: With reasonable accuracy, each student will be able to write or tell about the formation of the Connecticut Valley;, locate the highlands and lowlands of the state, and locate Bear Mountain, Connecticut’s highest point.
Lesson Outline
The teacher will need to refer to Figures 1-3 to carry out this lesson. It is necessary for the teacher to draw these figures on an overhead transparency or a blackboard so that everyone can see. Passing out a ditto sheet may be more desirable.
-
1. Refer to the narrative which explains the forces that were at work in forming the Connecticut Valley. (Figure 1). Discuss the formation of the fault. Describe what a fault is. Point out Southern California’s San Andreas fault.
-
2. Discuss the erosion properties of swiftly moving water. Discuss with the students the length of time that may be needed for water to wear a hole in solid rock. Point out to the class the fact that the large rock that lies behind the Peabody Museum has a large hole in it that was caused by water. Some may have seen it already. Those who haven’t should be encouraged to go look at it.
-
3. Using Figures 2 and 3, demonstrate the forces that came about to further change the landforms, the filling of the river valley with sand and gravel from the highlands, the pressure that was being exerted on the sides of the central valley, and the breaking and tilting of the hard rock that was once lava. Looking closely at Figure 3, one can see that one of these rock formations has broken through the surface. Later, as the softer rock and sand were eroded, these formations developed into long hills with steep sides. This explains the formation of such New Haven landmarks as East Rock and West Rock.
This may be a good stopping point.
Materials:
Overhead projector, blackboard, or ditto copies of Figures 1-3.
Vocabulary:
fault, erosion, lava, sediment.
Lesson III
Concepts
What is a glacier?
What effect did the glacier have on Connecticut’s landforms?
Performance Objectives
The student will write an account of the period, the events that led up to the ice age, and the glacier’s effect on present-day Connecticut’s landforms.
Lesson Outline:
-
1. Using several long sheets of plain paper that are taped together end-to-end, prepare a timeline with the students. Use as a beginning, the approximate beginning of the earth (4.5 billion years) to an epoch called the Pleistocene period (approximately one million years ago).
-
____
____
There were four ice ages during this period with warm stages in between. After filling in the entire Pleistocene period, one sees that it is dwarfed by the rest of the timeline that represents the earth’s beginning. This is a good visual effect for the students. (See
Grolier’s Book of Popular Science
for further information on this period.)
-
2. Describe the movement of the glacier southward. Have students locate this southward movement on a nap.
-
3. Discuss the various actions of the glacier as it moved:
-
____
a) picking up material, such as rocks, sand, etc.
-
____
b) smoothing the surface as it moves over it
-
____
c) scratching into surface rock (glacial striae)
-
____
d) depositing material
-
____
e) formation of lakes
-
____
Book of Popular Science
, Volume 9, pp. 163-174.
-
4. Discuss the “coming back to life” of Connecticut. (See narrative).
Materials:
6” wide construction paper for time line
Book of Popular Science
Vocabulary:
erratic, moraine, glacier, striae, abrasive
Lesson IV
Concept
What are the major landforms of present-day Connecticut?
Performance Objectives
Given a blank outline map of Connecticut, the student will: a) locate and label the four major landform areas, b) locate Bear Mountain and Burley Hill, c) label the rivers.
Lesson Outline:
-
1. Connecticut has four basic landforms: the central valley, the eastern highlands, the western highlands, and the coastal lowlands. (See Figure 4)
-
2. Discuss with the class the facts that they already know about Connecticut’s landforms (how the central valley was formed, erosion, etc.). Make a list of their comments as they are given.
-
3. This may be given as a homework assignment. Pass out a blank outline map of Connecticut, and locate the following: a) the major rivers and their tributaries (see Figure 5), b) Bear Mountain (label elevation), c) Burley Hill (label elevation).
Materials:
Blank outline map of Connecticut
Large class map of Connecticut
Vocabulary:
tributary, elevation, sea level, topography
Suggested Projects Related to Lessons I-IV
The following projects may be part of an ongoing program in the classroom or homework assignments. They may be done in large or small groups, or they may be done by individuals who wish to do extra-credit work.
-
1. Make a topographical map of Connecticut using clay or plaster. These are relatively simple to do, and they have a certain fascination to students. They may use the cardboard tray that comes in the large boxes of frozen lunches at school. Have the student draw an “aerorelief” map first, before starting to mold the clay onto it. The aero-relief map will be an excellent guide in showing the student how to sculpt the clay.
-
2. Make an erosion table. (See Book of Popular Science, Vol. 4.)
-
3. Construct a timeline of the earth’s history.
-
4. Construct a clay model that demonstrates the formation of Connecticut’s landforms.
Lessons V and VI
Concept
What is the origin of the American Indian?
Performance Objective
With reasonable accuracy, the student will write an account of the migration of Asians to North America. This account should reflect a basic understanding of this great migration which later developed into the various civilizations of North and South America. The student should make it clear in this account that he/she understands that there existed great differences between migrating peoples, despite their common origin. Finally, the student will trace an eastward route of this migration to the area that is now Connecticut.
Lesson Outline:
-
1. On a map of the world, locate the Asian continent. Ask students to find a place where Asia and North America come very close to touching.
Bering Strait
.
-
2. Relate the story that in the winter, a “land bridge” exists for a part of the year. It is the popular theory that this is the way that the continent of North America received its first residents.
-
3. Ask them if they can think of any people that live in and around Alaska. Eskimos. Did any of them ever think of the eskimos being “American Indians?” They probably didn’t.
-
4. Trace the various directions that further migration nay have gone from there. Have students consider what conditions may have to exist for a group of people to want to migrate. What conditions might they be looking to find? Divide the larger group into small groups to come up with reasons for leaving. Present their findings after a specified amount of time.
-
5. Consider their findings all together. Have them trace these ideas on the world map. See if any groups of Indians had ended up in the areas that they guessed at. The chances are that some tribe developed in any area south and east of the Bering Strait. This is a good opportunity to lead into individual study of other tribes of indins of North or South America. Someone should try to locate a map that shows the various civilizations that developed. The differences that they might find are astounding, between the great empires of the Mayans and the Incas, and the primitive hunters and farmers that existed. This would make an interesting unit all by itself. (The students and you could get carried away.)
-
6. In North America, the tribes differed from one another in language and customs. They invented a sign language so that they were able to communicate whenever they made contact. However, they have enough similarities that ethnologists recognize seven general culture groups: Californian, Northwest Coast, Southwestern, Plateau, Plains, Southeastern Woodland, and Eastern Woodland.
-
7. Obviously, there had to be reasons for further migration eastward. Discuss the reasons for migration from the west. Students’ replies may be a bit more thought out in comparison to the first discussion of this topic.
-
8. The narrative which precedes this unit defines further the migrations which led to the tribal formations in the area that is now Connecticut. Trace these migratory routes with the students to set the scene for the study of these Indians.
Materials:
Large class map of the world
Large class map of the United States
Blank outline map of the western hemisphere, desk-size (optional)
Vocabulary:
migration, migratory, tribe, origin, Asia, North America, continent, strait, ethnology, ethnography, customs
Additional Follow-Up (optional)
The Audio-Visual Dept. of New Haven has the following films. They should be of interest to the children and the teacher. The teacher may choose to show these to the whole class at one time, or they may be set up in a study corner to be viewed by individual students and small groups.
Filmstrips:
-
“Indian Adventure”: This is a legend about an Indian boy who saves his tribe from an attack by other indins. The scene is the territory of the Ottawa Indians. This doesn’t relate directly to the Indians of Connecticut, but it may be of interest to the students.
-
“Where Did The Indians Live?” This filmstrip illustrates the differences that existed between the various tribes of North American Indians. While it is not the best film available on the subject, it is valuable to clarify certain general statements for the students.
Lesson VII
Concept
What is the origin of the tribes of the Indians of Connecticut?
Performance Objective
The student will be able to write a short narrative which relates the migration of the various Indian tribes to the area that is now Connecticut. The student should be able to provide a time reference for these events, name the tribes that settled here, and speculate on why they migrated eastward.
Lesson Outline:
-
1. Using a map of the United States, locate the area that is west and north of the area that is now Connecticut. From this area the first residents of Connecticut migrated—Indians of the Algonkian Confederation.
-
2. Add to the timeline that was started in the Geologic History section of this unit. The above migration took place around 1600. Have a discussion about the approximate number of years that this area was without human life. Discuss what the land must have looked like when these people arrived.
-
3. Next came a group of Lenape or Delaware Indians from the Ohio Valley region. Locate this area on the map. These indins advanced north by the Hudson River and then east into Connecticut. They drove back the Algonkians who were already living there.
-
4. The last group to move into this area was the Pequot Indians. They came into Connecticut from the north. They were the last aboriginal group to occupy part of Connecticut.
-
5. Many historians choose to divide the larger groups into many smaller groups. There is no doubt that these subgroups existed (Quinnipiacs, Hammonasetts, etc.). However, to make this unit less confusing, we will use the larger classifications. If it is better at certain points to use the names of the localized groups, then the teacher should do so.
-
6. The class should complete a map of Connecticut to illustrate the Indian Territories as depicted in Figure 6. See the narrative for further information on this topic.
Materials:
Large class map of United States
Large class map of Connecticut (or transparency of same)
Blank outline map of Connecticut
Vocabulary:
Proper names of Indian groups.
Lessons VIII and IX
Concept
How did the Indians of Connecticut get their food?
Performance Objectives
The student will be able to identify the various activities that the Indians engaged in for subsistence. This may be done in a short narrative or by an oral presentation.
Lesson Outline:
-
1. The Indians were both agricultural and hunter/gatherer people. Discuss the differences of both types of living. Make a chart of the students’ responses.
-
2. See the narrative for the types of crops that they cultivated.
-
3. See the narrative for the wild foods they were able to gather.
-
4. See the narrative for the types of animals that they hunted.
-
5. The groups will make a presentation to the whole class for the next lesson. Assign various tasks to small groups of students in researching one or more of the following:.
-
____
____
What kinds of tools did the Indians use for agriculture?
-
____
____
What kinds of weapons did the Indians use?
-
____
____
How did they cook their food?
-
____
____
What kinds of crops did they raise?
-
____
____
What kinds of animals did the Indians hunt?
Vocabulary:
agriculture, nomad, cultivation
Lesson X
Concept
How did the Indians dress?
Performance Objective
The student will choose a particular article of dress or ornamentation to make on his or her own.
Lesson Outline:
-
1. Chapters three, four,and five of J. H. Saloman’s book,
The Book of indian Crafts and Indian Lore,
has much information on the dress and ornamentation of various tribes of North American Indians. Directions are explicit enough for the students to make such articles of clothing as leggings, moccasins, necklaces, etc. Discuss these with the class. Point out the similarities of dress between tribes. Have students choose the activity. Have each student make a list of materials needed to complete the article. The student should have the main responsibility of acquiring the materials.
-
____
____
These projects may be worked on during the students’ free time in school, for homework, or at a specified class time.
Lesson XI
Concept
What kind of shelter did the Indians have?
Performance Objectiv
The students will construct a model wigwam in much the same manner as the Indians did. The size of the model can be full-scale if desired.
Lesson Outline:
-
1. Chapter six of Salonan’s book is entitled “Tipis and Wigwams.” Discuss the various shelters that were constructed by the various tribes of Indians. Spend more time on the wigwam, the type that the Connecticut Indians made extensive use of.
-
2. Divide the class into working groups. Divide the tasks to fit the size of the class. If the class-size warrants it, two shelters may be constructed.
Materials:
See Chapter six of
The Book of Indian Crafts and Indian Lore
.
Vocabulary:
tipi, wigwam
Lesson XII
Concept
How did the Connecticut Colony begin?
Performance Objective
The student will be able to give an oral presentation, or write a short narrative, which will include the important details of the settlement of the Connecticut Colony.
Lesson Outline:
-
1. Have a map of the world available to refer to during the course of this lesson. Discuss the basics of Puritanism.
-
2. Relate the story that is contained in the narrative about the events which led to Thomas Hooker’s departure from England to sail to New England. Refer to the map to trace his travel route.
-
3. Encourage students to participate in a discussion of these events. Ask them if they can see any similarities between Hooker’s flight from England and the flight of others before him.
-
4. Relate the events that led to Hooker and company wanting to leave the Boston area for the Connecticut River Valley.
-
5. Relate the story of others who before Hooker, explored the Connecticut area.
-
6. Place these events on the timeline that was started in previous lessons.
Materials:
Large class map of the world
Large class map of Connecticut
Vocabulary:
Proper names, Puritans
Lesson XIII
—Follow-up to Lesson XII
-
1. Get the filmstrips
Puritans
and
Background to Colonization
from the A-V Department.
-
2. Discuss previous lesson before showing the above filmstrips.
-
3. Conduct a discussion following viewing.
-
4. Make these films available to small groups or individuals who may wish to view them at a later date.
Follow-up Assignment:
Write a biography of Thomas Hooker or John Cotton—or— Write a report on Puritanism
Lesson XIV
Concept
How did the war with the Pequots start?
Performance Objectiv
The student will participate in a discussion concerning the war with the Pequots.
Lesson Outline:
-
1. Relate the story as it is told in the narrative.
-
2. Emphasize the idea that is related in the last paragraph of this section concerning the moral questions that come into play here. Underscore the fact that the various “Papal Bulls” that were issued prior to this time encouraged Christians to take over any lands that were occupied by what they called “savages” because they worshipped pagan gods.
-
3. Encourage students to participate in a discussion revolving around the above.
Suggested Questions:
-
Do you think that evidence which pointed to the Indians’ responsibility in raids was contrived?
-
If a person believes in Christ, does that give that person the right to harm those who do not?
-
Could the same situation happen again?
-
Could the situation have been resolved without a war with the Pequots?
Lesson XV
Concept
How was a government formed?
Performance Objectiv
The student will be able to relate the reasons which compelled the settlements in Connecticut to evolve a government.
Lesson Outline:
-
1. The government of Massachusetts was too far away from Connecticut to serve it well, so the Fundamental Orders was written (see narrative).
-
2. This was the first real government of Connecticut.
-
3. Discuss the major points of the Fundamental Orders.
Vocabulary:
constitution, fundamental, magistrate
Lesson XVI
Concept:
How was New Haven founded?
Performance Objective
With reasonable accuracy, the student will write a short narrative which illustrates the events that led to the settlement of New Haven Colony.
Lesson Outline:
-
1. Have a large class map of England, the world, and Connecticut to refer to during the lesson. Refer to the narrative for specific information. Have a student locate London.
-
2. Relate the story of Rev. John Davenport at St. Stephen’s.
-
3. Relate Rev. Davenport’s acquaintance with Theophilus Eaton, and their subsequent deal to start a company and travel to New England. Emphasize the fact that wherever they were bound to settle the town would be a “Theocracy.” Explain the term.
-
4. Have students trace their route to New England aboard the
Hector
.
-
5. Locate where they
first
settled outside of Boston.
-
6. Trace their route to the area which became New Haven.
-
7. Relate the facts as presented in the narrative concerning their dealings with the Quinnipiac Indians. Ask students to search for any Indian names they can still find around the New Haven area. Also, ask them to make a list of other names that are mentioned in this history of New Haven that can be found around New Haven (Momauguin Beach, Davenport Avenue, etc.).
Materials:
Maps: world, England, Connecticut
Vocabulary:
theocracy, merchants, all proper names.
Lesson XVII
Concept
How was the
plantation
of New Haven first planned?
Performance Objective
The student will be able to relate the facts in an oral presentation concerning the plotting of New Haven.
Lesson Outline:
-
1. The surveyor, John Brockett, first laid out nine squares. The central square, the marketplace, is today the New Haven Green. (See map.)
-
2. Pass out a blank outline map of the New Haven plantation.
-
3. Point out the east and west creeks that have since been filled in. Have the students label these.
-
4. Label the various plots of land belonging to some of the notable people of New Haven, e.g. Eaton, Davenport, Brewster, Gilbert, etc. (See map.)
-
5. Point out that Brockett had to add two suburbs to the plan due to the increasing population of New Haven.
-
6. Discuss the purpose of the common land.
-
7. Discuss the types of homes that were built by the wealthier residents. (See descriptions in Carlton Beal’s
Our Yankee Heritage
.)
Materials:
Blank outline map of New Haven (1641)
Lesson XVIII
Concept
What kinds of homes did the colonists build?
Performance Objective
The student will appreciate the amount of hard work and skill that was needed to construct a home with only the simplest of tools.
Lesson Outline:
-
1. Preview the filmstrip and cassette entitled
Colonial Life
, Part Five. Set the stage before showing it.
-
2. Discuss it afterwards.
-
3. Assignment: Draw a picture of a typical Colonial House. Label the most outstanding features of it.
Materials:
Filmstrip,
Colonial Life
, Part V.
Lesson XIX
Concept
What kinds of work were required in a typical colonial town?
Performance Objective
The student will be able to write a short narrative about one or more kinds of work during the colonial period.
Lesson Outline:
-
1. Get the following series of books from the New Haven Public Library,
Series of Colonial American Craftsmen
by Leonard E. Fisher, and present each one to the class as an introduction.
-
____
____
Each of the following is a separate book:
Wigmakers
,
Limners
,
Papermakers, Potters
,
Printers
,
Shoemakers
,
Doctors
,
Weavers
,
Homemakers
,
Tanners
,
Silversmiths
,
Hatters
,
Glassmakers
,
Cabinetmakers
.
-
2. Ask the students if they know the word “apprentice.” Ask if they know of any jobs that still require apprenticeships. Explain.
-
3. Get the filmstrip and cassette,
Colonial Life
, Part One.
-
4. Discuss the film afterwards.
-
5. Assignment: Pick one of the above books on colonial workers. Do a report on it. Illustrate the report.
Materials:
Filmstrip,
Colonial Life
, Part I.
Vocabulary:
Proper names of colonial crafts.
Lesson XX
Concept
How much did Connecticut grow by 1664?
Performance Objective: The student will realize the connection between the topography of Connecticut and the pattern of further settlement.
Lesson Outline:
-
1. Pass out a blank outline map of Connecticut.
-
2. Project a facsimile of Figure 7 with an overhead.
-
3. Discuss the reasons why settlements followed this pattern. Large hills to the east and west of the river were unsuitable for agriculture. The river was a natural highway to the coast. With a little encouragement, the students should figure this out after awhile.
-
4. Have students draw in the settlements to this point.
Materials:
Blank outline map of Connecticut.
Lesson XXI
Concept
What are some examples of furniture, utensils, and works of art during the colonial period?
Performance Objective
The student will appreciate the amount of time and work that the artisan put into the final product.
Lesson Outline:
-
1. Discuss the points that the students may recall about how a colonial home was constructed.
-
2. Show the slides of early American homes, furniture, silver, pewter, etc. Encourage student comments on each slide. Don’t expect to have the students become experts on antique objects. Expect only that they learn to look at objects in a new way, appreciating the time-consuming work that went into each piece.
-
3. Assign for homework: Pick one room in your house and make a list of everything contained in it. Try to determine its point of origin by looking for any labels that may contain such information.
Materials:
Slide projector
Slide collection on colonial objects.
Lesson XXII
Concept: What activities took place in and around the Colonial household?
Performance Objectives: The student will be able to relate the tasks that were expected of each member of the family and the activities in which the children engaged.
Lesson Outline:
-
1. Obtain the following books from the Public Library:
Pastimes of Colonial Children
, G. H. Gardner
Children of the Handicrafts
, C. S. Bailey
-
2. Both of these books contain excellent descriptions of the activities in which colonial children engaged daily. Some of these activities may include working around the house or making toys for themselves. The students will enjoy them.
-
3. Introduce these books to the class. Encourage their investigation of these books.
-
4. Show the filmstrip
Colonial Life
, Part IV. This deals with the household of the period.
-
5. Assignment: Choose an item from the abovementioned books. On your own, or with a partner, make the chosen item.
-
6. Discuss the filmstrip.
Materials:
Filmstrip projector.
Lesson XXIII
Concept
What were the events which led to direct royal control of Connecticut?
Performance Objectiv
The student will be able to write a short narrative of the events which took place between 1660 and 1689. With reasonable accuracy, the student will include the major points to be covered: New Haven’s absorption into Connecticut, Major Andros’ attempts to take over Connecticut, New England Consolidation, and the Charter Oak Incident.
Lesson Outline:
-
1. Relate the events as stated in the narrative, starting with an explanation of why Connecticut did not “legally” have any right to establish a colony.
-
2. Discuss the importance of Connecticut’s finally securing a charter from the King.
-
3. Show the motion picture,
Courage in Connecticut
. This is a film which dramatizes the Charter Oak Incident.
-
4. Conduct a discussion following the film.
Materials:
16 mn projector
Suggested projects for Colonial Period:
Construct a model of early New Haven as laid out by John Brockett. Learn about some crafts of the period and make an example of them. Construct a toy that may have been used by a child of this period. Write a report on how an early American home may have been built. Include some of its outstanding features.
Choose a notable person of the period. Write a story about that person’s return to the 20th century. Explain some of the changes that person would find.
Recreate some of the events through role-playing situations.
Suggested Field Trips:
Indians:
Peabody Museum
Contact Ms. Janet Sweeting for details.
Colonial:
New Haven Historical Society
Yale Art Gallery
Contact Education Office at the Gallery.
They have an excellent exhibition on the American Art Experience.
Grove Street Cemetery
Fort Hale Park
New Haven Green and The Center Church