Lesson #1
Title:
Class Discussion: Unit Overview
Duration:
50 Minutes
Objectives:
Students will be able to:
1. Summarize the areas of study that will be covered in the unit.
2. Understand the complexity of establishing a new society.
3. Understand the impact of Puritan ideals upon the new settlement.
Materials:
K-W-L Chart
Opening:
Teacher will begin class by asking the students open-ended questions such as: Why was New Haven settled? What impact did the physical landscape have on the settlement? Who were the Puritans, and what were their motives for settlement? Some of the topics addressed will include motives for migration to the New World, Puritan ideals, the influence of geography.
Activity:
Throughout the class period, students are encouraged to comment on what they may know about the early history of New Haven. Students are also encouraged to engage one another in conversation in an effort to foster further learning of the unit through open discussion. Teacher will act as facilitator to keep the discussion on track. Teacher will post students responses on the board using the K-W-L Chart
Closure:
Teacher will ask the students, from the questions they raised during their discussion, what they (as a class) would like to learn about during the unit. Teacher will post their comments on the board. Teacher will then review the unit to let each student know what is expected of them to be successful.
Lesson #2
Title:
Geography of New Haven and the impact on Colonial Settlement
Duration:
100 Minutes (2 Class periods)
Objectives:
Students will be able to:
1. Examine geographic features of the New Haven area.
2. Analyze and synthesize how geographic features led to the settlement of the New Haven Colony.
3. Analyze and contrast different maps of New Haven to understand growth and development within the New Haven Colony.
4. Produce their own example of a settlement that takes into account physical features and the needs of the inhabitants
Materials:
Map of New Haven, 1641, A Plan of the Town of New Haven with All the Buildings in 1748, Stiles Map of 1775, Current Map of New Haven, Chamber of Commerce, White Poster board, Markers, Handout which lists geographic and physical features.
Opening:
Teacher will begin by introducing how the Puritan settlers were influenced to migrate to the New Haven area based on geography, climate, and of a potential area of land for becoming a trading settlement.
Activity:
Students will work in cooperative learning groups as they analyze and evaluate the four different maps of the time period. Each group will be asked to address certain questions as they compare and contrast the different maps: What geographic features did the settlers see as a positive to migrate to the area? Are there any geographic features that serve as a negative influence, why? Does climate play a role in where people are willing to live, why or why not? What differences can be seen in the physical structures of each map? What can you deduce from these differences? How does geography influence a society and its economy? Students are encouraged to come up with their own questions to further understand the development of the New Haven Colony. Each group will then be asked to illustrate an example of their own settlement using the poster board and markers. The students are to record their various conclusions based on analysis of the maps of New Haven. They are also to incorporate all items listed on the handout in their analysis (geographic and physical features).
Closure:
At the end of the second class period, students will present the settlements which they have created to the class. Each group is to provide their reasoning for why they settled in a certain geographic region, describe why they structured their settlement they way they did, describe how this influences the economy and their society.
Assignment/Assessment:
Students will present their colonial settlement to the class for a grade.
Lesson #3
Title:
The "Great Shippe" and its impact on the New Haven economy
Duration:
50 Minutes
Objectives:
Students will be able to:
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1. Analyze and evaluate two forms of art: Poetry, Painting.
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2. Understand the impact of the Great Ship had on the New Haven Colony both economically and emotionally.
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3. Analyze how this event altered the New Haven economy.
Materials:
Vision of the Phantom Ship, 1647, Return of the "Great Shippe", H. W. Longfellow
Opening:
Teacher will begin class by discussing the idea of Triangular Trade and how New Haven had developed its own version of this trade pattern by exchanging products throughout different parts of the world. Teacher will ask students how this type of trade affected the New Haven Colony. Was this what the original settlers of New Haven wanted for their community, why or why not? Teacher will ask what might be the future of New Haven if they lost their merchant shipping business.
Activity:
After class discussion, which addressed the questions above, the students will break out into their respective cooperative learning groups. Each group will read and discuss the Longfellow poem, the "Great Shippe." Each group will also analyze and evaluate the meaning of the painting, "Vision of the Phantom Ship." Each group will be asked how the two pieces of art are connected and what they tell us about this event. Each group is to determine, the impact this event had on the colonists of New Haven, economically and emotionally. Did this event change the course of New Haven, why or why not? Is the impact of this event still felt today? If so, how?
Closure:
Each group will be asked to present their findings/opinions to the class, where each question should be answered. Teacher will allow for a period of question and answers as each groups completes their presentation. This closure activity will foster further discussion of the event, New Haven's economy, past and present, and the emotional impact felt by the colonists of New Haven.
Assignment:
Students are to read the Terms and Conditions for the sale of Quinnipiack from the Indians (New Haven Colonial Records 1638 - 1649)
Lesson #4
Title:
The Colonists Purchase Quinnipiack from the Indians
Duration:
100 Minutes (2 Class Periods)
Objectives:
Students will be able to:
1. Read, analyze, and synthesize a primary document.
2. Analyze and understand the motives behind the Puritans for the purchase of the land.
3. Understand the position the local natives were in when agreeing to the sale.
Opening:
Teacher will begin the class by discussing the primary source document of the terms and conditions for the purchase of the land, which was read for homework. Teacher will encourage open discussion on the fairness of the document, the motives of the Puritans for purchasing the land, the position the local Indians were in when agreeing to the sale of the land. These types of questions are to foster open discussion among the class that will raise debate on other issues.
Activity:
Once the class has had an opportunity to discuss the reading, and all questions answered, the teacher will divide the room into three groups. One large group will represent the Puritans, another large group will represent the Indians, and a third smaller group will represent a neutral body (teacher will act as moderator within the neutral group). Students will take the rest of the first class to get a better understanding of the group of people they represent. Second class period, the class will conduct an informal debate over the purchase of Indian land by the New Haven Puritans. Each group is instructed to keep in mind some of the bigger questions that were discussed in the first class period. Each group will take turns presenting their arguments, with a chance for the other side to rebut.
Closure:
The neutral group, at the end of class, will determine who presented the best case and which group was better represented.
