Lesson # 1 (Two class sessions)
In order for students to master the unit objectives, they will start the learning process by reading and analyzing the plans for the Society of New Haven. The students will be given the Wadsworth map and a current map of New Haven then required to compare and contrast both maps. Then, the students will use the modern day map of New Haven to record the major and significant changes that have occurred over the years.
Materials
Several blown up versions of the 1748 Wadsworth map, several blown up versions of a current map of New Haven (two copies for each group), pencils and markers, handout with questions pertaining to the maps.
Opening
Teacher will introduce the lesson by providing brief background information on the Wadsworth map and the importance of the Green in 1750 in colonial New Haven.
Activity # 1
Students will work in cooperative learning groups as they analyze and evaluate the two distinctive maps.
Procedures
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a. Maps will be displayed for each group of students. Each group will have their own maps. Student will be given a chance to observe the two maps. (Wadsworth and a current map of New Haven)
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b. Students will locate any and all familiar places on each map.
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c. Students will compare and contrast information by using a Venn diagram.
d.
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Students will determine what is unique and significant about each map.
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e.
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Students will identify points of interest on each map.
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f.
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Students will write about five new things that they have learned about New Haven in their journals.
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g.
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Students will record in their journals ten things that are the same in the Wadsworth map and current map. Also, describe the changes that have taken effect since 1748 if any.
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h.
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Students will develop their own version of a town map for New Haven. They will record and explain the changes they have made.
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Closure
Have students share their findings and discuss what new things they have learned about New Haven.
Materials
Photographs, books, and articles illustrating meetinghouses in the mid 18
th
century, drawings and floor plans of med 18
th
century meetinghouses, church, town, and court records of seating in the meetinghouses, pencils, pens and journals, and construction and tracing paper.
Opening
Teacher will discuss the magnitude and significance of the meetinghouse and how it helped determine social status and order in the colony.
Activity # 2 (4 class sessions)
Procedures
a.
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Students will look at original floor plans and drawings of mid 18
th
century meetinghouses in New Haven.
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b.
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Students will focus on the central location and the importance of the meetinghouse.
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c.
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Students will identify the religious, political, and professional hierarchies associated with power in the colonies.
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d.
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Students will name the many craftsmen that participated in the designing and constructing of buildings.
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e.
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Students will go on a field trip to visit the Center church on the Green to help them develop a visual connection to their project.
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f.
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Students will view church, town, and court records to determine and analyze the social standings of families within the church.
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g.
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Students will develop and compile their own social class order based on current occupations.
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h.
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Students will write in their journals the difference between a church and meeting house.
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i.
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Student will then create and develop their own meetinghouse following the guidelines of a mid-18
th
century building plan.
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Closure
Students will present and explain their decisions made in the development of their meetinghouse to the class.
Materials
Probate inventories, drawings of homes, floor plans, photos and books on mid 18
th
century homes, construction and tracing paper, pencils, markers, pens and journals.
Opening
Teacher will explain the connection between home and work for the colonist. A mini lesson on the significance on how work was an extension home and how one’s occupation played a very important role in the type of house one owned.
Activity # 3 (3 class sessions)
Procedures
a.
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Students will be given probate inventories, drawings of homes, floor plans, and photos to research and analyze.
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b.
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Students will create, plan, and design their own homes based on previous research with an occupation in mind.
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c.
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Students will document their plans and keep notes as changes and adjustments occur.
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d.
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Students will be given a rubric to help them to stay on task and to assess their progress.
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Closure
Students will present their drawings and give an oral report on their research and reflect their understanding and appreciation for their historic built environment.
Conclusions
There are many facets to this unit where the students can be creative. This unit is designed to give them a personal connection to the historical and architectural buildings in New Haven. This course will teach them that there is a story behind everything. If you just stop, look, and listen, then the buildings will reveal these stories. Students will be able to look at structures and buildings in a fresh new manner. As a result they will be able to articulate the cultural changes and developments that have shaped New Haven over the years. These activities will stimulate the students’ creativity and give them hands on experience on the beginning stages of planning and building structures and an understanding of the vision the colonists had for this great city of New Haven.