|
Summary and Objective
The subject of this lesson is the development of the towns in western Franklin County. These towns are: Ashfield, Buckland, Charlemont, Colrain, Conway, Hawley, Heath, Plainfield, Shelburne, and Rowe. The object of this activity is for students to learn and understand the various factors that shape the development of towns in western Franklin County, and to connect town development to state and national events.
Teaching Plan
Step 1.
Students examine the "Map of Western Massachusetts" from 1855 (frontispiece) to locate these western Franklin County towns in relation to Deerfield, Mass.
Step 2.
Students examine the "Map of New-England," created in 1677 to identify a pattern between locations of natural features and settlements: What natural feature did people tend to settle near? What does this tell us about likely trade and travel routes? Studnts locate the area on the map where these western Franklin County towns will later be settled and incorporated, and brainstorm where they might expect to find people living in these towns (in relation to natural features, for example).
Step 3.
Students look at the "Union Telegraph Line" broadside and read the accompanying label, to learn about another once-popular mode of transportation in this region. They also determine what led to the decline in use of this transportation.
Step 4.
Students look again at the 1855 "Western Massachusetts" map to locate locations of railroads: Where were these in relation to these western Franklin County towns?
Step 5.
Students examine the town maps to determine which towns had railroads and which did not. They compare maps for 1 town with a railroad and 1 without, also reading the "Business Notices" on the map, to identify patterns of industrial location in each town, and how the presence of a railroad affected types of industries the town had. They determine whether 1 town was more farming-oriented than the other and what may factors may have caused the railroad to go through 1 town and not the other.
Step 6.
Students look at the "Hoosac Tunnel" photograph and read the accompanying label to further understand the issues related to railroad development in this region.
Step 7.
Students examine the "Massachusetts History Timeline", to place the developments in these towns in a larger historical context. They write a 2-3 page paper on the impact of the railroad on the towns in this region, addressing the impact both for towns that ended up having a railroad and those that did not.
Step 8.
Possible extension activity: Students list the needs and considerations that decide the most favorable location for early settlement in their area. On a blank map of their area, they designate the spots where they believe the three earliest settlements would be located. They compare their designated locations with the actual locations of the three earliest settlements. Students list the geographical features and natural resources of their area. Based on their list, they predict and list what industries would develop. They check their list by examining statistics for their area, by looking at census data on industries, for example. Students examine and compare various population statistics and population maps for towns in their area. They graph or chart these population trends.
|
