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| In the Classroom > Unit Overview |
Research & Investigation Project (RIP): A Grave Undertaking
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| Unit Central Questions: | In This Lesson: |
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How can we use primary source materials to investigate the lives of some people in Deerfield, Massachusetts in the period 1780-1880? |
Lesson Length Key Ideas I.L.O.s Preparation Materials Activity 1 |
| Lesson Length |
Social Studies: Five to eight one-hour class periods.
| Key Content Ideas Taught in this Lesson and Teacher Background |
Like us, people who lived in the past did not live in a vacuum. Their attitudes and behavior were shaped in large measure by the times in which they lived. In order to have a better sense of the lives of the people we researched and the world in which they lived, it is essential to understand what was happening outside of Deerfield. In this way we can increase our understanding of the relationship between people in Deerfield and events and attitudes outside of the community. In addition, historical "events" do not exist independently. They have causes that may have built up over long periods and they leave behind effects that may linger.
In addition to connecting Deerfield to the society at large, it is also important to see the connections within the community. Through the primary sources, we can see who were contemporaries, who were neighbors, and who were connected through business transactions. Piecing primary sources together can paint a broader picture and breathe life into a community.
Teacher Note: This timeline activity is intended to help students integrate their knowledge of their individual research subject (and of local history) with events in the nation and the world. Although we have placed the timeline activity at the end of the unit, it also works well in a number of other places. It is possible, for example, to start the timeline with "national events" prior to the research project. Then, after students have completed their team research, the local/individual data can be entered. It is also possible to spread the timeline activities throughout the unit. As essential information is uncovered during the research, students can enter it on their timelines. Note, however, that the timeline activity can be time-consuming, and may extend the length of the unit significantly.
| Intended Learning Outcomes |
Understandings:
Students will understand:
- that Deerfield residents from the past did not live in a vacuum; they were influenced by (and they influenced) events and circumstances outside of the community and each other.
- the concept of cause and effect as it relates to important historical "events."
Skills:
- Students will be able to create a timeline that integrates specific information about their research subjects with events in the community, state, region, nation, and (when appropriate) the world.
| In Preparation for Teaching |
Familiarize yourself with the information on the Instructions for Timeline Worksheets.
| Materials |
Materials List:
- Instructions for Timeline Worksheets
- Web site on-line Chronology
- Timeline Worksheet
- *History texts and reference books
- [Optional: if your class has a timeline-making software program available, this activity could be done on the computer, rather than constructing the timeline by hand.]
* not provided with this unit
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