Curriculum Model for Community Profiles in

Massachusetts:

A Student Website Project

Components of the Curriculum Model

• Basic questions to answer in Profile • Research into events—historical to present• Database of resources tied to state

frameworks• Local extensions to the curriculum• Sample lessons and projects • Website repository

Basic Questions to Answer: • Location? • Origin and early

settlement? • Who settled and who

lives there now?• Landscape features and

use?• Economic

DevelopmentFirst Mass. Colony Seal

Basic Questions to Answer: • Transportation patterns?• Major events?• Outstanding citizens• Children’s schooling? • Relation to larger world? • Other?

Research Into Events

• Students select research questions• Determine sources • Contact Community Organizations • Conduct Oral interviews• Web research, Other?

Create Database of Resources

• Identify primary source images & source

• Database forms with background information

• Scan primary sources into database

• Tie into Frameworks

Primary Sources: Documents(Nantucket Town Meeting 1842)

Primary Sources: Maps1832 Map of Lowell

Primary Sources: Census Records

• State and federal census from 1790 on

• Information on households, work, country of origin.

• Special censuses (“Colored persons” in Nantucket, left.)

Primary Sources: Photographs

• James Draper, Wayland, 1880’s, • haying in Sudbury River meadows

Wayland Community Profile

• Sample Questions

• Student Research

• Tie into Standards

Locate Community

Sign on Route 20, five mi. W of 128, 17 mi. W of Boston, 26 mi. E of Worcester.

Settlement of Community

• First settled 1637

• Land Grant 1638

• Sudbury 1639

• East Sudbury 1780

• Wayland 1835• Sources Research? :

Settlement Location

• East side of Sudbury• Orig. 5 mi. square; • Surveying, no early

maps• Colony grant records• Town records• Research Questions

Early Population

• Native inhabitants? • Number and origin of

early families? • Proprietors Records• Vital Records - Birth,

Marriage, Death, census (Gleason family r.)

• Cemetery Records

Landscape Features & Use

• River dominant feature

• “For want of more meadow”for hay

• The importance of cattle to early people

• Water-rich resources

Economic Development- Trade and Industry

• Trades related to farming— tanning

• 12 footers early industry

• Cochituate Shoe Factory

• Area growth

Cochituate: Bent Factory

Immigration: Changing Population

French Canadian, Albanian shoe workers arrive

Transportation Patterns

• Early roads and bridges; river during floods• Old Post Road; changes in transportation

Railroad comes to Wayland

First Train to Arrive

Trolley Comes to Cochituate

Landmarks: North Cemetery

First three Meetinghouses and cemetery on hill (Indian site) overlooking river

Landmarks - First Parish

• 5th Town Church in present Town Center

• Town Clock, Paul Revere bell

• Separation church, state• Church records• Architecture

Historic District Landmarks

1845 George Smith house and shop,19th c. Wayland Village District

Important Event in Wayland History

King Philip’s War 1675-76

Landmark: KP War Marker

• Ambush site at river

• Garrison house nearby (cellar hole remains)

• Cost of War (tax relief)

• Research sources

Important Person in Community History - Local

• James Draper, builder, historian, surveyor, town benefactor.

• Evidence of presence?• Home standing,

Draper Road.• Historical writings.

Important Person in Community History - National

• Lydia Maria Child, abolitionist, author, humanitarian.

• Her life in the community; house still standing.

• Research on her original records?

Early Schooling

• Colony efforts to get towns to comply

• Locations of early schools

• School masters/salary• Early “curriculum”

compared to today

Relation to Larger World

• Political organization: town meeting — how has it changed?

• Relation to state, General Court

• Regional - county, watershed (SuAsCo)

• Nearest big city, major roads, MBTA

Relation to Metropolitan Water

• Lake Cochituate, partly in Wayland, was early Boston water supply. Gate house above

• 3 aqueducts for MWRA water go through town

Putting it all Together

• Tie basic questions together into profile• Make links to database (primary sources)• Suggest additional community research

questions and projects - tied to curriculum• Published online through Massachusetts

Studies Project and school/community website