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#300 Salisbury, A Town in Transition

10/24/2017

 
Responses to the video? Talk? Were your questions answered?

Unit intro
​
Today we are setting out on a largely project-based unit. We will explore the social, economic, and cultural dimensions of local northwest Connecticut life in the period stretching roughly from the 1820s to the 1860s. More specifically we will examine the Market Revolution (early industry and advances in transportation like canals and railways), the evolution of everyday life (from education to sanitation), and the emergence of important movements for social change (temperance, women’s suffrage, and abolitionism). The anchor for much of this learning will be a week-long Cemetery Project, which will be conducted jointly between Humanities History and Humanities English. The research-orientation of this project will allow students to tailor their learning experience to their personal interests.

After today, we will have about three classes focused on preparation followed by about a week in English and History for the project

Questions:
  1. What are some goals you have before the Cemetery project starts for information you think would be important or interesting to learn about before we start formally on the project?

  2. What types of sources do you anticipate being of most value for this project? What would be the advantages and disadvantages of jumping on Google?

  3. What are some characteristics of the person you might want to look for in the Cemetery? Roughly what years were they alive? Would you prefer to follow the life of a male or female? What other aspects of this person’s life are important for you to think about before entering the cemetery?

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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
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