Mt. Washington Valley School To Career Partnership

Project-Based Unit

mapping a new settlement in 1725

Subject Area	Grade Level	Time to Complete
Social Studies	3-6	4 weeks

Author’s Name	School Address	Phone, E-mail
Jen Shinners Patty Brothers Heather Woodward	K.A. Brett School Tamworth, NH Jackson Grammar School Jackson, NH	603-323-7271 603-383-6861 h_woodwd@unixserv.kennett.k12.nh.us

Framing Question

The year is 1725, King George of Great Britain has given you a land grant of 500 hectares in the New World as a reward for loyal service in the British Army. The plot of land includes the coordinates of a NH town randomly distributed (ex. Concord: 43° N 71° W). How would you determine the boundaries and development of your new property?

Workplace or Community Context

Possible Contacts:

Carroll County Extension Service: Dottie Burrouws 1-800-322-4166
Chick Lumber: Tom Herget 356-6371
H.E. Bergeron Civil Engineers: Kathleen Bergeron 356-6936
International Paper: Peter Provencher 539-4145
Kondrat Construction: Peter Kondrat 447-5278
Mt. Washington Valley Observatory: Peter Crane 356-8345
MWV Community Supported Agriculture: David Condoulis 447-5328
Nature Conservancy: Peter Benson 356-8833
NH Fish & Game: David Lovequist 744-5470
Sherman Farms: Phyllis Sherman 939-2412
Susan Lee, Attorney: 447-1700
Suggested Professionals:
Banking
Construction & Excavation Workers
Employment
Engineers
Land Surveyors
Map Maker
Naturalist
Real Estate Agent
Registry of Deeds
Title Searches
Travel Agent

The Project
Overview

The students will create a topographical map that uses scale, keys, legends, latitudes, longitudes and elevation.

Students will keep an authentic journal of daily activity from the time they meet with the King until their settlement has been established and they meet with him for their final presentation.

Students will create a 3-D model of their land development.

Alignment with New Hampshire Curriculum Frameworks

Framework	How it is addressed in your project
LA 1d) Students will demonstrate an increasing ability to use language to examine and construct meaning. *compare and use information presented in various forms.	Students will read maps, legends, scales Students will construct and read a journal Students will present an oral component
SS Geography) Students will know and understand the effects of geography on patterns of migration, settlement distribution of population, culture, political division and economic interdependence.	Students will need to know and understand the settlement patterns of New England in the 1700’s Students will need to understand the influence of the land on economics
SS Geography) Students will demonstrate an increasing ability to use maps, mental maps, globes, and other graphic tools and technologies in order to acquire, process, report and analyze geographic information.	Students will be able to locate their plot of land on a map.
Math 4c) Students will develop an understanding of measurement and systems of measurement through experiences which enable them to use a variety of techniques, tools and units of measurement to describe and analyze quantifiable phenomena.	Students will understand degrees as it relates to latitudes and longitudes Students will find the area of their land Students will determine the dimensions and shape of their plotted area Students will convert hectares to meaningful measurements

Project Resources

Factbook on NH Counties and their Cities and Towns

Located at NH Works

Early Settlement maps of the US 1675-1800 http://www.lib.utexas.edu/Libs/PCL/Map_collection/united_states/Exploration_1675.jpg

Native American territories Eastern US

http://www.lib.utexas.edu/Libs/PCL/Map_collection/united_states/Early_Indian_East.jpg

Historical NH topo maps

http://docs.unh.edu/nhtopos/nhtopos.htm

New World map 1710

http://scarlett.libs.uga.edu/darchive/hargrett/maps/1710s4.jpg

New World map 1720

http://www.libs.uga.edu/darchive/hargrett/maps/1720m6.jpg

Mathematic conversion tables

http://www.mplik.ru:8081/~sg/transl/

How far is it?

http://www.indo.com/distance

Topo USA CD-ROM published by DeLorme 800-569-8313

Heritage NH (agriculture barn)

Dick Fortin: Tin Mtn. Conservation

Farm Museum in Milton, NH

hectare 10,000 sq. meters 2.47 acres

500 hectares = approx. 1235 acres

Timeline

Project Step or Supporting Activity	Description
Introduction of Activity	Prep: Create a letter from King George to his loyal subjects granting them their parcels in the New World. Authentic looking message Groups divided ahead of time Actor to dress and play part of King George Action: (Background history of project: Students have been studying the 1700’s and the migration and settlement patterns of people from Great Britain to the New World.) Day1: Students are given a letter stating a time to meet with the king. Each student will receive a separate letter. The time in the letter will signify the groupings. They will also be told their character name and occupation or position. Students have their audiences with the king and learn that they as a group have a plot of land that they need to develop. The task is given to them to return home and begin planning the development of their land and to report back to the king in 1 year. They must also keep a journal of your daily activities from the perspective of their character.
Week 1 Resource: Travel Agent	Students research information that they don’t understand in the King’s letter (ex: hectares, coordinates and degree symbols) Then they are given direction towards resources that will help them discover the location of their plot of land.
Week 2 Sm. Group Resources: Farming, Quarrying, Import/Export, Forestry…	Students plan their travel to the New World. Who is travelling with them? How are they travelling? What are they taking (food, supplies, tools, animals, money, weapons)? Where are they planning on landing? Once they arrive how are they planning on traveling to their land?
Week 3 Resource: Surveyor, Fish & Game, US Forest Service Heritage & Farm Museum	Students arrive at their land. Now they must scout, examine and look over the surrounding land to determine the best location to fit their plans of development. Students begin planning the development of their land and the roles each team member will play.
Week 4	Presentation: Students will work on their presentations for the king. Which will consist of a map of their land, a journal, plans for land usage and any other artifacts to support their decisions and actions. Student presentations will be in the form of oral reports supported with visual products. Students will meet with the King and present their final products. The teacher will provide an authentic Royal British Feast.

Assessment

Rubric for final products: topo map, journal, 3-D model and presentation

Self assessment by group members each week, culminating into a full grade for participation.

Level/Product	Topo Map	Journal	3-D Model	Oral Presentation
Novice	Incomplete map (missing or inaccurate info)	Completed journal with cover	Attempted 3-D model Needs much explanation	Presented report with incomplete and/or unorganized info
Basic	Completed with latitude, longitude, scale, keys, labels and title Colorful Accurate measurements Boundaries	Daily entries (8 of which are at least 4 paragraphs with details.) Cover Authentic dates Accurate as to position/role	Presented a completed 3-D model Needs explanation	Presented for the king States the appropriate use of land in relation to location and resources
Proficient Includes Basic and	Compass Rose Authentic product appearance (tea dye, stress)	Decorative Sketches/ diagrams/ plans More character development	3-D model needs some explanation Uses a variety of media	Organized and accurate information In character with clothing and/or accent
Advanced Includes Proficient and	Additional map or series of maps Perspective Elevation	Collects flowers, samples, artifacts Lists (pack, wear, etc) Creative scenarios or character development	3-D model needs little explanation Detailed Colorful Shows creativity and effort	Artifacts to justify land use and decisions

Implementation Plan

When do you plan to implement your project-based unit?

We will implement this project when we begin studying early settlement of the New World with emphasis on Great Britain’s contributions to colonization.

List the steps you need to take to implement your project-based unit. Include approximate meeting dates with your peers and your project-based learning consultant.

Set up computer usage time, library research time, guest speakers, field trips and permission slips
Set up a schedule for King George to pass out land grants.
Make up all messages and distribute them.

Meet with students as a facilitator:
What do students know about the project?
What do they need to know?
What do they want to know?
What materials or support do you think you may need?

Go over project expectations and assessment.

Rubric for Map

	Advanced – 4	Proficient – 3	Basic - 2	Novice - 1
Visual Appeal	Professional looking Uses a variety of print styles Uses color in a variety of ways	Map is complete all sections labeled, key, title, and labels are included Neat good use of color straight edges used for lining, good use of space Clear key Appropriate size for end use (booklet, bulletin board, presentation)	Map complete Inappropriate use of color Information missing from key Poorly labeled or wording illegible	Lacks color No key or labels Straight edge not used for lining
Use of Information	Uses multiple references to obtain information Synthesizes information to create the map	Information well referenced and correct Uses only information necessary for type of map being created	May have too much information on map May have a few miscalculations	May be missing information necessary for completion of map May have frequent miscalculations
Understandable to Audience	Stands on its own Does not need any verbal clarification	Understandable with information given on map, but may need a little explanation	Map needs a verbal explanation for understanding	Even with verbal explanation, the map is not clear

Mt. Washington Valley School-to-Career Coordinator
PO Box 1066 Conway, NH 03818 Phone/Fax: 603-447-2350