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Salem as Frontier Outpost: Life in Seventeenth Century Salem

Theme: Salem as Place: Local History in a National Context
Topic: Salem as Frontier Outpost: Life in Seventeenth Century Salem
Date: July 13, 2004

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2003 Massachusetts History and Social Studies Curriculum Framework Connections (Learning Standards):


3.1 On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River, and the Berkshire Hills.(G)

3.4 Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C)

3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person’s life and achievements. (H, C)

A. science and technology (e.g., Alexander Graham Bell, Nathaniel Bowditch, Robert Goddard, John Hayes Hammond, Edwin Land, Samuel Morse)

B. the arts (e.g., Henry Adams, Louisa May Alcott, John Singleton Copley, Emily Dickinson, Ralph Waldo Emerson, Theodore Geisel, Nathaniel Hawthorne, Oliver Wendell Holmes, Frederick Law Olmsted, Norman Rockwell, Henry David Thoreau, Phyllis Wheatley)

C. business (e.g., William Filene, Amos Lawrence, Francis Cabot Lowell, An Wang);

D. education, journalism, and health (e.g., Clara Barton, Horace Mann, William Monroe Trotter)

E. political leadership (e.g., John Adams, John Quincy Adams, Susan B. Anthony, Edward Brooke, Benjamin Franklin, John F. Kennedy, Paul Revere)

3.8 On a map of Massachusetts, locate the class’s home town or city and its local geographic features and landmarks. (G)

3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C)

3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G)

3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)

5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them (e.g., the Pequot and King Philip’s Wars in New England). (H, G, E)

5.7 Identify some of the major leaders and groups responsible for the founding of the original colonies in North America. (H, C)

A. Lord Baltimore in Maryland
B. William Penn in Pennsylvania
C. John Smith in Virginia
D. Roger Williams in Rhode Island
E. John Winthrop in Massachusetts

5.9 Explain the reasons that the language, political institutions, and political principles of what became the United States of America were largely shaped by English colonists even though other major European nations also explored the New World. (H, C)

A. the relatively small number of colonists who came from other nations besides England
B. long experience with self-government
C. the high rates of literacy and education among the English colonial leaders
D. England’s strong economic, intellectual, and military position

5.10 On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18th century. (H, G, E)

5.11 Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed. (H, E)

A. the fishing and shipbuilding industries
B. trans-Atlantic trade
C. the port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston

5.14 Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, G, E, C)

A. legislative bodies
B. town meetings
C. charters on individual freedom and rights

 

 

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