[MassHistPres] Educational (elementary) resources for new Social Studies standards?

[rcsmitharch at verizon.net]

Peabody Essex Museum is a great resource for information on maritime commerce, and particularly trade with China and southeast Asia.  Another good source would be the Royall House and Slave Quarters in Medford, MA.  They have a new director who is focused on telling the slaves’ story.

 

https://royallhouse.org

 

There was an article in the Boston Globe a couple of weeks ago: https://www.bostonglobe.com/2020/08/08/metro/60-enslaved-people-once-toiled-rich-landowner-medford-kyera-singleton-wants-you-know-who-they-were/.

 

Richard Smith

Swampscott Historical Commission

 

From: MassHistPres <masshistpres-bounces at cs.umb.edu> On Behalf Of Jeff
Sent: Friday, August 28, 2020 11:43 AM
To: masshistpres at cs.umb.edu
Subject: [MassHistPres] Educational (elementary) resources for new Social Studies standards?

 

Hello,

 

I am a teacher (with a background in archaeology & history) in Sudbury, and we are updating our curriculum to address the new Social Studies standards. In grade 3, we have two standards (below) for which it's been challenging to find appropriate materials to teach at an age-appropriate level. It would be ideal if we could find and use primary sources to illustrate them and make them come to life, but I am happy to learn about curricula from MA that already address these standards. 

 

I would appreciate any leads here (although I'm not sure this is the appropriate email list for this subject matter).

 

Thanks in advance!

Jeff Kotkin

 

5.4 Explain that in the 17th and 18th-century slavery was legal in all the French, Dutch, and Spanish, and English colonies, including Massachusetts and that colonial Massachusetts, had both free and enslaved Africans in its population. 

 

5.5 Explain the importance of maritime commerce and the practice of bartering – exchanging goods or services without payment in money—in the development of the economy of colonial Massachusetts, using materials from historical societies and history museums as reference materials.                     

a.      the fishing and shipbuilding industries

b.      trans-Atlantic and Caribbean trade, especially the Triangular Trade that included           Africans to be sold as slaves in the colonies and goods such as sugar and cotton produced by slave labor to be sold in the colonies and in Europe                                                                       

c.      the development of seaport cities of New Bedford, Newburyport, Gloucester, Salem, and Boston 

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