EXPANDING BOUNDARIES. CHANGING LIVES.
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EXPANDING BOUNDARIES. CHANGING LIVES.
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Change Over Time: Through Children's Eyes

by  Tsongas Industrial History Center at Lowell National Historical Park

Program image

Students travel back in time to “meet” children in a 17th-century Pennacook village, an 18th-century farm town, and a 19th-century industrial city. In each time-period, students "help" with chores and jobs in kinesthetic activities. Using visual analysis skills with artwork and artifacts, students explore how children lived during periods of great change and then imagine what changes might be in store for their community.

Program Rating

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About This Program

Cost

Point to Point: $125.00



Length

1 hour


Target Audience

Education: Grade(s) 3, 4, Homeschool/Family , Learning Pod

Minimum participants:

10

Maximum participants:

25


Primary Disciplines

Social and Emotional Learning( SEL), Social Studies/History, Character Education, Gifted & Talented


Program Delivery Mode

Zoom, Contact us about using alternate platforms.



Booking Information

Please contact us for available dates and times.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Two weeks notice for cancellations.

The Tsongas Industrial History Center — an education partnership between the University of Massachusetts Lowell College of Education and the National Park Service at Lowell National Historical Park — is a hands-on center where students, grade-school through college, learn about the American Industrial Revolution through activities, tours, and virtual programs of the sites where history and science happened. 

Contact:
TIHC Staff
tihc@uml.edu
978-970-5080

Program Details

Format

The program is interactive and participatory. Students engage our staff and each other in conversation, view videos, participate in kinesthetic activities, and make observations of artwork and artifacts.

Classroom, home, and hybrid options are available. The classroom version requires individual computers (with headphones) or a computer and projector/smart-board. Home versions require each student to have their own computer or tablet. All programs use Zoom software. We will provide a passcode-protected link to share with students.

Objectives

Enduring Understanding: The way people lived, worked, and used the land changed over time, influenced by geography, changing population, and changing technology.

Essential Question: How has the way people use the land changed over time?

Standards Alignment

National Standards

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

State Standards

Massachusetts History and Social Studies Frameworks
Grade 3
1.Massachusetts cities and towns today and in history
2. Research Native People who originally lived there or still live there, the people who established it as a colonial town…. Explain that before the mid-19th century most of the settlers were of Native American, Northern European….

2. The Geography and Native Peoples of Massachusetts
3. Explain … the locations of tribal territories in the state. c. physical features and their influence on the locations of traditional settlements d. contributions of a tribal group from the area of the school (e.g., language, literature, arts, trade routes, food such as corn, beans, and squash, useful items such as baskets, canoes....)

5. The Puritans, the Massachusetts Bay Colony, Native Peoples, and Africans
2. Explain why and how (European settlers) moved west from the Atlantic coast, and the consequences of their migration for the Native Peoples of the region (e.g., loss of territory, great loss of life due to susceptibility to European diseases, religious conversion, conflicts over different ways of life such as the Pequot War and King Philip’s War).
3. Using visual primary sources such as paintings, artifacts, historic buildings, or text sources, analyze details of daily life, housing, education, and work of the Puritan men, women, and children of the Massachusetts Bay Colony, including self-employed farmers and artisans, … employees ....
5. Explain the importance of ... 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.