ldisalvatore+Teacher+page

__LDiSalvatore Teacher Page__

=Student Lesson Side= __//**Strand 1 : Grade Level: 3** //__

__ **Standard**: __

//**3.7 -**// - **//After reading a biography of a person from Massachusetts in one of the following categories, summarize the person's life and achievements.//**
 * **//e. political leadership (//****//Matthew Washington Bullock - Everett MA)//**

__// **Guiding Question**s: //__
 * Who was Matthew Washington Bullock and why should I be interested in someone who lived so long ago?
 * Why do people immigrate /emigrate or move to new places like Everett, MA?
 * Why is Everett MA historically significant?
 * What makes a place like Everett unique and different?
 * What can the life of Matthew Washington Bullock tell me about migration and immigration to Everett, MA 1890-1920? How does it compare to mine?

__//**Title:** //__ ="Matthew Washington Bullock" =

__// **Introduction:** //__ **"** __**Character**__ I would have all young persons taught to respect themselves, their citizenship, the rights of others and all sacred things; to be healthy, industrious, persevering, provident, courteous, just and honest; neat in person and in habit, clean in thought and in speech; modest in manner, cheerful in spirit and Masters of themselves, faithful to every trust, loyal to every duty; magnanimous in judgement, generous in service and sympathetic toward the needy and unfortunate; for these are the most important things in life and this is not only the way of wisdom, happiness and true success, but the way to make the most of themselves and to be of the greatest service to the world." //Albert N. Parlin 1//

America IS known as the "Melting Pot of the World" and assimilating or figuring out how we fit in to a new school, a new place or new country is something every immigrant and emigrant faces after they arrive at their chosen destination. What decisions and choices do these individuals make for their families and themselves about education, religion and politics? What helps them to overcome their many obstacles? What is it that shapes or inspires them to become high achievers, doers or shakers?

Matthew Washington Bullock, whose family moved from North Carolina to Everett, MA, presents an example on someone who moved from one place to another. What can his life experience tell us about immigration and life choices? How can we connect the events and places of Bullock's life to today?

__// **Task:** //__

Today you will learn about Immigration and the Great Migration of African Americans to Everett, specifically the story of Matthew Washington Bullock. Through examining photographs, maps and a biographical sketch about Matthew W. Bullock, you learn about how and why families move to a particular place and the decisions about what things in their life are important to them.

Your **goal** is to help a descendant of Matthew Washington Bullock learn about his family and why they might have moved to Everett MA. What things might they have decided to bring with them on their journey (letters, photos, toys)? What did the family do to assimilate or fit in to their new town? Where did they live? How did they live? What was life like in Everett, MA in 1889? How does that compare to life today?

__// **Lesson Process:** //__

__** Day 1: ** __ __**Activity 1:**__

> Click on [|PrimarysourcesQuiz.ppt] After watching it, pair with another student and define "primary source." Then share with the class.
 * 1) You explore and learn about "Primary Sources" by using the computer, watching a PowerPoint presentation designed for Grade 3, and answering questions about primary sources.
 * 1) For the following photo sets //**Just kids**// and //**Matthew Washington Bullock**// examine them. Document your observations using the Primary Source Analysis Tool Then answer the questions which follow each set.

A. //**Just Kids**// Digital ID: (digital file from intermediary roll film) det 4a05674 http://hdl.loc.gov/loc.pnp/det.4a05674 Reproduction Number: LC-D4-9224 (b&w glass neg.) Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Here is a group of children who might have been in a similar environment as Matthew W. Bullocks before he and his family came to Everett. What do you see in this picture? How would you describe these children? What details do you notice ..such as people, objects, activites? When do you think this photo was taken ..time period, location, season, and reason photo was taken? What questions do you have about the photograph? How might you find out the answers to your questions?

B. //**Matthew Washington Bullock**//

Courtesy Dartmouth College Library. __http://www.ivyleaguesports.com/history/blackhistory/2005-06/dartmouth/timeline__



What do you see in these pictures? Is there person who appears in all of the photos? How would you describe this person? What other details do you notice, such as people, objects, activities? When do you think this photo was taken? What was the time period, location, season, and reason photo was taken? What questions do you have about the photograph? How might you find out the answers to your questions?

3. After you have completed your primary source analysis sheets for these two photos, identify any similarities or differences between these two sets of primary source photos. What could be the possible connections between these two sets of photos?

__**Activity 2:**__ One possible connection is the story of the African-American Great Migration. From the 1880s to the 1920s many African-Americans left the South while others stayed. Let's look at what was happening in this time period. Go to the Schomberg Center's "In Motion" online exhibit and read the Northern Migration section, especially the map and the images sections. What was happening in the South and for what reasons did African-American families move to the North?

Working with a partner, take turns reading a short Biography about Matthew Washington Bullock then come back with the teacher and your class and examine the Primary Source documents. What observations do you make?
 * Day** **2:**

Short Biography: __http://www.ci.everett.ma.us/Everett_files/historical/bullock.htm__

Primary Sources for Matthew W. Bullock



. What is special about Matthew Bullock's life story? What do these documents about Matthew Bullock's life tell us about how and why people move? Bullock's family migrated. Other families immigrated. Can you explain the difference? What are the similarities? Was Matthew Bullock's experience part of the Great Migration?

What will you tell the Bullock descendant riding in your cab about the life of their ancestor?


 * Day 3:**

Today you will determine the important events and places of Matthew W. Bullock's life story and how these are part of a larger story. To do this, you will map your cab tour. You can organize your tour in one of two ways. As a class choose 1 of 2 activities below:

1. In a small group complete a **"Time Line "** for Matthew Washington Bullock. There are several types of timelines to use -- choose one of the group described: __http://www.freetech4teachers.com/2010/05/five-ways-for-students-to-build.html__

2. As a class create a map using **Google Maps for Educators** showing the route they as cabbies would take their fares while they give the "Tour of the important places in Matthew Washington Bullock's life": __ **http://www.google.com/educators/start_maps.html** __ (For more information about how to do this, see http://earth.google.com/outreach/tutorial_mymaps.html)

Think about.. Share with each other about why you think Matthew Washington Bullock and his family, and others leave their homes for new places like Everett. What makes a place like Everett unique and different? What immigrant groups are currently moving to Everett? Why do you think they come here? What can the life of Matthew Washington Bullock tell me about migration and immigration to Everett, MA 1890-1920? How does it compare to my story? Why would Bullock be an important person from Massachusetts?

Make sure you build answers to these questions into the descriptions of the places you include in your tour!

//** Conclusion: **// "Around the world and in our own communities, people move in an out of places everyday, and they have done so throughout human history. Their patterns of movement reflect the conditions of an ever-changing world and in turn, impact the cultural landscapes of the places they leave and the places they settle. Language, religions, traditions, food, clothing and stories are all clues to the past and are important to understanding immigration, migration how we change to fit in to the world around us."2

Matthew Washington Bullock, whose family moved from North Carolina to Everett, MA, presents an example on someone who moved from one place to another. What can his life experience tell us about immigration and life choices? How can we connect the events and places of Bullock's life to today?

Footnotes: "Character" by Albert N. Parlin 1. __http://missingbecheery.blogspot.com/2011/04/character-by-albert-n-parlin.html__

2. National Geographic Expeditions Archive Lesson Plans - Human Migration: The Story of a Community's Culture http://www.nationalgeographic.com/xpeditions/lessons/09/g35/humanmigration.html

__//**Teacher Resources:**//__

__//**Matthew Washington Bullock**//__

The Dartmouth, 1923, p. 222 (Google Books) http://books.google.com/books?id=vdUmAQAAIAAJ&dq=%22Matthew%20Washington%20Bullock%22&pg=PA222#v=onepage&q=%22Matthew%20Washington%20Bullock%22&f=false

media type="custom" key="12535864"

Harvard alumni bulletin, Volume 32, Issue 27, Jan 1, 1930, p. 773 //Matthew Washington Bullock// AB (Dartmouth) '04V LL.B. (Harvard) '07, = = UMass -- [|"You Mass" entry on Bullock] has additional detail on Bullock's life

Bay State Banner article about Bullock's Roxbury neighborhood. http://www.baystate-banner.com/issues/2007/02/15/news/news02150704.htm has more detail about Bullock's life -- mentions Time Magazine article and family leaving the South to avoid lynching Time, MASSACHUSETTS: Yankee Face, Monday, Apr. 10, 1944 http://www.time.com/time/magazine/article/0,9171,796493,00.html

Bond, Gregory. "Bullock, Matthew Washington." //African American National Biography//, edited by Ed. Henry Louis Gates Jr.. , edited by and Evelyn Brooks Higginbotham. . //Oxford African American Studies Center//, http://www.oxfordaasc.com/article/opr/t0001/e2140 (accessed Fri Feb 17 14:09:05 EST 2012).

died 12/17/1972, Today in Everett History

> maldenhighalumni.com/bullock%20history.pd
 * 1) [|Forgotten history]

__//**Great Migration**//__

Harvard University Library Open Collections Program: Immigration to the United States, 1789-1930 Aspiration, Acculturation, and Impact __ http://ocp.hul.harvard.edu/immigration/ __

National Heritage Museum - In Motion http://www.monh.org/Exhibitions/PastExhibitions/InMotion.aspx

Museum African American History __ http://www.afroammuseum.org/ __

Virtual Field Trip: Black History in Boston __ http://www.teachervision.fen.com/american-revolution/historic-sites/4551.html?detoured=1 __

"Maritcha: A 19th Century American Girl" by Tonya Bolden Story about Maritcha Raymond Lyon orn mid 1800's

Presentation Slides from Kerri Greenidge

Library of Congress __ http://www.archives.gov/education/lessons/worksheets/ __
 * Maps with Everett**

Map of Chelsea, Everett, Revere, and Winthrop, Geo. Walker Co., 1897 @http://maps.bpl.org/details_10898/?dl_pp=2&mpubl_id=42

Map of Everett and Vincinity, 1906 @http://maps.bpl.org/details_10896/

Boston and Vicinity, Geo. Walker Co., 1892 @http://maps.bpl.org/details_10672/?dl_pp=1&mpubl_id=42

Boston and Vicinity, Walker, 1893 @http://maps.bpl.org/details_10733/?dl_pp=1&mpubl_id=42

Boston and Vicinity, Geo. Walker Co., 1895 @http://maps.bpl.org/details_10739/?dl_pp=1&mpubl_id=42

[additional dates follow: @http://maps.bpl.org/search_advanced/?mpubl_id=42&dl_pp=2

__**//Assessment: //**__ ** 4 ** || ** Good ** ** 3 ** || ** Poor ** ** 2 ** || ** Inadequate ** ** 1 ** || ** Total ** ** Points ** ||
 * || ** STUDENTS WILL BE ABLE TO… ** || ** Strong **
 * Identify similarities and differences between 2 primary source photos || Identify 3-4 similarities and differences || to identify 2-3 similarities and differences || identify at least 1 similarity and difference || Can not identify any similarities or differences ||  ||
 * Identify reasons why immigrants/ migrants left their homes || Able to identify 4-5 reasons || able to identify 2-3 reasons || at least 1 reason || can not identify any reasons. ||  ||
 * Explain how a primary source of everyday life in the past tells us about how people lived and how everyday life changed. || Student can explain in detail about artifacts from the past and how people lived and how life has changed. || Student can explain some details about how || Student has some difficulty explaining || Unable to explain or tell about ||  ||   ||   ||   ||   ||   ||   ||


 * Assessment Quiz**