Grade 3 – Connecticut Whaling and Maritime History


TEACHER'S SNAPSHOT
Topic
Business & Industry
Theme
Using Evidence to Learn About the Past
Town
Mystic, a village in the towns of Groton and Stonington, New London, Norwich, Stamford
Related Search Terms
Whaling, Natural Resources, Mystic Seaport
Social Studies Frameworks
Grade 3
– Connecticut & Local History
D1: POTENTIAL COMPELLING QUESTION

How have Connecticut’s maritime products and industries contributed to the history of America?

D1: POTENTIAL SUPPORTING QUESTIONS
  • How have Connecticut’s natural resources influenced the development of our state and its contribution to American history?
  • How did industries such as whaling, manufacturing, and technology create Connecticut’s history and contribute to America’s story?
  • Historically, what goods made in Connecticut have we traded elsewhere?
D2: TOOL KIT

Things you will need to teach this lesson.

right whale 1
Cutting in a right whale: View 1 – Mystic Seaport for Educators
right whale 2
Cutting in a right whale: View 2 -The Cutting In Stage – Mystic Seaport for Educators
right whale 3
Cutting in a right whale: View 3 – Hoisting the Head Mystic Seaport for Educators

This series of photographs were taken in 1903. They document the harvesting, cutting, and hoisting aboard of parts of a right whale onto the whaling bark the California. From these photographs we see the importance of the ship and the sailors as valuable resources in the whaling process, as well as the whale oil and baleen being harvested.

Shipping, shipbuilding, and whaling play a large role in New England and Connecticut history, helping to spark the Industrial Revolution in New England.

New Bedford became known as “The City That Lit the World,” and New London was the third-largest whale oil port in the United States. The whaling industry also depopulated whales in the Atlantic and Pacific Oceans.

D3: INQUIRY ACTIVITY

In small groups, ask students to closely examine the series of three pictures and discuss:

  • What is happening in the photographs?
  • How can they tell? What do they see? Where is the evidence?

The pictures are a series showing a right whale being taken from the Atlantic Ocean and harvested for its resources.

Have students in groups discuss and research as necessary:

  • What is being gained from this harvest?
  • What are the valuable resources in the pictures?
  • What effect do these Connecticut sailors and the whaling industry have on the rest of the country?
  • How did Connecticut’s contribution to the whaling industry affect the way the world viewed America at the time?
D4: COMMUNICATING CONCLUSIONS

In groups, have students design a new flag for the state of Connecticut to reflect our maritime history, and present their new flag to the class explaining and justifying each of the elements they included on the flag.

  • Identify each symbol or design included on the flag.
  • What is the significance of each element?
  • Why did they choose to include these particular symbols?
ADDITIONAL RESOURCES
Things to DO
Websites to VISIT
Articles to READ

Grade 8 – The Iron Industry of Northwest Connecticut

by Rosemary Davis
Sharon Historical Society, Sharon


TEACHER'S SNAPSHOT
Topic
Business & Industry, Invention & Technology
Theme
The Impact of Geography on History
Town
Salisbury, Sharon, Statewide
Related Search Terms
Geography, Industrialization, Iron, Furnace, Ore, Pig Iron
Social Studies Frameworks
Grade 8 – United States History
D1: POTENTIAL COMPELLING QUESTION

Would there have been a thriving iron industry in Connecticut without the geological and geographical advantages of the northwest corner?

D1: POTENTIAL SUPPORTING QUESTIONS
  • Why was the geography of the northwest corner critical to the success of Connecticut’s iron industry?
  • Why did Connecticut’s iron industry fail?
  • What might have happened to the development of the northwest corner of Connecticut had the men that owned the iron furnaces decided to become steel producers?
  • How did the geographical location of Connecticut’s iron industry affect the development of transportation routes into and out of the state?
D2: TOOL KIT

Things you will need to teach this lesson.

Men working as molders in Sharon Valley. Note the unusual variety of tools used for the compacting of special sand for casting the iron. Note: the children are not just visiting they are part of the work force. - Sharon Historical Society
Men working as molders in Sharon Valley. Note the unusual variety of tools used for the compacting of special sand for casting the iron. Note: the children are not just visiting they are part of the work force. – Sharon Historical Society
The Sharon Valley Iron Company furnace in 1875. Note the stacks of pig iron in the foreground and beyond the tree to the left. To the upper right stand the charcoal sheds. At the same level is the elongated casting shed running into the main building to the top of the thirty-four-foot-high blast furnace.  Above the unseen furnace is the top house extending sixty-eight feet above ground.  To the far left is the blast house with an overshot waterwheel powering pumping tubs through the visible pipe to the top house to heat the blast. The casting shed, center front, contains the sand beds where the white-hot iron formed into pigs and cooled. - Salisbury Association
The Sharon Valley Iron Company furnace in 1875. Note the stacks of pig iron in the foreground and beyond the tree to the left. To the upper right stand the charcoal sheds. At the same level is the elongated casting shed running into the main building to the top of the thirty-four foot high blast furnace. Above the unseen furnace is the top house extending sixty-eight feet above ground. To the far left is the blast house with an overshot waterwheel powering pumping tubs through the visible pipe to the top house to heat the blast. The casting shed, center front, contains the sand beds where the white-hot iron formed into pigs and cooled. – Salisbury Association
Account Book, Coal, Sharon Valley Iron Co., 1887-1892. - Sharon Historical Society
Account Book, Coal, Sharon Valley Iron Co., 1887-1892. – Sharon Historical Society
D3: INQUIRY ACTIVITY

Using the above primary and secondary source materials, the book, Echoes of Iron in Connecticut’s Northwest Corner, and accompanying video, “Visions of Iron,” students will plot out the geographical locations of materials critical to the success of Connecticut’s iron industry: rivers, forests for the production of charcoal, lime deposits, and iron ore deposits. Once the data has been plotted, students will develop hypotheses as to why the iron industry failed, and what actions could have been taken to foster its long-term success. Using these arguments, students will determine how the character of the northwest corner may have been changed as a result.

D4: COMMUNICATING CONCLUSIONS
  • Plan a mock town meeting on one of the following topics: the possibility of building more iron furnaces across the region; the conversion of cold blast furnaces to hot blast furnaces; bringing major railroad lines closer to the furnace locations; etc.
  • Using online resources develop an interactive map.
ADDITIONAL RESOURCES
Things to DO
Websites to VISIT
Articles to READ