How Do Governments Work? prepared by: Rebecca Zimmerman date: March, 2009, (revised Nov. 2008) theme: Governing in New England & the U.S. Primary Sources used: By Laws of Gloucester (1824), Gloucester Town Warrant (c. 1800s), Gloucester Town Meeting Minutes re: Walking ratification of MA Constitution (1780), Estimate for Town Expenses (Gloucester) (1860), Petition for Name Change (S. Danvers to Peabody [c.1860s]), Beverly Boundary dispute with Wenham (1678), By Laws of Beverly (1805), List of Beverly Town Offices (1836), Salem Town Meeting Minutes (1700 & 1725), Grammar School in Bradford (1794), Haverhill Trask Commission (1805), Haverhill Town Receipt for New (fire) Engine House (1850), Bill to Town of Haverhill re: Boarding Schoolmaster (1850), Haverhill Petition to Selectmen re: Billiard Rooms (1857), Lynn School Committee Reports (1810 & 1821), Lynn School Expenses (1838) Specifically designed for grade 3 & 5 students Background for the Teacher: This lesson was designed to stimulate students interest in the basic functions and organization of government by having them examine primary sources which are representative of a number of different aspects of government. Hopefully students will begin to realize that government per se is a complex concept and by examining governmental documents from a variety of venues will realize that government is an important structure whereby citizens of a country derive identity, gain security, and are able to improve their quality of life. Students will then come to a realization that individuals and groups in history have sought to influence the structure and use of governments differently at various times in history. The main primary source documents used in this lesson were generously made available through Gloucester City Archives located in Gloucester, MA, In addition sources were provided by the Haverhill Public Library (Special Collections Room), the City Hall Archives of Salem, Mass, the Lynn Public Library (Reference section) the Peabody Public Library and the Beverly Historical Society. Instructional Objectives: Students will understand that primary sources are eyewitness accounts of history and that by looking at how ordinary people experienced events they can better understand some of the key points in American history. Students will understand that particular town offices reflect the priorities of the town functions related to a particular era Students will understand that governments provide structure in day-to-day dealings between average citizens and influence every person s life in a community Students will understand that local cities and towns are called upon to contribute to the safety of their constituents RZimmerman/EssexLINCs Page 1
Students will understand that the United States has a representative democracy, whereby historically not all inhabitants of a town are allowed to directly use voting as a means of change Students will understand that the role of government is varied and complex and has changed to fit the needs of the community Students will begin to see the connections between local government (both historically and today), and the goals of the national government Guiding Questions: (see Levels of Questioning handout re: details, inference, application) General Guiding Questions; What details do you notice about this image/document? How do you know it has a connection with Essex County? What does it tell you about the importance of Essex County in American history? Is this source a primary or secondary source? Why do you think so? More specific questions can be found with the attached worksheet for this particular lesson and each particular primary source document. Materials and Resources: How Does Local Government Work? worksheet this worksheet has students examine a primary source document and see what the information contained within it tells about local government and citizens roles Chart paper, markers and/or blackboard, chalk White poster paper, art supplies for creating a collage Old Sturbridge Village Document Glossary of New England Town Officers, (published 1825), based on Isaac Goodwin s book, Town Officer: or, laws of Massachusetts Relative to the Duties of Municipal Officers. It gives definitions of common 18 th & 19c government occupations. Available at: http://www.osv.org/explore learn/document viewer.php?docid=1127 Primary Source materials from the City Archives of Gloucester, MA By Laws of Gloucester (1824) Town Warrant (c. 1800s) Town Meeting Minutes 1780 ( Walking ratification of MA Constitution) Estimate for Town Expenses 1860 Primary Source materials from Peabody Institute Library Petition for Name Change (S. Danvers to Peabody [c.1860s]) Primary Source Materials from the Beverly Historical Society Beverly Boundary Dispute with Wenham (1678) By Laws of Beverly (1805) List of Beverly Town Offices (1836) Primary Source Materials from the City of Salem, Archives Town Meeting Minutes (1700) Town Meeting Minutes (1725) RZimmerman/EssexLINCs Page 2
Primary Source materials from Haverhill Public Library, Special Collections Grammar School in Bradford (1794) Haverhill Trask Commission (1805) Haverhill Town Receipt for New (fire) Engine House (1850) Bill to Town of Haverhill re: Boarding Schoolmaster (1850) Haverhill Petition to Selectmen re: Billiard Rooms (1857) Primary Source materials from Lynn Public Library, Reference Section Lynn School Committee Reports (1810 & 1821), Lynn School Expenses (1838) Activities and Teaching Sequence: NOTE *****These activities will work best after students have begun to study a bit about the functions of government and can draw on previous knowledge. Depending upon time constraints, and the attention span of the class, educators may want to have students examine a number of documents over a span of several days, or condense some of the activities to be done in groups and reported back in a jigsaw fashion. Also primary sources have been selected to represent a large variety of communities in Essex County, educators should choose a few relative sources and examine them more in depth. Discretion of the educator is always paramount. 1) Teacher places signs in various parts of the room with the following words on them; Provide Order Protect People s Rights Provide Services Keep People Safe. In a previous lesson, students may be queried about the functions of government.(see also the opening activities for the Why Do We Have Governments? Lesson (LINCs, Beverly, 2008) If so, the signs may be altered to reflect students particular wording for the same basic functions. The teacher will lead a brief discussion of what these terms mean in regards to contemporary set-up of their town government. (level 1 & level 2 questions) 2) The goal of the above exercise is to begin to have students start to think about the functions of government and how it affects them. After discussing categories of ways that government is evident in their lives and the lives of those around them, they will then be ready to examine historical documents from Essex County to see how people of long ago were affected by government. Each small group should fill in the How Does Local Government Work? worksheet, and then report back to the whole group about their document. ( Questions 1-3 level 1, question 4 level 2, questions 5-6 --level 3) 3) Near the end of the period, students will report back to the group about their findings. A collective record of the group discussion may be created on chart paper and hung in the room to be used in referral for subsequent lessons. 4) Students are asked then to create a collage of terms and images that represent the concept of GOVERNMENT as pertains to the materials they have been discussing. They may be asked to explain their rationale either orally or in written form and the products posted on a bulletin board or hallway. (level 3 question i.e. What do the documents we ve been looking at tell you about government in general and government in Essex County in particular?) RZimmerman/EssexLINCs Page 3
Vocabulary: Primary source, town meeting, by-laws, constitution, minutes, selectmen, committee, warrant, repeal, commission, grammar or primary school, expenses See individual transcriptions for additional vocabulary contained in foot/endnotes Assessment: Students are assessed based on their participation in class discussions, small group activities, and their adherence to historical accuracy in their activities. Teachers may create a rubric for the final collage activity that quantifies aspects. Later in the year when students are familiar with rubric creation, students may generate their own rubric. Extensions and Modifications: Modifications may be made for students as far as visually presenting material, use of transcriptions of script, use of class word banks for writing, as well as consideration for spelling. Additional time and/or simplification of amount of source material may be needed for some students. This can be achieved through highlighting of particular points in the source and limiting students to examining that section. Extensions may include further student research into questions raised in class discussion, or alternative assignments including writing a letter to a faraway friend explaining how government works or has changed in Essex County. Correlation with Massachusetts Frameworks: Grade 3 Concepts and Skills History and Geography 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H) Civics and Government 6. Give examples of why it is necessary for communities to have governments (e.g., governments provide order and protect rights). (C) 7. Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or participating in meetings). (C) Grade 3 Learning Standards New England and Massachusetts 3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C) a. the growth of towns and cities in Massachusetts before the Revolution Cities and Towns of Massachusetts 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) RZimmerman/EssexLINCs Page 4
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) 3.14 Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries. (E) Grade 5 Concepts and Skills Civics and Government 8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal. (C) 10. Explain the structure of the student s city or town government. (C) Grade 5 Learning Standards The Political, Intellectual, and Economic Growth of the Colonies, 1700-1770 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 The Revolution and the Formation of a Federal Government under the Constitution 1775-1789 5.19 Identify the Constitution of the Commonwealth of Massachusetts, including its date, its primary author (John Adams), and the basic rights it gives to citizens of the Commonwealth. (C) The Principles and Institutions of American Constitutional Government 5.23 Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement and the building and funding of schools). (C) 5.24 Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect and preserve these principles.(c) A individual rights and responsibilities B equality C the rule of law D limited government E representative democracy 5.27 Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today. (H, C) RZimmerman/EssexLINCs Page 5
How Does Local Government Work? Name Date 1) What type of document do you have? By laws Town meeting minutes/warrant Town committee report Report on Town expenses Petition List of Offices 2) What is the title of your document? 3) What is the date of your document? 4) Using the following chart, decide how parts of your document fit into categories of the goals of Government. Put a check mark in the column and then make notes underneath to give evidence to support your decision. To Keep People Safe To Provide Order To Provide Services To Protect People s Rights 5) How does your document show the importance of government in Essex County? 6) Based on your examination of this document and what you know about government in your town today, how is government today different from government at the time of your document? 7) Write down any questions you now have about government on the back of this page. RJZimmerman for Essex LINCs 2008