|
Westward Ho!
Maryland's Population Patterns: 1790-1830
By Maureen Malloy
Edited by Lisa Kissinger
Objectives:
After working through this lesson, students will:
- Predict the impact of changes in the environment and the economy on
population distribution in Maryland from 1790-1830.
- Calculate change in population distribution in Maryland counties over
time.
- Use primary sources to map patterns of population movement in Maryland
from 1790 to 1830.
- State economic, social, and environmental implications of population
movement.
Maryland Learning Outcomes:
Social Studies Skills
Students will demonstrate an understanding of historical and current
events using chronological and spatial thinking, develop historical
interpretations, and frame questions that include collecting and
evaluating information from primary and secondary sources.
- Find, interpret, and organize primary and secondary sources of
information including pictures, graphics, maps, atlases, artifacts,
timelines, political cartoons, videotapes, journals, and government
documents.
Geography
Students will use geographic concepts and processes to examine the role
of culture, technology, and the environment in the location and
distribution of human activities and spatial connections throughout
time.
- Construct and interpret maps using map elements including a title,
cardinal and intermediate directions, compass rose, border, longitude
and latitude, legend/key, author, date, and scale.
- Describe similarities and differences of regions in Maryland and the
United States and describe how the regions have changed over time.
- Explain how people in Maryland and the United States are linked by
transportation and communication.
Economics
Students will develop economic reasoning to understand the historical
development and current status of economic principles, institutions, and
processes needed to be effective citizens, consumers, and workers
participating in local communities, the nation, and the world.
- Explain how producers combine resources to provide goods and services
to satisfy economic wants.
- Explain how changes in technology (factories, machinery,
transportation, communication, new technology) impact Maryland's
economy.
Student Worksheets:
Key Web Sites Referenced in this Lesson:
Teacher Background Information:
During the time period 1790-1830, the population in Maryland gradually
shifted to the west. This was, in part, due to the expanding needs of
the shipping industry, availability of inexpensive lands, improved roads
and transportation, as well as an increasing population and a growing
middle class. Settlers moved west to farm open territory and to access
timber and mineral wealth.
In this lesson, students will read a short excerpt about shipbuilding in
Maryland and make predictions about the impact on population movement,
the environment, and the economy from the development of this industry.
Students will then analyze census data from 1790 and 1830 to discover
which Maryland counties gained or lost population. They will create and
interpret a chlorapleth map that will demonstrate the patterns of
movement that occurred during this time period. Correct usage of mapping
elements will be incorporated into the activity.
Newspaper advertisements from the early 1800's Will be examined to
determine possible incentives for the westward migration pattern.
A graphic organizer "Idea Person" will be completed to assess students'
understanding of the lesson.
If students are not familiar with certain elements of this lesson
(primary sources, data, clorapleth maps), those concepts can be taught
as part of the activities.
Introduction/Motivation
This part of the lesson should take place before the students use the
computers.
Before students enter the classroom, write directions and a line plot
(graph) on the board. To create a line plot (also referred to as a
frequency table), draw a horizontal axis and label it with numbers 0 to
10. Label the horizontal axis "Number of Moves to a New City. " Title
the graph "Population on the Move" When they enter, students will place
a sticky note above the number that represents how many times they have
moved to a new city. The sticky notes will be placed vertically, end to
end with each other, forming "bars" above the numbers. This creates a
graph that is easy to construct and read. Many teachers use such graphs
and the sticky notes with a different title each day. For example, a
follow-up graph could be made by changing the title to "Number of Moves
to a New Location" (rather than City). Compare this with the data from
the first graph. Do populations in your area usually shift within or
between cities? The numbers on the graph can be changed to 0, 50, 100,
etc. and the graph could be titled "Miles in Last Move" to compare what
distance was "typical" for student population shifts.
As students enter, give each a small sticky note. Tell them the
following directions:
Place your sticky note on the line plot to show how many times in your
life you have moved to a new city.
Briefly discuss the results of the survey, asking students to consider
how the move impacted them and the communities from which they entered
and left.
On the board or overhead projector, chart items that are impacted by
population movement. (Examples: businesses close/open, jobs
lost/created, neighborhoods change, resources are used/stressed/valued
differently, roads/paths for movement need to be developed, people/
animals already in an area might be displaced/impacted by newcomers)
State that people have been moving to, from, and within Maryland for a
long time. This lesson will focus on the pattern of that movement during
a specific time period and the possible causes of migration. This focus
will help students to explore the social, economic, and environmental
implications of the migrating population.
Lesson Development
This part of the lesson should be done at computers by students
individually or with a partner. If necessary, complete the introductory
activities with the students.
In this lesson, students will use primary source data from the US Census
in 1790 and 1830 to calculate the difference in population for each
county in Maryland. Although this lesson is written for students to
complete independently, it might be necessary for you to conduct a
pre-reading activity before the reading excerpt and to model the
calculations. Don't forget to include examples of both an increase and
decrease in population in your modeling.
Making the chlorapleth maps:
Distribute the Maryland Outline Map with the Population Growth Key or show
them on the overhead projector. Check for understanding of how to use
the Population Growth Key to color in each county after calculations
have been made. Students should use the calculation difference and
consult the Growth Key to select the appropriate color for each county.
For example, a student doing Montgomery County would subtract the
population for 1790 from the population in 1830 and consult the
Population Growth Key to select the appropriate color for that amount of
change. The student would then color in Montgomery County with the
appropriate color. Data for each county should be calculated and
entered in this way. If desired, you may have the students enter the
values for amounts of population change from the Population Growth Key
in each county as well as having them color it in.
Before beginning, have students look carefully at the Outline Map. What
do they notice about it? (Example, there are fewer counties on it than
Maryland now has.) This highlights the importance of a date on every
map. Remind students of the important elements that need to be
considered in all maps. Review the DOGTAILS Worksheet with students to
remind them of essential map elements. At least four essential elements
(title, date, orientation, and author) must appear for the map to be
considered complete. Other items may be included as appropriate.
Display the maps so that students can compare their work with others.
As a group, discuss what the data means, i.e. how the movement would
impact the environments, people, and economies, and what features in
Maryland would impact or encourage population movement.
Have students read the advertisements that appeared in newspapers during
the late 1700's. Students should focus on what reasons (natural and
capital resources) for migration are being offered in the ads. They are
then directed to complete #3 and #4 on the Population Changes Worksheet.
You may want to print out the ads for students and allow them to
highlight important information as they read.
Thoughtful Application
Students must use information from class and small group discussions and
their clorapleth map to correctly complete a graphic organizer Idea
Person. Students should correctly identify patterns in Maryland's
population distribution from 1790 to 1830 in the head of the Idea
Person. Under each outstretched arm, they should include specific
examples of what impact those shifts might have on the economy and
environment. Under the leg section, students should be able to identify
geographic features or other incentives that might have impacted
population movement.
Scoring Tool:
| 3 Points |
- Population shift is accurately identified.
- Several valid examples of both economic and environmental impact of
movement are sited.
- Several valid examples of both geographic features and other
incentives impacting population movement are identified on each leg of
the organizer.
|
| 2 Points |
- Population shift is accurately identified.
- Valid examples of both economic and environmental impact of movement
are sited.
- A valid example of both a geographic feature and another incentive
impacting population movement are identified on each leg of the
organizer.
|
| 1 Points |
- Population shift is incorrectly or not clearly identified.
- Examples do not include both an economic and environmental impact of
population movement.
- Examples include only a geographic features or another incentive
impacting population movement or are incorrectly identified.
|
Lesson Extensions
- Have students calculate the percentage of change and compare it to the results
of the clorapleth map. Which form makes the best representation of the data?
- Use population data which identifies specific groups within the population
from 1790 -1850. White, Free Black, and Slave populations for each county are
identified in Robert Brugger's Maryland, A Middle Temperament, The Johns Hopkins
University Press: 1988, p.781. This book is available in most public libraries.
Ask students what difference it makes when elements within a population are
considered.
- The Year 2000 census will be an important source of information for our
government. What are some of the changes that might be important for our nation
to notice and think about when looking at the results of the census? What
economic and environmental issues could be linked to the census information?
Visit the census web site to learn
more about the United States Census Bureau and their plans for the 2000 Census.
- Compare what information was collected in a 1700's census to information
collected today. Use the newspaper article from 1810 to see what will be asked in
Census 2000.
- Populations are pushed from or pulled to locations. Geographic features often
aid in or inhibit that movement. Identify push/pull factors and geographic
features that may have impacted movement in Maryland from 1790 to 1830.
Resources could include:
- Mary Michael's Maryland History, 1992, pg 37-39, "The Colony Grows". (Both
push/pull and geographic information are given.)
- William Newcott's "America's First Highway", National Geographic. March: 1998,
pp. 82-99. (Both push/pull and geographic information are given.)
- David King's America's Story, Book 1, Sundance Publishers: 1993, pp. 55-60.
(Push/pull information as well as Native American perspectives.)
- Consider the impact of movement on Native populations. Sources include:
Voices From American History, Level H : The Changing Frontier and Justice for
All, Steck- Vaughn: 1991, pp. 62-63 and 66-67. David King's America's Story,
Book 1, Sundance Publishers: 1993, pp. 55-60. (Push/pull information as well as
Native American perspectives.)
- Use military records of soldiers leaving Maryland after the Revolutionary War
to demonstrate to students that the pattern of Westward movement in Maryland
paralleled the general pattern of movement in the United States during the same
time period. Records appear in Maryland Historical Magazine, Vol. 91, No. 3,
MD Historical Society: Fall 1996.
Children's Literature/Book References on This Topic
Movement:
The first two references deal with movement and pioneer experience in Eastern
regions. The others deal with Western regions.
- Journey to Nowhere, by Mary Jane Auch (Yearling Books, NY: 1997) This is the
story of a girl whose family moves from Connecticut to the "wilderness" of
Western New York in 1815.
- Indian Captive, The Story of Mary Jemison, by Lois Lenski (Harper Trophy, NY:
1941 and 1969) Based on the true story of a pioneer girl who is kidnapped from
Western Pennsylvania in 1758.
- Grandma Essie's Covered Wagon, by David Williams with illustrations by Wiktor
Sadowski, (Alfred A Knopf, Inc., NY:1993)
- On the Way Home: A Diary of a Trip From South Dakota to Mansfield, Missouri In
1894, by Laura Ingalls Wilder (Harper Trophy, NY: 1976)
- Sarah Plain and Tall, by Patricia MacLachlan (Harper Collins, A Charlotte
Zolotow Book, NY: 1985)
- The Trail on Which They Wept, The Story of a Cherokee Girl, by Dorothy and
Thomas Hoobler (Silver Burdett Press, Morristown, NJ: 1992)
- Indian Chiefs, by Russell Freedman (Scholastic, NY: 1987)
- Save Queen of Sheeba, by Louise Moeri (Avon Books, NY: 1981)
Pioneer life:
- Caddie Woodlawn, by Carol Brink (Macmillan, NY: 1935)
- A Gathering of Days, by Joan W. Blos (Aladdin Paperbacks, NY: 1979)
- Children of the Wild West, by Russell Freedman (Scholastic, NY: 1983)
Other resources on this subject
- Maryland...Frontier, video produced by MD State Department of Education, which
explains how and why Frederick, Hagerstown, and Cumberland became centers for
trade.
- The Papers of George Washington, Colonial Series, Volume 9, January 1772 -
March 1774 and Volume 10, March, 1774 - June 1775, edited by W. W. W. Abbot.
(Charlottesville: University Press of Virginia, 1994.) A series of letters
contained here reveal Washington's intention to import settlers willing to enter
long-term leases on his Western land holdings in "Pennsylvania back country" and
his plans for clearing and settling this land. Letters detail Indian raids on
the "isolated" settlers in 1774, which cause many to leave their claims. Also
detailed are the costs of erecting a gristmill and the problem of indentured
servants running away.
- National Geographic, October: 1998. Millennium Supplement: Population.
Articles in this special issue include "Human Migration", "Women and
Population", "Feeding the Planet", and "Lewis and Clark".
|
|
