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Maryland's First Capital: Discovering a Lost City
Teacher's Guide
Written by Lisa Kissinger
Edited by Jerome Bird
Objectives:
At the completion of this lesson, students will be able to:
- Create a timeline of important events which happened "first" at St. Mary's City
- Read to find out about the history of St. Mary's City
- Read and interpret historical maps
- Interpret data from a chart
MSPAP Outcomes and Indicators:
Social Studies, Grades 4-5
Geography
- Locate places and natural features by interpreting and constructing maps using
directions, legends, grid systems, boundary lines, and scales.
- Examine the impact of geography on the industrial growth and economic
prosperity of communities in the state, nation, and world.
Skills and Processes
- Obtain, interpret, organize, and use information from reading, asking
questions, observing, and listening.
- Obtain, interpret, organize and use print and non-print sources of information
such as pictures, graphics, maps, globes, and artifacts.
- Define and clarify problems drawn from history and the social sciences,
identify resources, and prepare solutions based on available data.
- Make and analyze personal decisions and reflect on the results.
Mathematics, Grades 4-5
Estimation in Measurement/Problem Solving
- Add, subtract, multiply, divide whole numbers, fractions, decimals, integers,
rationals.
Number Relationships
Student Worksheets:
Other Materials Needed:
Key Web Sites Referenced in this Lesson:
Teacher Background Information:
In this Maryland Exploration, students review text, web sites, historical
maps, passenger lists, and census data to investigate Maryland's first capital,
St. Mary's City. Students will also calculate the number of years between today
and the Calvert landing in 1634 through a guided activity on the worksheet
"Maryland's First Capital: Discovering a Lost City." This Maryland Exploration
might work well as an introductory lesson to 17th century colonial life, or the
establishment of Maryland's first capital city.
Teaching Tips:
This Maryland Exploration would be appropriate as an introduction or a
conclusion to the study of Maryland's first capital. This Maryland Exploration
can be completed in conjunction with the Teacher Aboard log from October 25, 1999
(Part I and II), or by itself.
This Maryland Exploration should take two 30 minute class periods to
complete. Students may work on Exploration lesson individually or in partners.
As there is a fair amount of on-screen reading to complete in this Exploration,
it would be advisable for the teacher to complete a pre-reading activity (i.e., a
K-W-L chart) at the beginning of the class time.
In addition, this Maryland Exploration integrates the use of historical maps.
It would be appropriate to review map-reading skills before students work with
the historical maps. These maps can be printed out and used with the whole
class, or read from the computer screen.
Introduction/Motivation:
Complete a class K-W-L activity prior to beginning this Maryland Exploration
to review what students already know about St. Mary's City and colonial life.
Explain that in this lesson, students will be learning about colonial life during
the early 1600's, or 17th century.
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The beginning of this lesson is actually a review of the October 25, 1999,
Teacher's Log. By reading this log, students will view pictures of the museum,
other students visiting the museum, and learn about Pride of Baltimore II's trip
to Historic St. Mary's City. To link the Teacher's Log and the Maryland
Exploration, ask students why Pride of Baltimore II would have visited this
museum. Explain that Historic St. Mary's City is a very important place in
Maryland, as it celebrates the history of Maryland's founding and first capital
city.
Thoughtful Application
At the completion of this Maryland Exploration, students are asked to decide on
the six most important "firsts" which happened at St. Mary's city, and then to
create a timeline by sequencing the events in chronological order. After they
have completed their timeline, they will write a short paragraph explaining their
choices.
Scoring Key for Thoughtful Application:
Students should complete the timeline, include an explanation of why they chose
the six events they did, and write a short paragraph answering the question, "Why
is St. Mary's City so important now?"
3 = Six events are listed on the timeline, in chronological order. There is an
explanation of why the six events were chosen. The short paragraph answers the
question "Why is St. Mary's City so important now?" with three reasons and text
support from the web site.
2 = Six events are listed on the timeline in chronological order. There is an
explanation of why the six events were chosen. The short paragraph answers the
question, but with only one reason and limited text support from the web site.
1 = Less than six events are listed on the timeline. There is no explanation of
why the events were chosen. The short paragraph addresses the question, but
there is no text support from the web site.
0 = No response.
Extensions for further study:
You and your students can read about Pride II's visit by going to the
Teacher's log from October 25, 1999
In this teacher's log, Teacher Aboard Jamie Pepper writes about what it was like
to sail from Norfolk to St. Mary's City, and what it was like for a group of
students from her school to visit Pride of Baltimore II. She also describes her
day at Historic St. Mary's City. If you read Part II of the Teacher Aboard Log
from October 25, 1999, you can look at more pictures of what Historic St. Mary's
City, the museum of the first capital, looks like today.
Or, you and your students can learn more about archaeology by completing the
Maryland Exploration called Ancient Treasure in the Back Yard: A Story about
Archaeology.
Additional web sites:
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