Weeks 4 – 6: Excursion: Center Church, 2 nd Expanded Walking Tour w/Follow Up Lessons
Inform students that we will be expanding our previous exploratory effort of downtown New Haven. This time, we will search for images found in architecture, awnings, fences, and more to gain deep sense of New Haven's past. The journey begins at the Center Church. A tour-guide will lead the Center Church tour. When setting up your excursion, ask that before the presentation begins, that a 10-minute window be allotted the children, during which time they will enter and quietly be seated in the pews to have an opportunity to take in the ambiance of the church. During this time, the children will have been advised to look closely at everything in the surroundings. Thereafter, the guide can begin with the in-depth presentation from the upstairs to the lower-level of the building. After the tour has ended, reconvene in the center of the Green. Ask, "What things did you find most fascinating? What did it make you feel about life during colonial times?" Call on children to respond. Expect to see excited hands waving and to have endless viewpoints shared.
Astounding Discoveries. Based on past excursions to this site, I have found that young learners are in awe of what they discover, and they too make keen observations. Upon entering the building, they immediately notice the inscriptions found on wall plaques, noting that based on some dates, it seems children died at early ages. They observe that posted names are similar to names found on some streets throughout New Haven. Upon entering the sanctuary and sitting in the pews, children state that the seats are hard, rigid, and plan. Some state that they could envision the discomfort that must have taken place after being seated for a long duration. Some students take note of the pew armrests and question, "Why are peoples' names labeled here?" A few students make personal connections: "In my church, people sit anywhere they want!—maybe they didn't do that here… maybe only rich people attended this church." The tour guide begins the presentation, and the children gain insight into their observations.
Thereafter, we quietly proceed to the lower foundation of the church. Upon exiting the narrow stairwell that leads to the underground level, the children are taken back to find a graveyard landscape. They tiptoe over cobblestone, looking closely at tombstone inscriptions. Some note that the wording engraved thereon looks like language found in the Kings James Version of the bible. Several zero in on the feel of the cobblestone, asserting that "people's feet must have hurt back then because of walking on such a bumpy surface." Many make note of the solitude surrounding the space, giving it a sacred, peaceful feel. Some children feel uncomfortable, noticing skull and crossbones on some of the grave markings. In the end, the children deduced that the Puritans were extremely religious and believed in following a strict code of conduct based on their religious beliefs.
Upon completing the tour, have students reconvene on the New Haven Green. Discuss what life must have been like for newcomers to the New Haven settlement during colonial times. At this point, provide background information regarding New Haven as noted under "Background History – "Aboriginal Inhabitants" and "Puritan Arrival." Have the children envision the surrounding area without fences and contemporary buildings as seen today; imagine rather a woodland area with a river situated nearby. Ask: "Based on what you have learned thus far, would life have been easy or difficult back then? Explain." Have students jot down their points of view.
Expanding the Tour. Proceed with the second part of the excursion—walking beyond the perimeter of the New Haven Green and surrounding cross streets. (Time permitting, include the Grove Street Cemetery.) Before proceeding, provide each student with a copy of the Adinkra symbol checklist (see Exhibit 1).
Instruct students to make note of intricately detailed gates, wrought iron railings, ironworks images found within doorways, awnings, gates, and intricately designed windows as they walk along Yale campus and streets beyond the New Haven Green. The symbolism found therein herald the craftsmanship of European artisans. Many Adinkra-type symbols reflective of West African culture are noticeable along High, Wall, Crown, and Church Streets and surrounding areas. Cultural clues representative of diversity are also revealed in pictorial images found in masonry, stained glass windows, and intricately carved statues. Signs and symbols all around us—some with religious or aristocratic overtones—collectively connecting us with invisible cities of the past. Students will be amazed at the number of images they find that bridge us with the city's history across centuries.
Follow-Up Lesson #1 – 2 nd Map-Making Activity
Upon returning to class, have students continue the discussion. As held true for our first map-making activity, have students enter into collaborative groups to discuss landmark images experienced during the day's excursion. Also ask that they think keep in mind landmark images that they experienced along Elm, Chapel, Church, Elm, and Temple at the beginning of the unit.
Repeat same seat-number rotational monitor selection process and set up of activity as noted in previously implemented map-making activity, except use pictorial images that reflect key 19 th century landmarks. (For this second mapping activity, my pictorial images selection included: College Street: Front view of original Yale College building with graduating class; Chapel: Trolley scene and surrounding business community; Elm: Homes that aligned the Street, then referred to as Quality Row; Temple: the three churches along and row-boating flood scene flagpole in background; Church Street: images of the original county courthouse and newly constructed City Hall.)
Once again, after the allotted time has expired, call on team representatives to share their group's map-making results. After all feedback has been provided, have students compare and contrast the images, making note of the transformation that has taken place along the New Haven Green.
Follow-Up Lesson # 2 (3 55-minute sessions, to be expanded as needed)
Required Reading: Samuel Eaton's Day. This work will be used to help students get a sense of life during Colonial Times. Sarah Morton's Day can be used as well. (Note: I have a set of these books to accommodate my entire class for whole group instruction: this work too can be downloaded for ENNO Board use and viewing during shared reading.)
This narrative writing assignment will require three to four follow-up session re: editing and finalizing the literary creation. To help students get a feel for life during colonial times, have students read Samuel Eaton's day. Upon completing the work, have students put themselves in Samuel Eaton's shoes. Ask: "Which episode in Samuel Eaton's young life did you find most fascinating? What part of his life seems the most difficult? Explain." Have students respond to these questions in the first-person voice. Encourage them to be descriptive, based on presented facts, to create an insert based on the main character's experience. Students will be required to craft and edit their writing, sharing it among classroom peers. Finished work will be placed on display on our classroom bulletin board.
Follow-Up Lesson #3 - Adinkra As Social Development Metaphor
Have students pretend to be an Asante Artisan hired to create an awning or fence design. Thinking of the persona he/she possesses, select three Adkinkra symbols to be used. Based on his/her perception of himself/herself, have students write an accompanying statement for the chosen design selection. (Visit http://www.adinkra.org to download and resize student choices.)
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