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Subject

English Language Arts (2005), Social Studies

Assessment

A rubric should be developed with students based on the activities that are chosen for this unit. Emphasize the use of factual material and presentation style.

Activity six can be evaluated using the Debate Rubric.

Learning Context/ Introduction

The unique geographic and economic characteristics of the Northeast coast become apparent through the study of photographs, maps and interviews with two New England fishermen of the early 20th century. How did rugged New Englanders make a living and provide for their families? How did they adapt to the environment and how did they change it? Primary sources from the American Memory collections illustrate the link between New England's economic and cultural past and the issues it faces for its future.

Objectives

Students will:

 

• analyze primary sources, including historical photos, oral histories, and maps;
• extrapolate information and analyze language in order to write a poem on one theme in the oral histories;
• compare the motivations, lifestyles, and aspirations of a native-born fisherman and a newly arrived immigrant fisherman;
• plan, research, and conduct a debate on the need for restrictive legislation in the fishing industry.

 

Procedure

This learning experience can be introduced using The Fo'c'sle, an imaginary newspaper page from the year 2050. This page gives an overview of the unit from the perspective of a reporter putting together a feature story on a crisis in the fishing industry. Conduct the lesson from this online page or simply use it for discussion and then follow the activities below. (Teacher tip: if teaching directly from The Fo'c'sle, read through the complete procedures for teaching ideas and additional teaching resources.)

The procedure for this learning experience consists of the following sections:

Part One: A Visit to Galilee, Rhode Island
Part Two: Map Analysis
Part Three: Photographic Analysis
Part Four: Language Analysis
Part Five: Interpretive or Found Poetry
Part Six: Debate

Student Work

Click on the following link to view Examples of Found Poetry

Part One

A Visit to Galilee, Rhode Island

Like a detective game, this starter activity piques students' interest and gets them thinking about the contemporary fishing industry.

The Contemporary Fishing Industry

Part Two

Map Analysis

Students analyze a map of the area off the New England coast, known as Georges Bank, in order to understand that the topography contributes to an area of rich fishing conditions. This is the area that was written about in the novel and shown in the movie, The Perfect Storm.

Help students to relate the importance of local geographic features, such as currents, shoals, banks and natural harbors, to the emergence of fishing as a key industry.

1. Use the Map Collections: 1500 - 2004 from the American Memory collections to search for New England maps. Two good maps to use are: The Coast of New England and Railroad Map from New England, 1858. You can zoom in to analyze the coastal areas and ports.
2. Students can compare these old maps to maps in a present-day atlas. Ask them:
   • What changes do you see?
   • Have these changes benefited this community?
   • What doesn't the map show you?
3. Students complete the Map Analysis Sheet.

Part Three

Students review three photographs from the American Memory collections that detail the culture of the fishing industry in New England. The first photo shows an individual at work with his gear. The second shows a team of fisherman cleaning their catch. The third illustrates codfish drying in abundance in Gloucester, Massachusetts. When studies together, the photos illustrate a culture and a profession that led to overfishing.

The photos follow a pattern from the lone fisherman, concrete and specific, to a photo of a group activity, where the work is more diversified. The last photo shows a final phase of the fisherman's work. From this photo students can make inferences on the impact of the fishing industry on the environment, the local economy, and the future of the industry itself.

1. Divide class into groups of 4-5 students, give each team a photo packet, and have them complete the Photo Analysis Sheet. Each group should elect a recorder to write down their observations.
2. Discuss the analysis of each photo, using the Guided Discussion Questions as appropriate. Compile a summary of all the observations on the board.

 

• Photo Analysis Packet

 

Part Four

Language Analysis

1. Students read the first oral history, Portuguese fisherman. Initially students need to scan text and highlight unfamiliar words or phrases.
2. A second reading should be done aloud with focus on dialect, intonation and meaning.
3. Students complete the Language Analysis Worksheet.
4. On the next day students follow the same process with the second oral history, Yankee fisherman.
5. Using a Venn diagram, students compare similarities and differences between the two fishermen. Guiding questions and reading for meaning include the following:
   
   • What are each fisherman's motives for becoming a fisherman?
   • What are the benefits of being a fisherman?
   • What are the hardships?
   • What value does each fisherman put on friends and family?
   • How does each fisherman see the role of men and women?

    

6. Optional activity: Each student could complete the following Examining a Life History worksheet by answering the questions as provided.

 

• Oral History Packet
• Venn Diagram

 

Part Five

Interpretive or Found Poetry

1. Using idioms and phrases from the life histories, students work in groups of 3 or 4 to construct and illustrate a poem based on one theme related to the fishing industry. Sample themes might include: the daily life of the fisherman, dangers encountered, personal hardships, family involvement, financial successes and setbacks, or another topic the students suggest.
2. See Examples of Found Poetry
3. For additional teacher information, see "Enhancing a Poetry Unit with American Memory."
4. Optional Activity: Students dramatically present their poems to the class. If possible, try videotaping for replay later.

Part Six

Debate

1. Students read Geology and the Fishery of Georges Bank.
2. To help students synthesize the information, lead a class debate - Is there a need for restrictive legislation in the fishing industry? Direct students to the "Debate Instructions" and the website Will the Fish Return? How Gear and Greed Emptied Georges Bank.
3. Use the Debate Rubricfor assessment.
4. For additional information, students read U.S. Statutes at Large, Vol. 16, Resolution No. 22, pp. 593-94. "Joint Resolution for the Protection and Preservation of the Food Fishes of the Coast of the United States."(US Congress. 41st. 3rd Session, published 1871.)
5. Based on the Joint Resolution, students complete a 3-2-1 Analysis: Write three facts...Ask two questions...Form one opinion (or write one summary sentence.)
6. Direct students to THOMASat the Library of Congress, and search records from the 108th Congress for "The Fishing Quota Standards Act of 2003."
7. Students complete a 3-2-1 Analysis based on the Fishing Quota Standards Act.

 

• Debate Instructions
• 3-2-1 Analysis

 

Resources/Materials

Library of Congress Resources

American Life Histories: Manuscripts from the Federal Writers' Project, 1936 - 1940
Map Collections: 1500 - 2004
Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880 - 1920
The Evolution of the Conservation Movement, 1850 - 1920
Documenting Maritime Folklife: An Introductory Guide

Other Resources
Geology and the Fishery of Georges Bank

Handouts

Map Analysis Sheet
Language Analysis Sheet
Examining a Life History Sheet
Debate Rubric

• Photo Analysis Packet
• Oral History Packet
• Venn Diagram
• Debate Instructions
• 3-2-1 Analysis

 

Extension

Students can choose among these activities:

Each student interviews one member of his or her community who works in some aspect of the fishing industry, such as seafood retailer or local fisherman.

Students present environmental posters or write editorials addressing critical issues affecting the fishing industry today.

Students write letters to legislators suggesting a bill that addresses their environmental concerns.

Duration

One to two weeks

Author

Helen Johnson and Maureen Whalen Spaight

Source

Reproduced with permission from the Library of Congress. Original work was created through the American Memory Fellows Program, and appears on The Learning Page.

Related Academic Standards

New York State

RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

MST5.I.ED.1.2 Students locate and utilize a range of printed, electronic, and human information resources to obtain ideas.

MST5.I.CT3.2 Students use a computer system to connect to and access needed information from various Internet sites.

MST5.C.ED.1.2 Students identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and on-line services, and discuss and document through notes and sketches how findings relate to the problem.

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