HUNTERDON COUNTY TRICENTENNIAL CELEBRATION

300 YEARS OF HISTORY

Guidelines

Teachers Notes

Local Resources

Suggestions for Extensions & Audiences

Historical Thinking Skills:

• Analyze relevant historical evidence including written documents, art and photographs, artifacts, oral traditions, and other primary sources
• Chronological thinking: recognizing patterns of change over time
• Connect historical developments in a township, town or city to circumstances in time/place, and to a larger region (Hunterdon County)
• Recognize, evaluate and justify the historical significance of a person, place or event to changes over time

Common Core Standards:

English Language Arts K-5:
Reading Standards for Literature K-5: 1,7
Reading Standards for Informational Text K-5: 1,2,3,5,7
Writing Standards K-5: 1,2,3,7,8,9,10
Speaking and Listening Standards K-5: 4,5
Language Standards K-5: 3,6

English Language Arts 6-12:
Reading Standards for Literature 6-12: 9
Reading Standards for Informational Text 6-12: 1,2,3,7,8,9
Writing Standards 6-12: 1,2,3,4,5,6,7,8,9
Speaking and Listening Standards 6-12: 2,4,5,6
Language Standards 6-12: 3,6

Literacy in History/Social Studies, Science, and Technical Subjects 6-12:
Reading Standards for Literacy in History/Social Studies 6-12: 1,2,3,7,9,
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12: 2,4,5,6,7,8,9

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SIGNIFICANT PERSON
(Not limited to historical figures. Classes should consider modern-day community contributors.)

1. Picture (jpeg format)

2. Word document including the following:

a. Description

Person’s name, date of birth and death.

What did the person do to change Hunterdon County?

b. Justification (See teacher notes)

How has this person significantly influenced or changed Hunterdon County over the last 300 years?

c.   Resource list

SIGNIFICANT PLACE

1. Picture (jpeg format)

2. Word document including the following:

a. Description

Name, location, year built.

b. Justification (See teacher notes)

How has this place changed over the last 300 years and in turn influenced change in Hunterdon County

c. Resource list

SIGNIFICANT EVENT

1. Picture (jpeg format)

2. Word document including the following:

a. Description

Describe the actual event, including when and where it took place.

b. Justification (See teacher notes)

How has this event significantly changed Hunterdon County within the last 300 years?

c. Resource list

We will input the photos and text that you send us into the digital timeline. We’ll send you an email as soon as our timeline is posted online. The print timeline will be printed once the digital timeline is complete and each participating school will receive a copy of the print timeline.

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This project is a collaborative effort between Hunterdon County schools. The final timeline will be published both digitally and in print to reach the broadest possible audience. The same subject should be submitted for both formats. The project requires students to think chronologically and to analyze primary documents to find evidence that justifies the historical significance of the selected local person, place or event. The timeline will become part of Hunterdon County’s historical record and will actively engage students as local and county historians.

Justification of Historical Significance

We’re asking your students to justify their selection by explaining the historical significance of the person, place or event they have chosen to research. Historical significance is an important and enduring concept that can be taught effectively through this project.

Events, people and places are historically significant if they connect to ideas, trends, or perspectives that remain important today. Historically significant stories are not always the big stories. We encourage students to look beyond the history texts to consider people, places or events from the geographical area surrounding their school district that have made important and long-standing contributions. When stating justification of historical significance, students might describe how a seemingly small local event or a local hero has ultimately influenced change in Hunterdon County.

Teaching with Primary Sources

Primary sources are first-hand accounts or documents related to a research topic. Primary documents are often created by those directly involved at the time of an event, or can be produced later in the form of diaries, memoirs, letters, or oral histories. The analysis of primary sources requires students to apply critical and historical thinking skills to interpret information directly from the source. Students are encouraged to interview people who might have information about places, events or people. Below you will find a list of resources related to teaching and finding primary documents, and links to local historical societies where primary documents can be accessed.

How to use Primary Sources in the Classroom

Library of Congress: www.loc.gov/teachers/usingprimarysources

National Archives: www.archives.gov/education/lessons

Primary Source Teaching the Web 2.0 Way: www.livebinders.com/play/play/4376

Pearson: www.phschool.com/eteach/social_studies/2000_11/essay.html

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LOCAL RESOURCES & SPEAKERS

Local Historical Resources

Hunterdon County Historical Society has many links to resources and offer access to an extensive research library. hunterdonhistory.org

Hunterdon County Cultural and Heritage Commission offers publications written by local authors related to the history of Hunterdon County. www.co.hunterdon.nj.us/depts/c&h/publications.html

A Guide to the Historical Archives of Hunterdon County www.hunterdon300th.org

Hunterdon County Speakers (preliminary list)

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Suggestions for
EXTENSIONS & AUDIENCES

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