Title of Lesson: .....How Shall We Settle It?#142

Key Words for Cross Reference:watershed

National Standards: 13
How the forces of cooperation and conflict among people influence the division and control of Earth's surface.

State Standard: 13

Teaching Level: E

Lesson Introduction:
The Connecticut River Valley is New Hampshire's most extensive river region. Throughout history the river has influenced people's lives and altered the development of the New England States.

Objectives/Purpose:
- describe and compare the community over a series of decades
- recognize the reason for rules or organization
- to whom does the Earth belong?

Materials:
pictures of a community from a variety of years - postcards, town histories, etc. from the libraries; local volunteers might be willing to share what they remember
Procedure:
1. Have displayed around the room scenes of the Connecticut River Valley from various years: early steamboats on the river, old mills, historical memorabilia, as well present day photos.

2. Make three columns on several sheets of large paper. Label the columns as 1975. 1985, NOW. Title each paper from the list below. Then have the children give their answers. Hang the papers for all to see.
Sources of drinking water
Kind/type of roads
Play areas
Things to do for recreation
Community population
Types of population
Types of industry
Community focal point
Popular areas
Community problems

3. Discuss what happened to water quality, play area, farm areas, the beauty, growth, etc. over twenty or even more years back if the kids are able to relate to older people who were actually from the community.

4. What would the community look like if ....the river died? ...if Mt. Ascutney was gone (mining, gravel, houses, etc.) ....if shopping centers had not been built on prime farmland? The problems of erosion in areas like N. Walpole

5. Discuss how a substance (water, field, marsh, etc.) can change by a business or landowner's action, and then have a major affect on everyone in the community (depletion of recreational source, water source, odor, view, etc.)

Evaluation/Assessment:
Do the students understand how important it is for cooperation in a decision.

Enrichment/Extension:
This lesson can be a solid lead to the sources of drinking water.
What happens if contaminated water flows into the river?
What is pollution?
What is landscape?

Reflection: How successful was this lesson? Did all students benefit? Were there any surprises? What might you do differently another time? Please note any changes that will make this lesson more effective and useful in the future and pass them along to the NHGA. We appreciate your comments.
Thank you.
The authors. *

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Original file name: 142rtf - converted on Tuesday, 20 October 1998, 20:56