Contextual Learning Portal

New Bedford Whaling National Historical Park -Park Stewards Program

Project TitleNew Bedford Whaling National Historical Park -Park Stewards Program
ThemeUnderstanding New Bedford History and civic engagement
Submitted ByPaula Browne
OrganizationNew Bedford High School
Brief DescriptionWe developed and implemented a service-learning program that was used with high school students and teachers to encourage more youth to visit the New Bedford Whaling Historical National Park and to develop future park stewards.

Students created an interactive
Materials / ResourcesThe New Bedford Free Public Library`s private collection
The Kendall Institute`s 19th Century documents, archives, and photos
New Bedford Whaling National Historical Park`s Library Collection
Bridges.com Career Website
Team membersPaula Browne, English Teacher
Lynne LaBerge, CS2, Community-Service Learning Coordinator
Valerie Alves, Career Teacher
Frank Barrows, NBWNHP Ranger
Tove Bendiksen, NBWNHP Teacher/Ranger/Teacher
Pre-requisite knowledgeThe grades 9-12 ELA and Art standards and frameworks
Community-service learning standards
The History of New Bedford
Career education
Community collaborations
Technical support neededComputers
Videographer
Any modifications or extensions for particular student populations?IEP modifications to meet students needs

Key QuestionsWhat are the important historical sites in New Bedford? How can we engage more teens to appreciate the rich history and resources that the city has to offer?
Connections: How or why was this topic identified? Why is it meaningful?The teens in New Bedford are unaware of the importance of the role that New Bedford played in history and the existence of a National Park in their own city.
Background Research: What resources were used to find background information for this project?Many resources were available to the program such as the New Bedford Whaling National Historical Parks`s Visitors Center, The New Bedford Free Public Library`s archives, The Kendall Institute`s 19th Century documents, and various walking tours and field trips.
Outcomes: What was the outcome? How was it shared or applied in the community?Students demonstrated knowledge of New Bedford`s history by creating and implementing a comprehensive tour in the New Bedford Whaling National Historical Park. Students will also demonstrate an understanding of the importance of their role as community members and how this will set a foundation for career opportunities.

Research Weeks 1&2 The goal of week one and two is to provide an overview of the current tours available at the park and begin to lay a foundation so that students have a broad overview of national, state and local events that shaped the country and the city. We also want to develop a focus on the history of slavery. Students will examine how slavery ended in Massachusetts and the nation as a whole and the role New Bedford played in the abolitionist movement. Students will do an in depth study of the life and times of Frederick Douglass.

Activities description
Develop Weeks 3&4 Students will create a guide book outlining their tour and begin to write specific roles for the tour positions designated in advance. Students will practice playing their roles at the tour stops. They will also brainstorm ideas for props and work on the creation of props. Students will also have an opportunity to study the history of whaling in the city and to discover interesting facts about whales.
Students will be exposed to a variety of visual and performing art techniques including acting, graphic design, photography, videography, and assemblage.

Activities description
Implement Weeks 5&6They will practice giving the tour, refine presentation skills, and complete props. Students will make practical application of knowledge obtained in previous weeks by giving the tour to teens.

Activity description

Note taking skillsTwo column notes taken when on New Bedford National Whaling Historical Park tours
Research skillsAbility to discern the difference between a primary and secondary source
Understanding of how to obtain historical information in their local community
Close readingCompletion of study guides and choosing significant quotations from historical documents
Understanding literature through historical connections Building knowledge of the fiction writer Melville and his role in local history
Community service- learningA method of teaching and learning that challenges students to identify, research, propose and implement solutions to real needs in their community

Youth Friendly TourStudents created an interactive "youth friendly" 10 stop tour in downtown New Bedford. The goal was to meet the community need for teens to understand the significance of the history of the city and the value of the New Bedford Whaling National Historical Park.
Timeline of the History of the Nation, State, and New Bedford from the 16-21st centuryStudents created a large, visual timeline which included architecture, history, laws, events, people, and other observations.
Students were evaluated at the end of weeks 2 and 5 using the Massachusetts Work Based Learning Plan as a means of measuring career and job readiness as students prepare to enter the world of work as well prepared individuals.Student evaluations were completed by work site supervisors and reviewed with the youth. Evaluations were used as a means to promote positive yet realistic feedback regarding job skills requirements, job expectations, and employment educational opportunities that may exist. In addition, all feedback focused on work related situations, measurable ways employees can improve,
and examples of how to engage youth in positive problem solving exercises which in turn will promote self confidence and job readiness skills.

Direct website link to this project: http://ContextualLearningPortal.org/contextual.asp?projectnumber=149.1115

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