DOCUMENT RESUME ED 467 871 SO 034 136 AUTHOR Souders, Bronwen Waterford, Virginia: From Mill Town to National Historic TITLE Landmark. Teaching with Historic Places. INSTITUTION National Park Service (Dept. of Interior), Washington, DC National Register of Historic Places. 2002-00-00 PUB DATE NOTE 33p. AVAILABLE FROM Teaching with Historic Places, National Register of Historic Places, National Park Service, 1849 C Street NW, Suite NC400, Washington, DC 20240. Tel: 202-208-6843. For full text: http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/88waterford/ 88waterford.htm/. PUB TYPE Classroom Guides Teacher (052) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Built Environment; *Community Change; *Curriculum Enrichment; Geographic Location; Geography; Heritage Education; *Historic Sites; Intermediate Grades; Local History; *Municipalities; Primary Sources; Secondary Education; Social Studies; Student Educational Objectives IDENTIFIERS *Historical Preservation; National History Standards; National Register of Historic Places ABSTRACT Waterford, Virginia, preserves the ambiance and many of the structures that characterized it during its heyday as a flour milling town in the 19th century. The village has changed so little in shape and size that founder Amos Janney would find it recognizable. He could stroll from his 1733 home to the area of his original mill and then on to the Quaker meeting house he founded in 1741. This lesson plan is based on the National Register of Historic Places file "Waterford Historic District" and materials in the collection of the Waterford Foundation. The lesson, which focuses on changing life in a Quaker agricultural community and mill town, can be used in U.S. history, social studies, and geography courses in a unit about early industrialization or to illustrate how communities adapt to economic change. It cites relevant National History Standards, objectives for students, and materials needed. The lesson is divided into eight sections: "About This (1) Lesson"; "Getting Started: Inquiry Questions"; (3) "Setting the Stage: (2) Historical Context"; "Locating the Site: Maps" (Loudoun County, Virginia, (4) 1870s; Waterford and Surrounding Farms, 1853); (5) "Determining the Facts: Readings" (Waterford: From Mill Town to National Historic Landmark; Early 19th Century Wheat Farming near Waterford; Waterford's Mill Ledger); (6) "Visual Evidence: Images" (Plan of Waterford, 1853; Mill and Miller's House, 1882; Mill and Miller's House Today; View down Main Street, c. 1862; View down Main Street Today; Quaker Meeting House); "Putting It All Together: (7) Activities" (Step Back in Time; Waterford, Then and Now; Change over Time in Your Town); and (8) "Supplementary Resources." (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The National Park Service Teaching with Historic Places Waterford, Virginia: From Mill Town to National Historic Landmark Teaching with Historic Places National Register of Historic Places National Park Service 1849 C. Street, N.W., Suite NC400 Washington, D.C. 20240 http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/88waterford/88waterford.htm U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Jig This document has been reproduced as received from the person or organization originating it. 2002 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. I A Program of the National Park Service's National Register of Historic Places i `2 BEST COPY AVAOLABLE Na Teaching with Historic Places (TwHP) is a program of the National Register of Historic Places. The National Register is maintained by the National Park Service, U.S. Department of Interior, as the nations's official list of cultural resources significant in American history, architecture, archeology, engineering, and culture. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service. This lesson is one in a series that brings the important stories of historic places into classrooms across the country. For more information, contact Teaching with Historic Places, National Register of Historic places, 1849 C Street, NW, Suite NC400, Washington, D.C. 20240, or visit the program's Web site at www.cr.nps.gov/nr/twhp. Waterford, Virginia: From Mill Town to National Historic Landmark oday, visitors to Waterford, Virginia, experience many of the same views as residents in the 19th century. A National Historic Landmark District, Waterford preserves the ambiance and many of the structures that characterized it during its heyday as a flour milling town in the 19th century. In fact, the village has changed so little in shape and size that founder (Bronwen Souders) Amos Janney would find it quite recognizable. He could stroll from his 1733 home to the area of his original mill and then on to the Quaker meeting house he founded in 1741. In 1943, descendants of village families and newcomers interested in preserving the buildings, traditions, and rural character of Waterford formed the non-profit Waterford Foundation. The Foundation has played an important role in revitalizing the physical fabric of Waterford as well as increasing the public's knowledge of life and work in an early American rural community. This lesson is based on the Waterford Historic District in Virginia, one of the thousands of properties listed in the National Register of Historic Places. The district has been designated a National Historic Landmark. 4 1 Table of Contents About This Lesson Getting Started: Inquiry Questions Setting the Stage: Historical Context Locating the Site: Maps Loudoun County, Virginia, 1870s 1. Waterford and Surrounding Farms, 1853 2. Determining the Facts: Readings Waterford: From Mill Town to National Historic Landmark 1. Early 19th Century Wheat Farming Near Waterford 2. Waterford's Mill Ledger 3. Visual Evidence: Images Plan of Waterford, 1853 1. Mill and Miller's House, 1882 2. Mill and Miller's House Today 3. View Down Main Street, c. 1862 4. View Down Main Street Today 5. Quaker Meeting House 6. Putting It All Together: Activities A Step Back in Time 1. Waterford, Then and Now 2. Change Over Time in Your Town 3. Supplementary Resources 3 About This Lesson This lesson plan is based on the National Register of Historic Places registration file, 'Waterford Historic District," and materials in the collection of the Waterford Foundation, Inc. It was produced in collaboration with the National Park Service Historic Landscape Initiative. Bronwen Souders, a member of the Waterford Foundation's education committee, wrote Waterford, Virginia: From Mill Town to National Historic Landmark. Jean West, education consultant, and the Teaching with Historic Places staff edited the lesson. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service. This lesson is one in a series that brings the important stories of historic places into classrooms across the country. Where it fits into the curriculum Topics: This lesson focuses on changing life in a Quaker agricultural community and mill town. It can be used in American history, social studies, and geography courses in a unit on early industrialization or to illustrate how communities adapt to economic change. Time period: 18th century to 20th century See attached Relevant United States History Standards for Grades 5-12 Objectives for students To identify stages in the economic development of Waterford. 1) To examine the role regional and national transportation networks 2) played in linking this rural Virginia community with a wider world. To determine why the appearance of Waterford has changed little 3) over time, unlike many other communities. To discover the history of their own community, including why it 4) was founded and what changes in typical occupations have occurred. Materials for students The materials listed below either can be used directly on the computer or can be printed out, photocopied, and distributed to students. The maps and images appear twice: in a smaller, low-resolution version with associated questions and alone in a larger version. 6 4 two maps of Waterford and the surrounding region; 1) three readings about Waterford, wheat production, and the mill's 2) work; two drawings of Waterford; 3) four photos of Waterford. 4) Visiting the site Waterford is approximately 35 miles northwest of Washington, DC via Route 7 or the Dulles Toll Road and Greenway; follow Route 7 northwest to Route 9, then north on Route 662. The village is accessible year-round to visitors. Although the 90 or so dwellings are still in private ownership, the Waterford Foundation owns and interprets the mill and a number of other public buildings. For information, contact the Waterford Foundation, P.O. Box 142, Waterford, VA 20197, or visit the Foundation's web site at http://www.waterfordva.org/ 57 United States History Standards for Grades 5-12 Waterford, Virginia: From Mill Town to National Historic Landmark relates to the following National Standards for History: Era 4: Expansion and Reform (1801-1861) Standard 2A- The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development. Era 6: The Development of the Industrial United States (1870-1900) Standard 1A- The student understands the connections among industrializaton, the advent of the modern corporation, and material well- being. Getting Started Inquiry Question When might this photo have been taken? 9 7 How to Use the Inquiry Question Begin each lesson by asking students to discuss possible answers to the inquiry question that accompanies the Getting Started image. To facilitate a whole class discussion, you may want to print the page and use it to make an overhead transparency. The purpose of the exercise is to engage students' interest in the lesson's topic by raising questions that can be answered as they complete the lesson. Rather than serving merely as illustrations for the text, images are documents that play an integral role in helping students achieve the lesson's objectives. To assist students in learning how to "read" visual materials, you may want to begin this section by having them complete the Photo Analysis Worksheet for one or more of the photos. The worksheet is appropriate for analyzing both historical and modern photographs and will help students develop a valuable skill.