Granite, Schooners and Fish: How Cape Ann Towns Made a Living
Grades 3-5 · History and Social Science, Geography, English Language Arts · Rockport, Essex, Gloucester
How did the land and sea around Rockport, Essex and Gloucester shape the work people did there?
Two 45-minute class periods (90 minutes total)
Rockport, Essex and Gloucester sit side by side on Cape Ann, but long ago each town became known for different work. In Rockport, people cut granite out of the ground. In Essex, people built wooden schooners. In Gloucester, people went fishing. In this lesson you will become an expert on one of these jobs by reading words written in the 1870s and 1880s. Then you will teach your group, and together you will make a map that shows how the land and the sea shaped the work in all three towns.
Primary source
R1. Expert card: Granite (Rockport)
Source: Excerpt A: "The Rockport Granite Quarries," Scientific American, vol. 39, no. 20 (Nov. 16, 1878), page 314. Excerpt B: U.S. Census Office, Report on the Building Stones of the United States and Statistics of the Quarry Industry for 1880 (Tenth Census), page 112. Excerpts C and D: George Brown Goode and others, The Fisheries and Fishery Industries of the United States, Section II (Washington: Government Printing Office, 1887), pages 137, 141 and 143. Link. Rights: Public domain (Scientific American published 1878; the census report and the Goode report are U.S. federal government works)
Primary source
R2. Expert card: Schooners (Essex)
Source: Excerpts A and B: Henry Hall, Report on the Ship-Building Industry of the United States (Washington: Government Printing Office, 1884), Tenth Census, pages 7 and 108 to 109. Excerpt C: George Brown Goode and others, The Fisheries and Fishery Industries of the United States, Section II (Washington: Government Printing Office, 1887), page 140. Link. Rights: Public domain (U.S. federal government works, published 1884 and 1887)
Primary source
R3. Expert card: Fish (Gloucester)
Source: George Brown Goode and others, The Fisheries and Fishery Industries of the United States, Section II (Washington: Government Printing Office, 1887), pages 137, 143 and 144. Link. Rights: Public domain (U.S. federal government work, published 1887)
Data table
R4. Where Gloucester's fishing fleet was built (1880)
| Place where the vessel was built | Number of vessels owned at Gloucester |
|---|---|
| Essex, Mass. | 218 |
| Gloucester, Mass. | 133 |
| Bath, Maine | 36 |
| Boothbay, Maine | 13 |
| Salisbury, Mass. | 9 |
| Kennebunk, Maine | 9 |
| Rockport, Mass. | 1 |
| Annisquam, Mass. | 1 |
| All 29 other entries on Hall's list | 55 |
| Total | 475 |
Source: Henry Hall, Report on the Ship-Building Industry of the United States (Washington: Government Printing Office, 1884), Tenth Census, pages 12 to 13. Hall lists every place that built the 475 schooners, sloops and boats owned at Gloucester in the census year. Link. Rights: Facts from a public domain U.S. federal government report (1884); table compiled by Cape Ann Current
Summary by Cape Ann Current
R5. Three towns, three ways to make a living
Source: Written by Cape Ann Current for this lesson. Facts from the readings above: Goode (1887), pages 137, 140, 141 and 143; Hall (1884), pages 7 and 108 to 109; Scientific American (Nov. 16, 1878), page 314. Link. Rights: Text written by Cape Ann Current; facts from public domain sources
A1. Map launch (home group)
Work with your home group and your current map of Massachusetts. Take turns being the map reader, the measurer and the recorder.
- Write the title of your map. Then name two symbols in the legend and what each one means.
- Find the compass rose or north arrow. Which way is north on your map?
- Find Gloucester, Rockport and Essex. Write one sentence for Rockport and one for Essex that says which direction it is from Gloucester.
- Use the scale to measure about how far it is, in a straight line, from Gloucester to Rockport and from Gloucester to Essex. Show how you used the scale.
- Find one water feature near each town (a harbor, a river, a bay or the open ocean) and write its name if the map shows it.
A2. Expert notes
Read your expert card with your expert group. Fill in every row. Use your own words except for the quotation row.
- Natural resource or feature: What did the land or sea give this town?
- The work: What did people make or do?
- Where it went: Name one place the product or the people traveled to, if your card tells you.
- Adapting: Describe one way people changed the land or the shore, or worked around a problem, to do this job.
- Quotation: Copy one short sentence from your card exactly, with quotation marks, and write which excerpt it came from.
- Teach it: Write the two most important things your home group should learn from you.
A3. Listening notes (home group)
While each expert teaches, write notes in the chart for that town. Ask each expert one question.
- Granite (Rockport): resource, work, one way people adapted, my question
- Schooners (Essex): resource, work, one way people adapted, my question
- Fish (Gloucester): resource, work, one way people adapted, my question
- Look at reading R4 together. Which town built the most vessels for Gloucester's fishing fleet? Which reading explains why?
A4. Cape Ann work map
Draw a simple sketch map of Cape Ann using your real map as a guide. It does not need to be perfect. Use shapes or letters in your legend so it can be read without colors.
- Give your map a title.
- Draw a compass rose.
- Label Gloucester, Rockport, Essex and one body of water near each town.
- Make a legend with a symbol for a quarry, a shipyard and a fishing harbor, and put each symbol where it belongs.
- Draw at least two arrows that show a connection, such as something made in one town that was used in another or sent somewhere else. Write a few words on each arrow to explain it.
Talk about it
- Why do you think a town with hard granite and a town with a big harbor ended up doing such different work?
- The breakwaters in Rockport were built from waste stone. Why is that a smart idea? Can you think of a problem it might cause?
- Essex had no harbor and a narrow river. How did the shipbuilders make it work anyway?
- The writers of these reports worked for the government in the 1870s and 1880s. What might they notice, and what might they leave out?
- Which of these jobs still happen on Cape Ann today? How could you find out?
Show what you learned
Make two Town Work Cards on your own. Choose two of the three towns. For each town, write (1) the natural resource or feature, (2) the work people did, (3) one way people adapted to the land or sea and (4) one piece of evidence from a reading, with the reading number. Then write two or three sentences that explain one way the work of your two towns was connected. Checklist: two towns, four parts on each card, one connection with evidence.
Points: 12
Student files
Free from Cape Ann Current. No account needed. Source: Cape Ann Current. Teachers: lesson plan and answers.