TOTAL OF 10 PAGES ONLY MAY BE XEROXED

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CENTRE FOR NEWFOUNDLAND STUDIES

TOTAL OF 10 PAGES ONLY MAY BE XEROXED

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A PR?JECT RBPORT'''SUBlUftID 1:11 PJUtTIAL PULPI-LLMEH'l'

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'MEMORIAL utflVERSITY 01' NEWPOUNDLAND J~ARY 1.986' '

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The author (copyright 6wner) has res e r'v e-d 0 the r publ ication rigjlts, and , - -nEd t ,her the tnes i.s nor

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AClQIOWLBDGEMENTS

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I take this opportunity to thank all the people who

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helped.with the development of this instructional unit.

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In particular, I wish towexI;>ress special g.rati tude to

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my advisor, Dr. R. T •. Braffett,; for his as~istance,. c,o~structive

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ori ~icism, and guidanoe thro~ghout the various phases' of' theⁱ ".

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,As well,' I wisn to offer my appreciat~on to'...; ___________ ... ' I

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Dr. H •. G. Handcock_f Dr.~' ^W. GrifEitlis, Mr. Gary Hollett: ·an? ... ~

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to the Grade Five'

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,,~, Elementary School, Clarke ^ts Beach, and Amalgarr:~te~ ' Elementary i

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Robe~ts, for their time and as.~iatance lneval~ating

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has been so underseanding about the time the ,project.

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to my son Theo, who'

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and, effor.t put into',

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. ABSTRACT ' , ,

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The purpose of this ~,roject "was to, dev'elop an instructional

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u!'lit on the hist~ry of the' to~n <?~ T,r\lni):' ~Trin;~t~ Bay, , ', Newfoundland, to, supplement th1e 'Grade' Five' socl'al studies

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program in' Newfoundland schools ~~ J\ needs asse's'Sment:-'.was the

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step-i~· the design. m~el/ that w~s '~sed to develop the

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The' re'suH:,s of. ,this' asse's'ament 1nd;l.ca:t.'ed that a need~

first

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'exist~d' for the production' of "mater,ials, ,on' t-hls : topic,.

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sli4e-tape format! wa's:' chosen as the preferred med·:Lum.-

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The instructional unit was ev~l~ated~by 'media, specialists',

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le~rner ,1spec!_alists, and,

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As 'a result of thelr cri ticis'm -and sugges'tions, revl;s'ions \'were in~~:e a't _

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'!arious stages of development. The proJect,:~.I'=1S ther,l pl:loted

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',in two schools., The results -Of tJle pret'es"t:~--pos:t-e~e~s~t'---'::"---

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were analyzed uB,lng

t~ree fdr~s ' o~ : /d~ta anal~~ 'i8

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resulta of this analysis were\'P9Jdtive and in4icated that

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, ,the slide-tape pre,sentat,ion" Trinij:.y -- An E"ilrlY Tra?~,ng Centre, is-ready' fo'r ' utiil~at:ion, in the Grade ,Five' sociai

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St.ud,,-^. ies program throughout ^, "

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TA8LB OF CORTENTS ,

CaAPTER '1 ,II!ITRODUCTIOB

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: " ~istorical Background t~ , tbe

" rJIleed for the Project" ' . ' ..

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ProjeCt

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CHAPT~R

² NEEDS ASSBSSMBNT , .. \ ,

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C~t~ia for the Selection of Resour 'e Milterials

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Al~ernative sQlutlons ' Survey of Available Materials ^. ^!(

Rationale for ·Development of Material Outline of Developmental Process I '

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. CHAPTER 3 LEARNER ANA:LYSIS '

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, Student Characteristics

",' EDviromaental Factors

, Attitude : Achievement

TASK ARALYSIS : Task ADalysis

Behavioral., Objectives

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t.aAPTER 5 CHOICE OP MEDIA

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Relflted Literature , --" ' , ; -, ,

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Survey of Teacher Attitudes TOward ~edia

" TeChnical,' an(! . Cost, Con.iderati~n. !', ;

Selection' of ⁱMedia : ,i ~\ '

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'coAPrER 6

" PRODU~IOR P~BDURzS ~ - ~~

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EVALUATION " , "

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The Script~' Sl.-ides"and Audio-:tape Evaluation' ~ Media' Specialists

B9alua~ion by COntent Specialists

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Ana~y.is of Results COnclusion '

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'CHAPTER 8 CONCLUSIONS AHD RBCOMMBrIDATIORS

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BIBLIOGRAPHY

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APPBHDIX AI Questionnaire. 'Availability of Re'souree ,Materials' for the qra~e "

, Pive, SoCial" Studies ^tPrOgr~ and, a

'Medlum Preference -'survey: . -,'

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APPBHDIX. B~ SeripEl', Slide-:-tape ,presentation,

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Trinity ~ EarlY T~ading Centre

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,APPBBDIX CI _,_, ' Pretest

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APPENDIX D. -Posttest ' ^-'

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APPBHDIX ^£1 ^' SiicJ_taJMI' Presentation Trinity·'- ' An Early Trading

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Cent.re

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TABLE

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1. Results of Media Preference Questionnaire.

Objectives l4atdted \ .

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ComParison of Pretest-Posttest Meana~

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Overa~1 Success in~Ching Objectives.

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IteJll Analysis. \

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PIGURE \

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~ In~tructi~nal 'D~Bign

^Model

2. Trinity

-~ \An' Ea~~y

Trading Centre, 3.

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prFsettleae,t Early SettleEnt . ^\ ~

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Merdhantile cOlony

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Living at Trinity \

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The Period of Decline

• _Trinity

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IH'l'RODQCTION

Tt'inity-An Early Trading Centre is an

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ins'truc~ional

unit that

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be,'used to

' suP~lement

the Grade Five

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studies prJgram' in. schools 'throughout Newfoundland and

Labrador •.

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approach was used to design the package;' After the need, for the unit was .identified, a solution was..

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chosen from a list' of. alternatives. This solution was then implemented and evaluated. The unit content deals with t~e history of t!te town of Trinity in .Trinity Bay, Newfoundland.,

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Historic!l Background to toe Project

The town of Trinity can ^boas~a very colorful and

vibrant history. Probably the first inhabitants to the area

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.,' were the Beothuck Indians. , , Whitbourne (1620) reports that ^I

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. there were' Indian's living at T'rinity and that they often stole fishing supplies and other belon~ings fro~ English . fishermen stationed iQ the harbour during the summertime.

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. .' A~though used for many years' as a base for summer

migratory fi.hermen-;'~it

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was not until 1675 'tnat any documented evidence of permanent settfement is

foun~. ·

In that year,

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recorda-five 8ett~ers resident in the/

'Sir 'John Berry, R.N. ,

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2 harbour. Of these five, ^'j 'p1an~ers' or settlers, three were ^,^§ married and had children living there.

It took another few d~~ades, however, for settlement to stabilize to any signlfic~~extent. Yet, by 1730, Tri~,ity bad its first chu!ch ~nd by 1753 the~population is reported

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,to, have reached almost 2000. This' explosion,' of population _ .. / ' can be. attributed to' the

n~ber

'of Poole merchants tha.H;', o.

/ ' elece:"'ed to ma~~~inity the base for their op~rations r0~

concur.rently the major centre of trade on the northeast"'" i:'

Cq~st

of Newfoundland

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on:"S\,1Ch merchant, Benjamin Lester, who came

: to': Tk~riity!

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during the' 1700s as a shipowner and" trader, gives d~ta~l:s of: ,"

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he kept. ForL~~' :1

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1801, Lester owneci , 'sh:teYards

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and engag~ in ~he fishery on the Grand Banks! in :S~:~.t~:!:Tn!; :;

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Labrador, and on'the French Shore. He also SUPPli~(\~~~~iri~~S for woodsme'n, trappers, and' sea1ers~ At his pe,ak,: (L~~~~rl ~,s ';,

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reported' to ha-ve had 60 ships in his pers~ma,l f1e'et.; ·~esr,er ',~

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, agents were located 'at other settlements ,~round ' ~he' .. ~~r~~,~st:

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coast of the island. ' These men collected ' fish, riiEitr.lbu'ted .\

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goods' and" kept accounts for Lester's. base at Trini~y.\~ H~8

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mansion; builtin 1760, now lies in ruin on the west, ;si:de': df

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.the harbour. ' j " \

The imp.ortance of Trinity

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across the Atlantic. The English government decid~ th~t ji •

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his business o~erations in a ,diary which example, during the period 1748 to _, ~

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the'harbou~'should be fortified and in 1744 a battery 'was

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erected at ^~dmlral'8Point·near the#entrance to the. harbour.

The British ^w~thdrewtheir military personnel and, in 1762, the F~ench ~ccupied the harbour without a shot being fired.

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The fort and much property was destroyed. Large quantitie~

of the settlers' supplies

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^' ^' ' and livestock wer~~lso taken.

,Many 'of the 'servant fisherm~n, mostly of Irish descent;

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were forced to "spend 'the winters in' Newfoundland instead of

going~back acrossth~' Atlantlc with '~heir fis~ing masters.

These ' .. dieters ^I as. they , were called oft-en existed on' what

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th~y could 'steal, if indeed they cO';1ld not find .9JUPloyment.:

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in return for food rations. ManY.9~these dieters ended up living in huts' • or tilts for the entire winter period and

starva~ion ,was not an uncpmmon occurance.

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_,There was much civil disturbance and unruliness during 'these harsh times even though criminals were p~nish~d ~~verely

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'for their crimes. For small' of,fenaes such as ~reaking the . Sabbath, ~ sett~ers could be put in the stocks: and' for more

s;ri0':1s crimes,'like stealing', ~hey cAuld receive 'many lashes"'-

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at~~ Whipping ^,,post.

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" The Church of England, the predo~inant denomi'nation in Trinity during

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-these early times, bu'ilt its, first church in 1730'. . It was almost 100 years' later before the Methodist and Roman Catholics established their churches.- The Roman

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Catholic church, still existing today, is believed to .be one

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of the oldest. bui.ldings in Newfoundland.

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It. was constructed ...

in 1833.

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The 'first schoolhouse in. Trinity was:built ~n 1828.

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There is._ evidenc·e., .. ~owever, of private ~ChOOls existing at a~

much earlier date. This·type of school was most likely

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,available place-in private 'to .children

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homes~ -^.of 1;.he well-to-do anc" p~obab1y

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to<;)k

~The

kev. John

C1inc~;h~ ..

^{came to}

Tr-i~ity

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~783

^as.a^to,

" r~i?e~t doctor, and was later to become ordained as a·.'y"";. '

~inister,

was one of

Tri~ityl: s out~~an;~ng ~itizen8~ "

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known to have compiled a

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Be~Wuck' vocabu1a~y from a Beotbuck ^~ child capture~ ,anl b;ought to ~rinity. H~ also had .aeaiing&',

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wit't\ ,another Beothuck: John

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' . A~gUSt.4 who ~orked .

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for a Tk'intty

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' ~ merchant and was,buried at Trioity in 1788. Clinch is

mostly remembered for,b?ing·the first doctor to administ~!

the smallpox vaccinUn the New World.

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^. ^. ^,. Edward' Jenner·,

.'1 jlinch·s·sclioo1~~te, se~t a' samp1e

of

. th9 vaccine to Tr·inity. ' ~ , Clinch experimented on his nephew and later inocula~ed ove~ _. _l • 700 people in t~e Trinity a~ea.-

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since ,Trinity ~as a major trading centre, i t "attracte~ ..

to i t social and politi~al . functi~s and ·thu~ became a centre of regular visitation by digni<taries of chu.rch and'

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state (Handcock, i981, p. 78). ^II There were also_. ' many wealthy

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and wel1-educa'

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ted individuals resident in the ^. to~ . itself: .

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One was John'Bingl~y Garland,. the first speaker of the BOu •• '

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A88e!"bl~

in -Newfoundland. Hi..todc.

e~d~nc.;

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5 a class.system existed in the town that was based on wealth, education, and influence.

'By the mid~1800s Trinity saw the emerge~ce of St. John'~

merchants within the area. Th~se firms.were to eventually take over the merchant ~stablishments in th~harbour. Thi~.

~akeover

marked a period of decline in the importance of Trinity as a majo,r trading cent""re and by the last of the, ,certtury the,poPul~t~p and fishery we~e declining as w~ll

,

(Haridcock, 1981). \ Although a"whaling industry begari 'to

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flourish during____ -. . . - - , I • : the first decade of .... the 1900s, it was .in the ~ ..

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en~ ~ort

.. lived att ,by the beginning of, World" War I

h~d,

^{all - -}

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but, disappeared. ^{to. •}

. ~.}.~y ?d' -,no~ entered ,the modern, era, ~y ,1877 'i t bad 'received-~first tele~raph and in 1893 a road was built

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connecting the town to Shoal Harbour, near Clarenville, S,teamships were also replacing ·'scho~ners. One of the first

'steamships to operate out of Trinity ~nded i~ disaster

.

when~

she disappeared on a return trip from St. John's.

.

In 1921,

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the.first pranch 'railway reached the harbour. 'A unique loop was designed in the 'track just outside, the town.

Trinity's popula.io~ in 1921 was .1Q01. 'Withinthe next

. ^,

10 years, 'Trlnity sa~ the abandonment of the Labrador fishery-

,

,and the ,oeal fi";hery. After' the econailiic

dep{~osiOil

^{of the} ^\

1930's, the·population stood at 300 and;by 19S6·~tHe British saltfish industry was also phased out. •

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Trinity today has a population of _. jus~ under i ~OO.

Shipbuilding, the oniy iqdustry remaining from an illustrious

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past, is no~ ~esponsible ,for bUilding/the more modern vessels of today's fishing

industry~

It 'is

i~deed

a far cry from

,

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the vibrant bustling centre of l~O years-ag~ •

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Need for the Project

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In 1981, a 'sequential learning design for primary and, elementary socia'l studies classes was introduced into the

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schooLs of Newfoundland and Labrador. This publication, entitled Design For Social. Studies, K-Vl, was developed by

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the province'S De'par~meI:lt of Education. ,It directs/teachers

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':t-9 follow.a goal-refere,ilced approach- to instruc~ional • planning •

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The major Qbject.iyes tor the social st.udies program for e'ach

-

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grade l~l are contained within this desig~ as well.

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On& of the objectives of this new social studies design is sta\ed as follows. · Child~ea should know:

~atcommunities usually have a long· '. '1fistory with impor.tant people an.d events .

t~a~ are remembered, with traditions and . custQms th~t will not die; that communities are constaptly changing. (p • . 46)

Tea~hers th~oU9hoU,t thel prov~nce, . ~hen, must deal with quest'ion, '''H"ow can this objective best be achieved?"

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Certain • .

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study

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the' history 'of th'e

~tudent'

s own community.',

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would be an appropriate instructional route.

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Many teacher.

will soon find, however, that the hi~tory or-the student'.

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