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Summary and Objective
Students are asked to read the 1839 "Silk Culturist" and the 1833 "Manual Containing Information Respecting the Growth of the Mulberry Tree and Suitable Directions for the Culture of Silk," determining the following information about the industry: 1) geographical areas involved, 2) resources needed, 3) techniques used in the growing of silk in America, and 4) expectations for the usefulness of the industry. By examinng this text as well as the items from the Digital Collection students will learn the details of the silk industry, as well as why growing silkworms and ultimately producing silk thread was seen as a viable addition to a growing national economy.
Teaching Plan
Step 1.
The lesson will begin with the passing around of a silk scarf for students to understand what the textile "silk" looks like. We will then look at a silk on silk rendering (Stebbins) and the other silk items within the Digital Collection to place the importance of silk in a specific time period. Students will list adjectives to describe the fabric, then will brainstorm other uses of silk and write them on newsprint.
Step 2.
Students will be invited to divide into groups where they will be assigned pages from the 1833 manual to read. Topics to be developed by the groups are as follows: Group 1) Historical background of the industry in America; 2) Scientific information about the Mulberry tree (Is that a word that they may have heard before? Dr. Seuss's Mulberry Street?); 3) Scientific information about the stages of development of the silkworm; 4) Care and feeding of the silkworm; paying attention to gender and ages of the caregivers; 5) Maufacturing process of the silk thread (be prepared to draw a diagram and explain the procedure); 6) Statistics regarding the numbers of silkworms required to create a specifc amount of silk and the expected financial return; 7) Who was the audience for this pamphlet and what was the purpose of such a publication?
Step 3.
Students will report out their findings so that each will have an understanding of the history, process, and the economic expectations of the industry.
Step 4.
As a class, students will examine and respond to the February, 1839 Silk Culturist articles as follows: 1) Using a national map, locate areas where silk was grown; 2) Find from your reading indications of women's involvement in the development of the silk industry; 3) Note the date of the paper and the cost. How wide was the readership? 4) What evidence can you find that indicates that efforts were being made to encourage the development of this crop? 5) What indications can you find about the level of knowledge of raising silkworms? 6) Examine the advertisements. What further information can you learn about the industry from reading them? Are there local references? What would be possible markets for the product?
Step 5.
Conclude the examination and discussion of these documents by then linking local history. Use a writing prompt such as: "If I were a rich, enterprising young man in Northampton, Massachusetts, based on what I know about growing silkworms I would ..."
Step 6.
Share students' reponses to the prompt, leading students into a discussion of the silk industry in Northampton, including its development, growth and decline.
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