TeamProgrammingFinalProject (1)

1. Swift River Valley Historical Society Programming Guide 1

2. Produced By Caitlin Barry Melissa Bowden Amira Garen Emma Hodges As Part of the 2016 Five Colleges, Inc./Andrew W. Mellon Foundation Applied Humanities Learning Laboratory January Term Intensive and Course Facilitated by Cheryl Harned 2

3. Table of Contents 4 Assignment Prompt 5 Welcome Letter 6 Audience 9 Similar Institutions 11 Volunteer and Intern Guide 19 Children’s Event Proposal 39 Sunday Community Market Proposal 42 Directions from Quabbin Visitors’ Center 3

4. Assignment Prompt Reimagining the Future: Audiences, Objects, and Programming How to create innovative programming? Think about the challenges the Swift River Valley Historic Society faces in regards to engaging with audiences. Assess the current situation and identify the various communities (based upon ownership, location, race, class, ethnicity, use, needs, etc.) that do-- or could-- draw upon the Society as a community resource. Utilizing the collection, map out where these communities and the Society could intersect. Storyboard progressive ideas. Create a product that maps out these identified audiences, objects, and potential future programming ideas, including a resource page for the Society that identifies programming models found in similar organizations that they could theoretically implement at a future date. Document the group process and explore surprising ways to present this project during the Gala. 4

5. Welcome Letter Team Programming, consisting of four students with a diverse range of academic interests, including Politics, International Relations, History and Communications (among other things!) decided to tackle this project by starting with a simple goal: to keep the Swift River Valley Historical Society in the public’s mind and heart for generations to come. Located in New Salem, Massachusetts, the society and its members have been entrusted with the important task of remembering not only the towns lost to the Quabbin Reservoir, but the stories of the residents. To walk into the Society’s building is to evoke memories of a time past, to connect with the ghosts displaced by the undoing of a community, and to exist simultaneously in both the past and the present. The practical concern, however, was getting community members to the physical site of the Swift River Valley Historical Society so that they could forge their own connections with its stories and memories. We decided to focus on two different solutions for bringing individuals to the grounds. First, we designed two programs, defining “program” as a long-term connection between the Society and the community surrounding it. These two programs are youth engagement programming, or forging connections with local educational institutions to establish opportunities for volunteering and interning, and a Sunday Community Market program, designed to bring local community members to the physical location of the Society and to keep them coming back. Secondly, we designed a children’s event that could be created year after year. Connecting youth to the past and engaging them in history and the humanities invites a new way of thinking and ensures that the Society will exist long into the future. To navigate our proposal, please refer to the table of contents on page 3. Sincerely, Team Programming 5

6. Audience Section 1: Current Audience When looking at the current audience of the SRVHS, and talking with staff, we noticed that most of the visitors are older and have a personal connection to the Swift River Valley. Visitor numbers are growing smaller as those who lived in the Valley before it was flooded, and their families, are aging. Section 2: Potential Audience When looking at the SRVHS’s location, there are many potential audiences in the area that can be reached out to and engaged. College Students and Faculty We are excited about the possibility of reaching out the the collegiate community. Students and faculty can be engaged once they are shown that the SRVHS is a valuable resource in the commemoration and remembrance of the Swift River Valley and the history of the Quabbin Reservoir. Local Elementary, Middle, and High Schools The SRVHS can serve as a helpful resource to local schools, particularly as an aid to teachers looking to educate their students about the rich history of the Swift River Valley and the Quabbin Reservoir. If teachers are aware of and familiar with the collection and how it can be used, they are better able to help their students engage with the history. 6

7. Quabbin Visitors and Tourists The Visitors’ Center at the Quabbin is a wonderful resource in itself, but we are excited by the possibility of the SRVHS working with the Visitors’ Center to provide guests with a better understanding of the Quabbin Reservoir. In order to reach this audience, we do not imagine a massive undertaking, simply a sheet available at the Visitors’ Center with a bit of information about the SRVHS and directions from the Quabbin. **see sheet on page 43** Members of the Local Community In seeking to engage the local community, we wanted to understand just what that local community looks like. Franklin County Demographic Information Estimated population as of 2014: 70,862 Number of Communities: 26 1. Ashfield 2.Bernardston 3.Buckland 4. Charlemont 5. Colrain 6. Conway 7. Deerfield 8. Erving 9. Gill 10.Greenfield 11.Hawley 12.Heath 13.Leverett 14.Leyden 7

8. 15.Monroe 16.Montague 17.New Salem 18.Northfield 19.Orange 20.Rowe 21.Shelburne 22.Shutesbury. 23.Sunderland 24.Warwick 25.Wendell 26.Whately Median Household Income: $54,702 Percentage of Persons Under 18: 18.2% Spotlight on New Salem Population as of 2013: 931 Median Household Income (estimated, 2013): $62,507 8

9. Similar Institutions Section 1: Introduction In the public humanities, it is sometimes tempting to create brand new programming, but often times similar organizations serve as great references to guide the programs you create at your own. There’s no need to “reinvent the wheel” when the wheel is already so diverse and time-tested; the institutions below have great, straight-forward programs that engage their audiences and make excellent use of their collections. Section 2: List of Similar Institutions Emily Dickinson Museum (Amherst, MA) The Emily Dickinson Museum is a historic house dedicated to the life and works of the poet Emily Dickinson. The grounds are expansive and there is another historical house next door (The Evergreens) that belonged to Emily Dickinson’s brother. This museum is excellent at creating new and engaging programming that still stays true to its mission; they hold poetry readings and have outdoor children’s events with games from the 1800s. The SRVHS can also emulate the Emily Dickinson Museum’s “bridging” tours, which make complete use of both their historical buildings. The SRVHS’ many buildings are one of its strongest resources, and using them in a joint tour would be a great way to show off the collection and engage audiences. Historic Deerfield (Deerfield, MA) Historic Deerfield is an outdoor history museum whose mission, like the SRVHS, is to preserve the stories and objects of the past. They are a larger scale operation with quite a few houses and programs, but one of the most intriguing is their workshopping program that promotes lectures and hands-on learning. People love being active while they’re learning, so using their collection to both 9

10. promote themselves and create engaging workshop programs is a great idea for any historical organization. David Ruggles Center (Northampton, MA) The David Ruggles Center contains historic information about David Ruggles and the Underground Railroad. This small center, open by appointment only, provides programming aimed at the communities of Florence and Northampton. The David Ruggles Center holds a series of six walking tours throughout the year as its main event. Like the David Ruggles Center, SRVHS has limited interior space for visitors. As a result, SRVHS can look for outdoor programming events throughout the season to accommodate larger numbers of visitors. Louisa May Alcott Orchard House (Concord, MA) The Louisa May Alcott Orchard House is a historical home open to the public year-round. Throughout the year the Orchard House engages audiences through a variety of programs such as: school tours, teacher workshops, a summer conversational series for teachers, a benefit 5k/10k run, and working with Girl Scouts from Eastern Massachusetts. SRVHS can take from these programs to forge a connection with a school-aged audience. By encouraging school trips to SRVHS, a younger generation can learn and explore the history of the Quabbin. Amherst Historical Society and Museum (Amherst, MA) The Amherst Historical Society and Museum, located in the historic Simeon Strong House, provides seasonal programming to visitors. Similar to the SRVHS, the Amherst Historical Society is only open to the public during the summer and in the winter by appointment only. The Amherst Historical Society provides a winter conversational series in addition to providing school tours. The SRVHS can work to implement programming that caters to both adults and children. 10

11. Volunteer and Intern Guide Section 1: Possible Volunteer/Intern Tasks Possible Tasks for Collegiate Interns: ● Researching and writing docent scripts/serving as a docent ○ Majors: English, History, Education, Anthropology, General Humanities ○ Skills: Research, writing, communication, customer service ● Researching and creating an engaging educational programs for schools and family visitors ○ Majors: English, History, Education, Anthropology, General Humanities ○ Skills: Research, writing, communication, collaboration, organization ● Helping arrange the new archives for the extensive collection ○ Majors: English, History, General Humanities, Computer Science ○ Skills: Organization, research, computer programming ● Creating and/or updating social media accounts ○ Majors: Communications, English, Marketing, General Humanities ○ Skills: Experience with social media, communication, organization ● Conservation of specific objects within the collection ○ Majors: Museum Studies, Material Culture, History ○ Skills: Attention to detail, organization, self-motivated ● Conducting a research project in tandem with the SRVHS to create their own exhibit ○ Majors: History, English, General Humanities ○ Skills: Organization, Art, Writing, Communication, Collaboration Possible Tasks for Collegiate Humanities (esp. History) Classes ● Form connections to college departments: 11

12. ○ Example: work with the Mount Holyoke College nexus program for the public history, museums, and archive minor. Students in this program need hands-on internship experience, which can be fully funded by the college. Possible Tasks for Collegiate History and Outing Clubs ● Invite history clubs from local colleges to tour SRVHS ● Invite outing clubs for a morning hike in the Quabbin followed by a trip to the SRVHS to learn about the history and context surrounding the Quabbin Possible Tasks for High School Volunteers/Interns: ● Serving as docents ● Maintaining the grounds Possible Tasks for Girl/Boy/Eagle Scouts: ● Maintaining the grounds ● Helping move archive boxes under the supervision of SRVHS staff ● Constructing picnic table(s) for the SRVHS ● The SRVHS can work with Eagle Scouts to create an individualized “service project” (http://councils.scouting.org/Council440/Volunteer/Recognition/Eagle%20Scouts) Section 2: Contact Lists Collegiate ● Mount Holyoke College: History Department Coordinator: Holly Sharac, Phone: (413)-538-2377 https://www.mtholyoke.edu/contact/history Career Development Center: https://www.mtholyoke.edu/contact/cdc Outing Club: mailto:outingclub-board@mtholyoke.edu 12

13. ● Hampshire College: Career Services: mailto:corc@hampshire.edu School of Art, Humanities, and Cultural Studies, Phone: (413)-559-5361 Outdoor Programming, Phone: (413)-559-5470 Summer Academic Programs: summer@hampshire.edu ● Amherst College: Patricia Brown, Employment Engagement Coordinator, mailto:pebrown@amherst.edu History Department: mailto:trubeck@amherst.edu Outing Club: acoc@amherst.edu ● University of Massachusetts, Amherst: History Department: history@history.umass.edu Outing Club: mailto:locker@umoc.stuaf.umass.edu ● Smith College: Lyn Minnich, History Department Secretary, Phone: (413)-585-3712 Lazarus Center for Career Development: cdo@smith.edu Education Outreach Program: Megan Baker, https://smith.collegiatelink.net/organization/eop/about/contact High Schools ● New Salem-Almont High School: Phone: (701) 843-7610 Principal: Michael Gilbertson Administrative Assistant: Kayla Kunkel 13

14. ● Ralph C Mahar Regional High School Volunteer requirement: students need work experience for a minimum of 35 hours in order to fulfill the School to Work Requirement. Jobs, internships or volunteer experiences whether they are part-time, summer, or after-school may count. Phone: (978) 544-2542 Student Services Secretary: Elaine Mitchell emitchell@rcmahar.org ● Athol High School Phone: (978) 249-2435 Administrative Assistant: Ann Roberts aroberts@arrsd.org Boy Scout/Girl Scout/Eagle Scout ● Girl Scout Service Center (Holyoke, MA) Phone: (413) 584-2602 301 Kelly Way, Holyoke, MA 01040 info@gscwm.org ● Girl Scout Unit Contact Information Membership Services Specialist: Beth Ostrosky bostrosky@gscwm.org Phone: (800) 462-9100 x4027 Phone (in MA): (413) 584-2602 x4027 ● Service Unit #125 Amherst Area Membership Services Coordinator: Suzy Croteu scroteau@gscwm.org Phone: (800) 462-9100 x4024 Phone (in MA): (413) 584-2602 x4042 14

15. ● Service Unit #192 Granby and South Hadley Area Membership Services Coordinator: Suzy Croteu scroteau@gscwm.org Phone: (800) 462-9100 x4024 Phone (in MA): (413) 584-2602 x4042 Service Unit Manager: Deb Mendes mendesally1@msn.com ● Service Unit #143 Hadley Area Membership Services Coordinator: Suzy Croteu scroteau@gscwm.org Phone: (800) 462-9100 x4024 Phone (in MA): (413) 584-2602 x4042 Service Unit Manager: Jean Baxter jbaxter@amherst.edu ● Troop # 0026 Barre-Congregational Church, Barre, MA Richard Stevens Phone: (978) 812-93357 ● Troop #0507 Belchertown Lions Club, Westfield, MA 234- Western Massachusetts Council Phone: (413) 594-9196 ● Troop #1837 Orange-Athol Elks Lodge #1837, Orange, MA Mark Cole Phone: (978) 544-2548 15

16. ● Troop #0504 Immanuel Lutheran Church Steven Ellis Phone: (413) 695-6069 Section 3: Intern Training Resources Museum-Ed.org(http://www.museum-ed.org/about/) Museum-ed is a website specifically geared toward gathering resources for museum education. The navigation bar has a useful “resources” tab, which leads to a dropdown menu of article categories regarding many areas of education, including one on “Managing Interns”. Resources include sample intern handbooks, sample intern evaluation sheets, and intern agreement forms. ● Sample intern manual: http://www.museum-ed.org/wp-content/uploads/2013/01/internmanual.pdf ● Sample midterm intern evaluation form: http://www.museum-ed.org/butterfly-house-midterm-intern-evaluation/ ● Sample intern agreement form: http://www.museum-ed.org/agreement-form-for-interns-penn-state/ Section 4: Docent/Volunteer Training and Script Writing Resources Smithsonian Educator Resource(http://smithsonianeducation.org/educators/index.html) This website provides helpful articles and activities for children separated by course subject, age range, and lesson theme. There is an easy search algorithm and the content is free to read and 16

17. download. There is also a page devoted to archived History and Culture lesson plans, some of which relate to objects in the SRVHS museum and the buildings themselves. ● The History and Culture archive can be found here: http://smithsonianeducation.org/educators/lesson_plans/history_culture.html ● How to Recruit Docents and Conduct A Docent Training Workshop Summary: http://repository.library.csuci.edu/bitstream/handle/10139/4162/Docent_Training_Works hop_050711$.pdf?sequence=1 Museum-Ed.org(http://www.museum-ed.org/about/) Museum-ed, as mentioned above, is specifically geared toward gathering resources for museum education. The navigation bar has a useful “resources” tab, which leads to a dropdown menu of article categories about many areas of education, including one on docents. These articles are contributed by actual museums, and include sample guides and tour checklists. There is also a tab for “The Docent Educator”, which is a digitized handbook to guide the education of docents, and their future education of patrons. ● Pocket tour checklist to help guide docents and remind them of their duties/to give tours some sense of uniformity:http://www.museum-ed.org/pocket-tour-checklist/ ● http://www.museum-ed.org/muscarelle-museum-of-art-tour-format-worksheet/ ● Archived online version of “The Docent Educator”, a series regularly released between 1991 and 2003 by museum educator Alan Gartenhaus. This has many articles about the purpose of docents, how to formulate scripts, and the most effective ways of combating particular issues (ex. Biases in presenting cultural history): http://www.museum-ed.org/index-of-issues/ 17

18. Boston Children’s Museum Learning Together Museum Staff Training Curriculum (http://www.bostonchildrensmuseum.org/sites/default/files/pdfs/Learning-Together.pdf) This resource comprises more than 240 pages of case-studied approaches to training museum staff, particularly in engaging with family patrons. Pages 15-21 deal with the basics of training, but the pages thereafter provide more detailed, tested activities and teaching approaches. There is a thorough index at the beginning to help navigate the dense material. There is a good balance of museum theory and practical advice. 18

19. Children’s Event Proposal Section 1: Event Outline Event Overview “Life as a Kid in 1930s”-- this whole event revolves around things a child experienced living in the time period that SRVHS covers. Games, snacks, books, everything is 1930’s themed. The event is family friendly, with the emphasis on children ages 3-12. Targeted Audience The target audience for this event is the local community, particularly families with younger children. The activities will be geared towards children ages 3-12, but could be expanded for children outside that age range. Objective In introducing a children’s event to the SRVHS, the objective is to forge a new and longitudinal connection with a young audience. Using the incredible resources and collections available at the SRVHS can help bring history to life and keep the stories of the society alive and well in the minds of the next generations. Date for the Event We recommend holding the event on a Saturday afternoon from 1p-4p in the late September or early October. In early September, families are just getting back to school and reestablishing a routine after the summer. The weather should still be nice during late September and early October, when families are settled back into the school routine. Saturday afternoon tends to be when parents 19

20. and children are both free, and if the event is from 1p-4p you need only provide snacks, not lunch or dinner. Games The games we have selected were historically played by children in the 1930’s. Some games, such as Monopoly and Sorry, take a long time to play and thus it is a better idea to have them on display, rather than for use. This way, children gain an understanding that games they play today were also played by children in the 1930’s, making the time period more relatable. Other games, such as Hopscotch, Kick the Can, Hide and Seek, and Duck, Duck, Goose, are quick, fun, and accessible to children of varying ages. Depending on the amount of children who attend the event, one or more of these games may be run simultaneously. Each game will require one leader who is well versed in the rules of play in order to instruct the children. For each game, a label will give a very brief overview of the historical aspect of the game. ● Kick the Can ○ Rules of Play ■ Play Kick the Can with three or more friends in any outdoor area that has places to hide, day or night. The object of the game is to put all the players in jail, capturing them by identifying them in their hiding spots. ■ Once a player is “jailed” the only way to be freed is for another player to beat the “IT” person to the can and kick it. ■ To start: Select a spot for the can. The “can” should be an actual can or anything that can be kicked a distance. The can’s spot should be near something that can be a jail such as a front porch, bench, etc. ■ Someone is selected to be “IT” and that person is challenged to find everyone. One player kicks the can to begin and everyone scrambles to hide. 20

21. Once the “IT” person replaces the can to its spot, he or she begins looking for players. ■ To capture a player, the “IT” person must call out their name and hiding place while stepping on or touching the can. The players must come to jail if the “IT” person is correct. If they are not correct, the person can step out and declare that they had the wrong player and have time to hide again. ■ As players are captured, the jail will fill up. Once the “IT” person has captured all the players, the game renews with the first player captured becoming the “IT” person. ■ If a player tries to kick the can, the “IT” person must race to the can first and call out their name. If the player beats them and kicks the can, all the players in jail are freed and the “IT” person must start again. ■ The best hiders are usually those left to kick the can. Players cannot stay in one spot forever if all the players are in jail. ● Duck, Duck, Goose ○ Rules of Play ■ All the players, except the first person who is It, sit in a circle. ■ Itwalks around the circle, tapping each player on the head, saying "duck" each time until he decides to tap someone and say "goose." That person becomes the goose and runs after It, trying to tag him before Itcan take his seat. ■ If Itsuccessfully reaches the goose's seat without being tagged, the goose is the new It. ■ If the goose tags It, then the goose keeps his spot in the circle and Itmust either continue to be Itfor another turn or sit in the middle of the circle until another Itis tagged. ● Hide and Seek ○ Rules of Play 21

22. ■ Choose who will be "it". ■ "It" closes or covers their eyes and counts to 50. While "it" is counting the other players scatter and find places to hide. ■ "It" then goes looking for the other players. When he finds one they are out. The last player to be found becomes the new "it". ● Hopscotch ○ Rules of Play ■ A hopscotch course typically looks like a series of numbered squares. The first player tosses a marker (rock, coin) into the first square; it must land within the confines of the square without bouncing out or touching a line. ■ The player then hops through the course, making sure to skip the square with the marker in it. Players hop in single squares with one foot (either foot is fine), and use two feet for the side by side squares, one in each square. ■ Upon completion of the hop sequence, the player continues her turn, tossing the marker into square number two and repeating the pattern. ■ Loss of turn occurs when a player 1.) steps on a line, 2.) Misses a square with his/her marker toss, or 3.) loses balance. Books In order to connect children to the time period, we recommend a reading area with books from the 1930’s, perhaps a ‘reading rug’ that can be placed on the grass. This provides an opportunity for children who do not want to participate in the games. Again, the emphasis here is to show the children that objects and stories they are familiar with today originated during the 1930’s; a label will explain the significance of the books. The books we have selected are fairly common, and thus it should not be a problem obtaining copies for the ‘reading rug’. We suggest asking board members if they have the books at home they 22

23. would be willing to lend for use during the event. The books are also available at most libraries. The Jones library in Amherst has copies of all of the books listed below. ● Mike Mulligan and his Steam Shovel by Virginia Lee Burton, 1939 ● Mr. Popper’s Penguins by Richard and Florence Atwater, 1938 ● The Little Engine that Could by Watty Piper, 1930 ● The 500 Hats of Bartholomew Cubbins by Dr. Seuss, 1938 ● The Secret of the Old Clock by Carolyn Keene, 1930 ● Madeline by Ludwig Bemelmans, 1939 ● The Hobbit by J.R.R. Tolkien, 1937 Candy We picked three candies, Tootsie Pops, Kit Kats, and 3 Musketeers, which are readily available in bulk today and were popular during the 1930s. We made sure none of the products contained nuts, with thought to children’s allergies. The candy can be used as prizes for the games, or just handed out. We suggest some sort of beverage as well; lemonade, apple juice, or water. Other Labels about Life During the 1930s Other labels will include one giving a brief explanation of the Great Depression, and one talking about what school was like. 23

24. Section 2: Event Labels The following labels can be used during the event to help children (and parents) understand how the event related to the 1930’s. The font used for the labels, Garamond, was in use during the 1930’s. One example is this Coca-Cola ad, notice the first paragraph uses Garamond. Game Labels For the game label, we chose a vintage-looking checker board. It speaks to the game aspect without indicating a specific game name as, for instance, a vintage Monopoly board would. 24

25. 25

26. 26

27. 27

28. 28

29. 29

30. 30

31. Book Label 31

32. Candy Labels 32

33. 33

34. 34

35. 35

36. Great Depression Label 36

37. School Label 37

38. Whitaker-Clary House Scavenger Hunt 3 Bride’s Dresses ____ A giant map ____ A checker board ____ An old-fashioned telephone ____ A trumpet ____ A doll house ____ A red fireman’s jacket ____ A Pair of shoes ____ A big drum ____ An arrowhead ____ 38

39. Sunday Community Market Proposal Section 1: Event Outline Event Overview Organize a farmer’s market and local craft fair to take place on Sundays, weekly or bi-weekly, at the Swift River Valley Historical Society. Targeted Audience “Local and sustainable” community consumers of all ages, local artisans, musicians and agricultural growers and cultivators. Objective The goal of this market program is to bring local residents to the Swift River Valley Historical Society, and to establish the society as a central tenet of the community. By establishing the society 39

40. as a place rooted in both the past and the present, the market will create an opportunity for people to get to know more about this valuable resource and to explore the history of their community. The format and schedule of the market will encourage repeat visitation, allowing the society the opportunity to re engage members of the community and forge long term connections. Section 2: Resources and Contact List Massachusetts Executive Office of Energy and Environmental Affairs’ “How to Organize and Run a Successful Farmer’s Market” http://www.mass.gov/eea/agencies/agr/markets/farmers-markets/farmers-market-howtorun-gene ric.html Political Representative Contacts ● Federal Congressional District: 2 Congressman James P McGovern 24 Church Street, Room 29 Leominster, MA 01453 Phone: 978-466-3552 ● State Senate District: Hampshire, Franklin and Worcester Senator Stanley C. Rosenberg 1 Prince Street Northampton, MA 01060 Phone: 413-584-1649 ● State House District: 2nd Franklin State Representative Susannah M. Whipps Lee 352 Main Street Athol, MA 01331 Phone: 617-722-2090 ● Town Coordinator: Nancy Aldrich 40

41. 1 Prince Street Northampton, MA 01060 Phone: 978-544-6437 Potential Farm Contacts ● Copperhead Farm 4 East Street Hadley, MA Phone: (413) 584-2984 humera@copperheadfarm.com ● Sage Farm 119 Old Sunderland Road Montague, MA Phone: (860) 689-6068 sage.tyler@gmail.com ● Red Fire Farm 7 Carver Street Granby, MA Phone: (413) 467-7645 thefarmers@redfirefarm.com ● Clarkdale Fruit Farms 303 Upper Road Deerfield, MA Phone: (413) 772-6797 info@clarkdalefruitfarms.com ● Sunrise Farms 24 Heath Branch Road Colrain, MA Phone: (413) 624-3210 sunrisefarmsmaple@yahoo.com 41

42. Swift River Valley Historical Society Have you enjoyed the Quabbin today? As beautiful as it is, there is a sad history regarding the creation of the Quabbin Reservoir. In 1938 the people of Dana, Enfield, Greenwich, and Prescott—and several nearby villages—were forced to leave their homes, farms and businesses to allow the creation of the Quabbin Reservoir to provide clean water for the growing city of Boston to the east. No more straw hats would be made here, no sledding parties, celebrations on the town common, or worship at the churches built by the early settlers. The lives of 2500 people and their descendants were forever changed by this event. Their towns are lost, but their stories are not. By caring for the objects and reminiscences once owned or told by farmers, shopkeepers, housewives, and children, the Swift River Valley Historical Society provides a look at life in the Swift River Valley before the Quabbin—and honors the sacrifice and sorrow of the many who once called it home. We’re about half an hour down the road, but only 3 turns away! Stop by and see us! We are open Wednesday and Sunday afternoon from 1:30-4:30, June 22 through September 18. 1.) From the Quabbin Visitor’s Center: head West on Winsor Dam Rd toward Blue Meadow Rd. Continue .5 miles. 2.) Turn right onto MA-9 W, continue for 3 miles. 3.) Turn right onto US-202 N, continue for 19.4 miles. 4.) Take a sharp left onto Elm Street, continue 350 feet. The Swift River Valley Historical Society will be on your right! 42

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