Unit: Past & Present Theme: “Time, Continuity, and ChangeConcept: New York City: Then and Now Level: 2nd & 3rd Grade

Aim: How and why has New York City changed over time?

Aim Answer: New York has changed in size geographically; population has grown exponentially; construction has shaped the skyline; and a variety of businesses has developed.New York has changed over time due to the demand of need of the people.

Objectives: Students will be able to: Compare and contrast the changes NYC has undergone over time. Identify distinct characteristics of NYC as an urban community. Make predictions concerning the future changes NYC might incur.

Social Studies Standard 1:Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Key Idea:Important ideas and developments from New York City’s history illustrate the connections and interactions of people and events across time.

Performance Indicators:Elementary: Explain those values, practices, and traditions that unite all Americans.

Students will gather and organize information about the developments of New York City over a period of time.

Students will distinguish between past and present developments and interpret historical documents.

ELA Standard: 1.1; 1.2; 1.3; 1.4; 2.2; 3.1e; 3.2a; 4.1

Resources: Miller, Jake. Who’s Who in an Urban Community? New York: Rosen Publishing, 2005 Marx, David. New York City. New York: Children’s Press, 1999 Daily Geography Practice: Grade 2. Evan-Moor Corp., 2004 TAHGrant.net cindy.lobel@lehman.cuny.edu – Cindy Lobel, Ph.D., Asst. Prof. of History, Lehman College. Bolden, Tonya. Maritcha: A Nineteenth-Century American Girl. New York: Abrams Books for Young

Readers, 2005 Documents: grid map NYC 1834; Broadway 1848; New York City Harbor; A Winter Scene

Multi-Media Instruction Multi-Sensory Instruction Power Point presentation Secondary Sources – Art Documents: photos, paintings, lithographs Graphs, charts, and grids

Vocabulary: History map Past Present Future Urban Community City

Point of Entry

DAY 1: Introduction of the “NYC: Then & Now” Unit

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Power Point Presentation Whole Class-Review What is a community?

o A community is a group of people who help each other get the things that they need and want.o A community is also a place in which people live, work and play together.

What are the different types of communities?o The different types of communities are urban, suburban, and rural.

What is an urban community?o An urban community is a city

Describe the elements of an urban community?o An urban community:

-Is a heavily populated community with many different kinds of people.-Have tall buildings like skyscrapers, apartment buildings.-Have people who live in apartments and brownstones more so than houses.-Have many forms of transportation like subway trains, buses, cars, ferry boats, and helicopters.-Have many types of businesses that offer goods and services like restaurants, apparel shops, and drug stores.

Interactive Mini Lesson Teaching the Lesson Teacher Model Analyze Clarksville image:

o History map- shows what a place looked like long agoo Past – is the time that happened long agoo Present – is the time that is happening now

Pivotal Questions How is the top map different from the bottom map? How might technology have played a part in the changes of Clarksville? What changes do you notice in the areas of building design, transportation, population, and business? Predict possible improvements Clarksville can make in the future? Illustrate.

Medial Summary What does the term past mean? How is the present different from the past? What does the term future mean? What distinct changes can you identify between NYC present and its past?

DAY 2:Investigation: Compare & Contrast NYC documents from past and present

Group Work Student Task Each group is assigned a focus: Transportation – Population – Business – Housing Each will analyze and sort photos of past and present. Groups will identify the differences between the past and present given specific focus. Students will note the past and present differences on chart paper. Group members will share their findings.

Differentiated InstructionLevel 1 – students will orally make observations given document sources – Think AloudLevel 2 – students develop sentences for recording the comparisons between past and present.Level 3 & Level 4 – students will record/formulate the think aloud into comprehensive sentences - Writing

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Group Investigation – students will work in cooperative mixed-ability groups and will share observations and conclusions.

Pivotal Questions What factors might have motivated New Yorkers to change their architectural design? What reasons why the population grew so large? How have businesses changed over time? What aspects of transportation is still the same? What changes or improvements were made to transportation?

DAY 3: Writing Workshop: Students will compare/contrast how New York City’s transportation, population, businesses, and housing changed over time.

Summary Describe three ways how New York City has changed over the past 200 years. Identify one way New York City has stayed the same. How might New York City change in the near future? How might it stay the same?

DAY 4:Art Project: Students will predict and illustrate how New York City’s transportation, population, businesses, and housing could evolve in the future.

Pivotal Questions Predict and illustrate how New York City could change 10 years from now. Predict and illustrate how New York City could change 100 years from now.

DAY 5:Community Interview: Students will interview senior members of their home and community concerning changes they have witnessed throughout their lifetime.

Pivotal Questions How has New York’s transportation, population, businesses and housing units changed throughout

your lifetime? What changes do you dislike? How have the changes improve your life? What further changes would you like to see take place?

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