District 75 Alternate Assessment Curriculum FrameworkPassport (Scope and Sequence)Grade 4 Social Studies Module 5

World CulturesMaking the Empire State:

Immigration, Industrialization and Westward Movement

Unit Topic: World CulturesMakings the Empire State: Immigration,

Industrialization and Westward Movement

(All Units can be accessed by going to http://www.weteachnyc. Use your DOE login)

A strong and effective social studies program helps students make sense of the world in which they live, allows them to make connections between major ideas and their own lives, and it helps them see themselves as active members of a global community. While knowledge of content is very important, it is equally important to engage our students in historical thinking. Students engaged and challenged to think like historians, raise questions, think critically, consider many perspectives and gather evidence in support of their interpretations as they draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision-making. These are the skills that will serve them well as participating citizens of a democracy.

This issue of “depth versus breadth” is not a new construct but it requires teachers to accept that not all content is created equal. It is also important

to understand that it is not possible to “cover” everything as the amount of content covered rarely correlates to the amount of content that is learned.

The dilemma of depth versus breadth is not easy to address. It is also not something that can be decided for us. It requires all teachers to make the best decisions given our knowledge of the content, assessments, instructional goals, and most importantly our understanding of student learning (students’ needs, interest and readiness).

Today’s students are entering a world increasingly characterized by economic, political, cultural, environmental, and technological interconnectedness. The virtual distance between nations and cultures has been rapidly decreasing due to changes in the accessibility of information and increasing interdependence. Students need to learn to view the world as one interrelated system, to reflect on cultural lenses, to listen to voices from around the world, and to make connections to engage them as citizens of the world.

Globalization is the process of this interaction and integration among the people, companies, and governments of different nations. It is not new. For thousands of years, people—and, later, corporations—have been buying from and selling to each other in lands at great distances (The Levin Institute, Globalization101.org) while exchanging ideas, customs, and values.

To nurture and promote global awareness, teachers must be sure to provide students with learning experiences and opportunities that incorporate tolerance of cultural differences, knowledge of world cultures and communities, and the appropriate infusion of global perspectives into daily instruction. Students must understand that globally aware citizens are able to:

• connect the local and the global, understanding of how the actions of people around the planet have an economical, technological, and cultural influence on all peoples of the world.

• participate in local and global economies.

• be open-minded, especially in understanding one’s own cultural lens as well as others’ distinct cultural lenses.

• celebrate similarities among different groups of people.

• understand and respect peoples’ differences.

• use electronic technologies in order to research people and cultures in every world region.

• understand the importance of cross-cultural communication, both within the United States and across borders.

• recognize and reduce stereotypes and prejudices.

• have compassion for all peoples of the world.

This unit, Making the Empire State: Immigration, Industrialization, and Westward Movement is the 5th unit for Grade 4. The unit was developed by a team of DOE staff members and teachers. The development of the unit was informed by and integrated with the following documents and perspectives: NYSED Frameworks for Social Studies, the Common Core Learning Standards in English Language Arts & Literacy in History/Social Studies, Understanding by Design, and Reading Like a Historian (Stanford History Education Group).The writing team began with identifying student outcomes connected to the standards, core content, major understandings, and skills of the unit. Student outcomes were determined by thinking about what students are expected to know and be able to do by the end of the unit. The most important learning goals and objectives for the unit were then created. The processes for that learning (how the learning would occur) and the desired student understandings were also considered.

Each module consists of:

A context overview Culminating performance tasks for each level Content standards connections (refer to Scope and Sequence book

as well as individual lesson plans) Essential questions/Focus Questions Key vocabulary Lessons plans and activities

Resource list

ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE:

Assessment is considered an integral part of the curriculum and instruction process. Assessment is viewed as a thread that is woven into the curriculum, beginning before instruction and occurring throughout in an effort to monitor, assess, revise, and expand what is being taught and learned. A comprehensive assessment plan should represent what is valued instructionally. These practices should be goal oriented, appropriate in level of difficulty, and feasible. Assessment should benefit the learner, promote self-reflection and self-regulation, and inform teaching practices. The results should be documented to “track” resources and develop learning profiles.

Effective assessment plans reflect the major goals or outcomes of the unit. Content knowledge and skills need to be broken down—unpacked and laid out in a series of specific statements of what students need to understand and be able to do. Student evaluation is most authentic when it is based upon the ideas, processes, products, and behaviors exhibited during regular instruction. Students should have a clear understanding of what is ahead, what is expected, and how evaluation will occur. Expected outcomes of instruction should be specified and criteria for evaluating degrees of success clearly outlined.

Assessment packages should include:

Student work samples Photographs of students participating in learning activities Data collection, as appropriate

STANDARDS

Each lesson will contain the Common Core Learning Standards for ELA and Literacy in History/Social Studies. You will also find specific Social

Studies Learning Standard attached to each group of lessons in your “Scope and Sequence” book by referring to the specific unit you are working on.

ESSENTIAL QUESTIONS

The Essential Question was developed by carefully considering the big ideas of the unit. An essential question can be defined as a question that asks students to think beyond the literal. An essential question is multifaceted and is open to discussion and interpretation and can be applied beyond the content of one specific unit. The essential question for this unit Making the Empire State: Immigration, Industrialization, and Westward Movement is. How do people, laws, and new technology shape a nation?

FOCUS QUESTIONS

Focus Questions were then developed to support the crafting of specific lesson plans for the unit of study. The focus questions are tightly aligned with the unit outcomes, goals, and objectives. Focus questions can be found at the beginning of each individual lesson. (Each unit contains a variety of Focus Questions depending on the particular Lesson Plan)

CONTEXT/LAUNCHING THE UNIT

Engaging students with the content to be studied is important. Making the content relevant to their personal lives or making a connection to how the learning can be used in a real-world setting is one way to get students “hooked”. Another effective hook is making students see the content as interesting and unusual by having them view the content from a different perspective. Launching the unit for your students involves engaging them in mental stretching activities and providing a hook for the content to be learned. Students are more interested in and pay more attention to activities that are introduced in a way that engages them emotionally, intellectually, and socially.

Launching a unit effectively can excite the students, giving them the motivational energy to want to make the best use of their learning time. Activities that get students to think divergently are important. Presenting far-out theories, paradoxes, and incongruities to stimulate wonder and inquiry is extremely effective.

To launch the Making the Empire State: Immigration, Industrialization, and Westward Movement unit, it is essential to convey the importance of growth and expansion in New York and the new nation during the 19th century.

Students can compare, contrast, and contextualize images of New York City at its beginning and late in the 1800s. Display and/or distribute the Amsterdam, 1648 and New York City, 1873 and Amsterdam 1664 and New York City, 1900 images. Ask students what they notice about the views of New Amsterdam and New York City. What has changed? What has remained the same? What inferences can they draw from these two sets of images? How might the geographic growth of the city affect daily life? Can they think of some examples?

The 19th century saw a great convergence in the growth of technology and population. Inform students that in the 1800s, the population of New York City grew from 60,000 to over 3 million people, 80 percent of the population were immigrants and their children. The city’s area expanded more than threefold in that same time. The inventions of standardization through machinery brought the growth of huge factories. The development of steel—a substance both more malleable and stronger than anything in nature—allowed people to make bridges, buildings, and railroads in ways unimaginable before. Steam and electricity fundamentally altered daily life and commerce. And the discovery of oil powered the entire Industrial Revolution. Students can look at this verse from the 1850s song “Uncle Sam’s Farm” and analyze what the meaning of the lyrics:

Our fathers gave us liberty, but little did they dreamThe grand results that pour along this mighty age of steam;For our mountains, lakes, and rivers are all a blaze of fire,

And we send our news by lightning on the telegraphic wires.

Ask students look at the images again. What changes in technology can they identify? For an overview of 19th-century inventions and

accompanying lessons, visit http://www.studyzone.org/testprep/ss5/b/ecotech19l.cfm andhttp://teachinghistory.org/history-content/ask-a-historian/24470

There was a duality in the progress of technology. With great progress came great challenges. And nowhere were these trials more evident than in New York. Another way to help immerse students in the unit is to explore the differences in social classes that developed with the rise of industry in New York City. A large urban underclass grew alongside a more genteel middle class. More information about class distinctions during the 1800s in New York City is available at

http://www.visualizingnyc.org/wpcontent/uploads/2014/08/MightyMollusk_Gardner2.pdf

Yet another way to develop an understanding of the effects of industrialization is to examine the photographs and writings of the Danish-American social reformer Jacob Riis (students will experience a lesson about Jacob Riis’s influence during the unit). One of the fathers of flash photography, he became an experienced reporter of poverty in New York City. More information on the life, works, and images of Jacob Riis can be found at

http://www.biography.com/people/jacob-riis in How the OtherHalf Lives.

ASSESSMENT/PERFORMANCE BASED ASSESSMENT TASK

See “Launching the Unit” to use as a Pre-Assessment that can be adjusted according to your particular student needs.

As professionals, we recognize that social studies education provides students with knowledge and skills that are necessary for participation as active and informed citizens of the United States and the world. Though we hope our students will see that the lessons learned in social studies have significance to them and to contemporary society, we must go further and nurture these connections with intentionality. The understandings, insight,

content, and concepts acquired as the result of the lessons, discussions, activities, and projects need to be understood within the framework of the classroom and the greater communities of which the student is a member.

In order for our students to be able to apply their knowledge and skills in the real world, they must be able to make the connections between what they are learning in the classroom and life outside of school.

(Two days needed)

Design a Guide for Immigrants in New York

The U.S. government provides a guide for new immigrants to the United States. In it, new immigrants can find helpful information, like how to find a place to live, how to get a job, interesting places to visit, etc.Create a similar guide for immigrants to New York City that includes helpful information for people coming to NYC between 1840 and 1920.

The guide should:

• provide answers to questions you think new immigrants would have.

• introduce them to interesting places to visit.

• describe new inventions and technologies that they may not be familiar with, like steamboats, skyscrapers, and the Erie Canal.

• consider the needs of families.

• caution new immigrants about things they need to be careful of, such as prejudice, tenement life, etc.

• include illustrations (remember, the guide should appeal to the readers).City Hall, NYCWe suggest that at the end of each unit students engage in thoughtful discourse and activities that seek to affirm metacognition and the relevance of what they have learned. Encourage students to ask the bigger questions and raise the important issues that push their in-school learning toward meaning and purpose in the real world.

The following activities could serve as a reflective summary for the unit Making the Empire State: Immigration, Industrialization, and Westward Movement while providing students with a framework within which to see the continuity and consequence of present and future content to be studied.

Expanding Westward

• During this unit, the nation expanded westward with the construction of the Erie Canal and then with the construction of the railroad. In what ways is the United States still expanding? Are there any new frontiers left to explore?

Inventions of the 1800s

• From the typewriter to the elevator to the dishwasher to the internal combustion engine, the 19th century was a time of life-changing innovations. Using sites like http://inventors.about.com/od/timelines/a/Nineteenth_3.htm and others, students can create an innovation time line from 1800 to1900. What connections can students make between these inventions and the growth of New York City? Students can compare and contrast these inventions with modern technological advances and consider how these new inventions are changing the world.

Human Rights

• Suffragists and abolitionists worked to ensure equal rights for women and African Americans. Are there people today who still do not have equal rights in America or in the larger world community? What is being done for them? What could you do?

Immigration

• America has always been a land of immigrants. To this day, people from around the world hope to immigrate to America to start a new life. What kind of immigration policies should the government adopt?

LESSON PLANS

NOTE: Preferred Mode of Communication (PMC) should be considered for all students in all activities across all

individual lessons

The lesson plan template used in this guide captures the important elements of a social studies lesson—the lesson objective, connected standards (both content and literacy), and learning experiences (either independent or small group) for students with opportunities for assessment.Key lesson plans were written to build the essential content knowledge and concept understanding or needed skills for the unit, including a lesson to launch the unit; to introduce and engage students with the new learning; and to frame the broader goals of the unit. These key lesson plans are indicated in bold in the Day-by-Day Planner. Suggestions for lesson plans the teacher will create on his/her own are indicated in italics. Where texts are referenced, there are often sample text-dependent questions to engage students with key ideas and structures.

Day-by-Day Planner

The Day-by-Day Planner provides an overview for the entire length of the unit to support coherence and sequence. It includes a sequence of lessons that reflect the major content, concepts and skills for this unit. All suggested lessons connect/align to a focus question. In many instances, fully developed lessons (identified by bold font) are provided. Teachers will want the flexibility to adapt these lessons or to create their own. Other suggested lesson topics (identified by italic font) are included. Teachers can develop their own lesson plans to complete the unit.

All sample lessons include:

Focus Question Lesson Objective/Teaching Point NYC Social Studies Scope and Sequence Common Core Learning Standards for ELA and Literacy in

History/Social Studies Social Studies Practices and Historical Thinking Skills Resources/Materials

Model/Demonstrate/Teach Group/Independent Work Assessment/Wrap Up Some may include worksheets, pictures, additional

resources/extension activity

SEE ATTACHED DAY TO DAY PLANNER

NOTE: All lesson plans should be reviewed and adjusted accordingly

ADDITIONAL THOUGHTS/STRATEGIES

* Use Inquiry & Discovery Approaches: Inquiry-based instruction helps students identify real questions as motivations for learning. It also provides students with opportunities to incorporate interdisciplinary study and fosters collaborative learning and team approaches.

* Model: Show students your thinking processes by asking questions as you think aloud and model. “What does this mean?” “Why?” “How can I figure this out?” Think out loud as you go about solving a problem, making a decision, or understanding a challenging piece of text/image. Model the use of appropriate strategies and be explicit about why particular strategies are helpful and useful.

* Socialize Learning: Show students how you learn. Provide opportunities to learn together. Teach students to collaborate, ask questions, and engage in inquiry. Use a variety of grouping and collaboration strategies (partners, pair-share, group word webs, strategic turn-and-talk, etc.).

* Honor Prior Learning: Acknowledge students’ “funds of knowledge,” a term coined by Luis Moll (2001), which refers to knowledge they have acquired outside school. Learning involves adding new ideas to what is already known. Give students opportunities to share what they know. Use KWL, RAN, cognitive mapping, and brainstorming techniques.

* Use Content Picture Books: Through the careful selection of a variety of texts, young children can begin to see history as a working story told from many points of view. Informational texts should be engaging and age-appropriate, including illustrations that complement the text well. They can be used in a variety of ways—pictures only, text only—and they can be easily manipulated for teaching purposes. They are a great way to present difficult concepts, ideas, and themes as they often present less text.

* Engage in Daily Writing: Writing in social studies should happen daily and can include writing to learn, such as labeling, listing, answering questions, quick writes, taking notes, underlining, and annotating short texts, in addition to writing intended to produce a finished piece such as an all-about book, ABC book, or field guide.

* Make Time for Student Discussion: Discussion in social studies requires the students and teacher to engage in talk at high cognitive and affective levels, both with one another and about the subject matter being discussed. Discussion is also is an effective tool for encouraging critical thinking and the consideration of multiple perspectives.

* Use Role-Play and Drama/Simulations: Role-playing comes naturally to children, and drama and role-play can easily be used to increase students’ understanding of the context of historical events and the real people who were involved. Role-playing also contributes to children’s language development and their sense of others’ perspectives (Ellis 2010).

* Share Oral Histories: To bring history to life, teachers can utilize the resources that families and the community have to offer (Robles de Melendez, Beck, and Fletcher 2000). Visitors who have experienced past events that children are studying can narrate their stories and make history tangible and relevant.

* Plan Field Trips: Good field trips offer hands-on experiences for children. Children should be prepared and encouraged to participate and engage in the activities. Interactive field trips give students experiences that they will remember. While field trips can be fun, they also need to have a clear goal and must widen or enhance students’ knowledge.

* Integrate the Arts: The arts are an indispensable part of a complete curriculum and not an added frill (Maxim 2010). Examining art forms from different time periods and cultures enriches social studies and also provides opportunities to foster students’ creativity, critical thinking, and appreciation of culture. The arts include literature, drawing, painting, textiles, photography, sculpture, music, dance, and drama (pantomime, improvisation, dramatization, and role-playing).

* Use Technology: The Internet and technology provide access to new ideas and experiences and are necessary tools for children. Multimedia tools can be interactive and allow children to be innovative and expressive while sharpening their technological skills.

Maximizing Field Trip Potential

Trips to museums or cultural institutions are a great way to bring excitement and adventure to learning. As a direct extension of classroom instruction, they are an important component of standards-based instruction. A focused, well-planned trip can introduce new skills and concepts to students, reinforce ongoing lessons, and provide opportunities for learning to be applied. Museums and cultural institutions are rich resources that offer exposure to hands-on experiences, real artifacts, and original sources. The key to planning a successful field trip is to make connections to the curriculum, learning goals, and other projects. Field trips are fun, but they should primarily reinforce educational goals.

Planning the Visit:

• Become familiar with the location before the trip. Explore the exhibition(s) that will be visited to get ideas for pre-field trip activities.

• Orient students to the setting and clarify learning objectives. Reading books related to the topic or place as well as exploring the website of the location are some ways to introduce the trip to students.

• Plan pre-visit activities aligned with curriculum goals.

• Discuss with students how to ask good questions and brainstorm a list of open-ended observation questions to gather information during the visit.

• Consider using the trip as the basis for an inquiry-based project. The project can be undertaken as a full group or in teams or pairs.

• Plan activities that support the curriculum and also take advantage of the uniqueness of the setting.

• Allow students time to explore and discover during the visit.

• Plan post-visit classroom activities that reinforce the experience.

Field trips to museums and cultural institutions can bring experiential learning to students and allow teachers to learn alongside their students. A well-planned field trip can be a rich and rewarding learning experience that connects community resources to the learning of academic content.

MATERIALS/RESOURCES/INTERNET RESOURCES

Each lesson contains resources books as well as key vocabulary.

MATERIALS

CameraPicture SymbolsSmartboardAAC devicesTangible objects

BOOKS

Industrial Revolution for Kids: The People and Technology That Changed the WorldIndustrial Revolution from Muscles to Machines by Carol Marsh

INTERNET RESOURCES

Pinterest: Industrial Revolution

https://www.teacherspayteachers.com/Industrial Revolution Grade 4

https://brainpop.com/socialstudies/

https://unique.n2y.com/Unique/N2YLibrary#unique

https://www.youube.com/results?search query=industrial+revolution+for+kids%3B+the+people+and+technology+that+changed+the+world

https://www.youtube.com/results?search query+industrial+revolution+for+kids

https://www.yhoutube.com/watch?v+Koj5yGigFNU