Second Grade Social Studies Unit - CaseNEX is now IO ... Grade Social Studies Unit “New York City...

Second Grade Social Studies Unit “New York City Needs and Wants;

From Huts to Houses to Highrise Homes”

Table of Contents Introduction and Overview

Unit Calendar

Unit At A Glance Part I Lessons Part II Lessons Part III Lessons Unit Celebration and Social Studies Fair Project Ideas Appendix A: Prior Planning Appendix B: Notes on Assessment Appendix C: Teacher and Student Resources Appendix D: Social Studies Standards Appendix E: Fieldtrip Information Appendix F: Student Handouts and Homework Appendix F-b: Student Handouts, continued



Group Details Francesca Cecchi [email protected] Ann-Marie DeLis Fong [email protected] Daric Desautel [email protected]

Second Grade Social Studies Unit “New York City Needs and Wants from Huts to Houses to High-rises”

Introduction and Overview

Background and Rationale This unit is conceived of as an inquiry-based introduction to the topic of needs and wants within the historical context of New York City. It is designed to give second grade students (with some adaptability fourth grade students) a fundamental understanding of the differences between needs and wants and how they have both been manifest at various times in the recent history of New York City.

This unit offers students access to topical content in economics, and the history of New York City. Additionally, it encourages students to develop a number of comprehension strategies and habits of mind. Accordingly, it is aligned with New York State Social Studies Standards 1 – U.S. / New York History (key ideas 1 and 2), 3 – Geography (key idea 1), and 4 – Economics (key ideas 1 and 2). Although it can be executed in a number of ways, it has been developed with a general definition of the “workshop model” in mind and is designed to take place in 14-16 sessions over 7-8 weeks. Essential Questions and Unit Objectives As a result of this unit, students will understand that

- People have needs and wants that are defined by their environment and their own desire.

- People must often distinguish between needs and wants due to the fact that needs are not always met by supply (and that this condition defines scarcity).

- Wants have changed during the last 400 years of New York City’s history, while needs have not.

- People participate in the cycle of production and consumption in order to satisfy their needs and wants. *

This content can be arranged around the following essential questions: - What do you need to survive today? - Could you have survived in the 1650’s? - Where do we get money? - Is life easier or harder now than in the past?

Goals and Objectives

Content Objectives

Students define the terms “needs” and “wants,” understand the difference, and distinguish between the two in contemporary and historical contexts.

Students demonstrate how some needs and many wants have changed over the course of time in New York City, and that peoples methods of satisfying those needs and wants have followed suit.

Students identify the main geographic and economic requirements that dictated needs during selected periods in New York’s history.*

Skill and Strategy Objectives

Students infer the needs and wants of a particular historical period from a

written or visual description of that period. Students conduct research on periods of New York City’s history using

textual and visual resources. Students use timelines to organize 400 years of historical time and

demonstrate historical thinking. Assessment Student performance will be assessed in a number of ways. Teachers will observe student performance during small group / partner work to determine mastery of skills and strategies. Other optional formative assessments include the use of a unit learning log / journal and student performance tasks (Venn Diagrams, written responses, and illustrations). Summative assessment can be provided in a variety of ways. Please refer to Unit Celebration for ideas.

*In writing this curriculum we realized that many other “doors” could be opened if the classroom chose to do so. Specifically, conversations about the present system of production and consumption in the classroom’s neighborhood could be researched and evaluated. In addition, this could lead to learning how to manage one’s personal finances. If this curriculum extension was applied, this part would address the S.S. Standard that aims to increase student familiarity with the cycle of consumption and production while equipping them with an understanding of some of the terms central to the study of economics. The following are options for extending the curriculum. Note: The Unit Calendar does not take this extension of the curriculum into account. Optional Part IV. How do people Meet their Needs and Wants? The Economics of Needs and Wants.

Lesson 1. Discussion of how needs and wants are obtained through work. Several sessions are possible including visiting neighborhood businesses and interviewing business owners about the origins of their products.

Lesson 2. How do I spend my salary?

This part could take from one to a few sessions depending on the depth of the activity. We picture giving individuals or partnerships a specific amount of money (for example $1000-depending on the grade level) and listing how much needs and wants would cost (for example rent=$600, food=$200, PlayStation=$100, utilities=$50…) Then allow the students to manage their finances. End the session talking about their choices, difficulties and discussing, hopefully, new appreciation for the needs and wants that have been satisfied in their own homes.

Second Grade Social Studies Unit “New York City Needs and Wants from Huts to Houses to High-rises”

Unit Calendar Month __________________

Monday Tuesday Wednesday Thursday Friday Week 1 Part I

Lesson 1 Homework

Part I Lesson 2 Homework

Week 2 Part I Lesson 3

Part II Lesson 1

Week 3 Part II Lesson 2.1

Part II Lesson 2.2

Week 4 Part II Lesson 3 Homework

Part II Lesson 4

Week 5 Part III Lesson 1

Part III Lesson 2.1

Week 6 Part III Lesson 2.2

Part III Lesson 3 Homework

Week 7 Part III Lesson 4

Unit Celebration

Second Grade Social Studies Unit “New York City Needs and Wants; From Huts to Houses to Highrise Homes”

Unit At A Glance

Part I. Introduction to Needs and Wants: What is the Difference? Lesson 1.Difference between Needs and Wants One Session HW: Identify needs and wants in the home Lesson 2. Apply definition to list of objects One Session HW: Draw, label and categorize (into needs and wants) 5 objects from home Lesson 3. Artifact Museum (in Categories) One Session

Part II. Comparing Our Needs and Wants to Those of the 1650s

Lesson 1. Class introduction to 1650s One Session HW: Generate 3 questions of the 1850s you are interested in researching

Lesson 2. Children Research of the 1650s Two Sessions

Lesson 3. Trip to the Museum of the City of New York One Session HW: Illustrate examples of needs and wants in the 1600s

Lesson 4. Comparison Discussion One Session

Part III. Comparing the Needs and Wants of the 1650s to Those of the 1850s

Lesson 1. Class introduction to 1850s One Session HW: Generate 3 questions of the 1850s you are interested in researching

Lesson 2. Children Research of the 1850s Two Sessions

Lesson 3. Trip to the Tenement Museum One Session

HW: Illustrate examples of needs and wants in the 1850s

Lesson 4. Comparison Discussion One Session

Unit Celebration.

Refer to Celebration ideas at the end of the curriculum. This part can take from one to several sessions depending on the classroom’s choice of celebration.


Part I Lesson Plans Part 1 Lesson 1 Objective – Students define the terms “needs” and “wants” within a hypothetical scenario. Materials- Chart paper, tape, 3x5 index cards, and a copy of the homework sheet for each child; Homework Sheet 1 (Appendix F). For an extra bonus show them parts of the movie “Cast Away.” Reading aloud texts such as The Lorax, A River Runs Through It, or The Great Kapok Tree can provide additional support for this phase of the unit. See Appendix C. Whole Group

Plan For Lesson Connection

Explorers, we have been learning so much about New York City as an urban community and what makes up a community. Have you ever wondered what life must have been like without all the things we have in our community today? Today, we are going to start the journey of finding out which things are really most important to us.

Lesson Whole Group (Read Aloud) About 25 minutes

Set the stage…“Imagine you woke up one morning on an island all by yourself and all you had were the pajamas you put on the night before. It’s hot, you’re dirty, tired, thirsty, hungry, and you miss your friends and family. I want you to think for a minute about some things you wish you had with you right now on the island.” Watch me as I try first, “If I close my eyes and really think about it (make a movie in my mind) I can almost feel the heat of the sun, and my stomach aching for breakfast. I can picture the sand, water, and emptiness around me. At this point I would be thinking; ‘I wish I had some food.’ What are some other things you wish you had?” Turn and talk to your partner about one thing you wish you had. (To help them visualize you could show them a clip from the movie “Cast Away” of Tom Hanks alone on the island in the hot sun…) Now try coming up with more…Put a pile of index cards at each table.

Small Group About 10 minutes

Send them back to their seats with 3x5 index cards. Kids will write one item on each card. When they are done call them back to the rug. Tape cards on the chart. At this point don’t worry about labeling ideas as needs or wants. Ask them, “Why did you choose this item?” They may say, “Because you have to have it, otherwise you wouldn’t live” This is where we introduce our T-chart. On the T-chart you will label one column “Have to have”, (or whatever they call it at the time) and you will begin by placing that item under that column. Then you will point to something that isn’t a need and ask, “Why did you choose this item?” They may say, “Because I just wanted it.” Label the other column “Wanted it.” As a class, go over

each item compiled on your list and define it as either a “have to have” or a “wanted it” and place the cards under the appropriate column. Finally, define for the class and re-label your chart: Needs and Wants. Needs are defined as things you can’t live without. You need them in order to survive. Wants are defined as things you like having around, but you will live even if you don’t have them.

Group Share About 5 minutes

Explorers, you just came up with an incredible list of things that either you needed or wanted on the island. Now that you know the difference between needs and wants I want you to think about these two words during the remainder of this unit to help you understand the needs and wants of the people of New York City now and how those needs and wants may have been different for them a long time ago. (Keep the chart for future lessons)

Homework Tonight, I want you to make a list of ten of things you see in your home.


Part I Lesson Plans Part 1

Lesson 2 Objective – Students apply their understanding of the difference between needs and wants by categorizing household items. Materials- For each pair: list of objects activity sheet and 1 transparency, For each child: a parent letter explaining homework (also, reminding parents to label each item the students bring in with the child’s name), a folder for each student to keep their work in (have students put their homework from our last meeting in here); Worksheet 1 and Homework Sheet 2 (Appendix F). Whole Group


Explorers, the last time we met, you learned the difference between things you need to survive on an island and things you want to have, but didn’t really need. You even completed some homework that made you think about the things you have at home, whether they were things you needed or things you just wanted. Today we are going to take a look at the list of 10 items found in our homes and see if we can group them into these same two categories.

Lesson Whole Group About 25 minutes

Keep in mind Explorers that needs are things you can’t live without, you need them in order to survive. Wants are things you like having around, but you will live even if you don’t have them. You all went home after our last meeting and really thought about some things that you have in your homes and wrote them down. I think that because this class is becoming experts at being able to tell whether something is a need or a want I am going to ask for your help today. I would like you to take the list of items you brought in today and help me figure out which are needs and which are wants? (It may help to have a transparency of the T-Chart in order to do this part) Watch me as I show you what I want you to do. (Teacher demonstrates first couple of objects…)

Active Engagement

(As a class) Now, you help me with the next couple of items… Good, I think you know more than I do now! I’m going to give you and your partner a list to share. Will you work together to help me figure out which of these items are needs and which are wants?


Pass out the lists they have brought in. Talk about any questionable items on the lists. Have them work with their partners. They will decide where each of the 20 items will be placed on the T-chart.


When finished, have a discussion and allow students to explain what they think the items are (needs vs. wants). Ask others if they agree or disagree and why…(When done, students will place the activity in their folders). Great, I think we now have an even better idea of the needs and

wants in our community. Now, I wonder if we can bring in actual items from our homes and create a gallery of objects in our classroom.

Homework Tonight, when you are at home, I want you to look around and see if you can choose 3 things to bring to school tomorrow. We are going to create a special Museum of objects in our classroom of all the things you collected. Try to bring three different things, for example: Do not bring in three stuffed animals. Instead, bring in a couple of things you think you need at home and a couple of things you just want to have at home. I can’t wait to see what you bring in!


Part I Lesson Plans Part I Lesson 3 – Students demonstrate an understanding of the differences between needs and wants by creating an artifact museum. Materials- Display Table, prepare in advance a “Needs” sign and a “Wants” sign Whole Group


Explorers, last time we met you were experts at deciding what items in the community were needs and what items were wants. Today, I would like to take a closer look at some real objects that you have brought in from your own homes and think about whether or not they are wants or needs.

Lesson Whole Group About 5 minutes

Wow, look at all the objects that were brought in! I wonder if we need to organize them in any way so that it would be easier for our classroom visitors to understand what we are learning. I want you to watch me as I take the first object and decide where it should go. (Teachers, think aloud as you model…for example: “Hmm, a stuffed teddy bear…that’s a hard one because I like having a teddy bear, but I think I could live with out it”… Teacher places stuffed teddy bear on “Wants” side of table).

Active Engagement About 15 minutes

Let’s do the next one together. Where do we think this one would go? Now you try. I’m going to give each of you an object and I want you to put it on the table under the correct sign. I will be coming around to ask you why you put the object where you did so be ready to explain your thoughts…


I really liked how you took time and consideration putting the items in the correct location. I saw XX holding her item and really taking the time to stop and think about its placement. Then instead of just guessing she asked another student where it should go. Together they discussed its importance and made an educated decision based on what they had learned. Great thinking! Keep the things we know as needs and wants in mind as we will be taking a journey back in time to look at things people needed and wanted a long time ago. I wonder if they will be the same things we need and want today?

Second Grade Social Studies Unit

“New York City Needs and Wants; From Huts to Houses to Highrise Homes” Part II Lesson Plans

Part II Lesson 1 Objective – Students listen to a depiction of life in the 1650s and generate questions for future study. Materials: Class chart paper where teacher jots notes; Copy of On the Day That Peter Stuyvesant Sailed Into Town; Worksheet 2 (Appendix F); Banner or strip of paper large enough to display images and short sentences (will become a timeline). This display can be created by taping 5 pieces of 8 ½ x 11 inch paper together lengthwise. Whole Group Plan For Lesson Connection

“We’ve been learning about needs and wants and how our lives are full of them. We’ve spent time answering questions like “What do I need?” and “What do I want?”


“Today we are going to become time-travelers. We are going to travel back to the 1650s, when a man named Peter Stuyvesant first came to New York. As I am reading this book to you, I want you to remember what questions come into your mind about life during this time. We will stop along the way to jot down important details and questions that will help us explore this new time period.” Begin reading On the Day That Peter Stuyvesant Sailed Into Town. Stop periodically and have partners comment. Write short notes on the class chart entitled “What we notice about life in the 1650s / Questions we have.”

Group Share About 5-10 minutes

Even if you have not finished the book, leave some time at the end for the kids to reflect on the notes and begin piecing the information together. Reread the chart paper. “I know that after reading about this totally different time period I have a lot of questions that I want to answer. Thumbs up if you have some questions, too. Ok, it looks like we need to learn some more about what New York was like in the 1600s. I’m going to write the date ‘1650’ at the end of this line. In our next investigation, you will become researchers and we will begin to put up some information on this end of the line as we learn it.”


Part II Lesson Plans Part II Lesson 2, Session 1 Objective – Students conduct research on Dutch colonial New York using textual and visual resources to answer previously generated questions. Materials: Class chart paper where teacher jots notes; Copy of On the Day That Peter Stuyvesant Sailed Into Town; Overhead copy of a picture of Dutch settlement from “Resource Guide for the Study of Colonial New York, produced by CSD 30, NYCBOE; Question paper; Note paper; Research materials (photos and texts from Appendix C); baskets for research materials; Homework Sheet 3 (Appendix F). Whole Group Plan For Lesson Connection

“Last time we met we read OtDTPSSIT. There was so much discussion going on about the questions we had about life in that time period. Many people had the same questions, and we discovered that we could put the questions into groups, like ‘Eating and Animals,’ ‘Clothes and Homes,’ and ‘Children and School.’ Today I’m going to show you how a researcher uses pictures and books to find answers to her questions.”

Whole Group Lesson (Part One) About 10 minutes

First, I need to keep my questions in my mind as I explore. Now that I’ve got the questions in my mind, I’m going to start looking at some materials.” Display a drawing of rural Queens on transparency. “Now this drawing says that it shows New York in the 1680s. One of my questions is about how people got around in those days, so I’m going to look for things that move in the picture. I notice that there are a lot of horses, and some carts, and no cars. There are also some tall poles near the water in the distance. This makes me think that people used horses and carts a lot. But I may still need to read more to be sure. Remember, if you get confused about a picture, you can always ask our three ‘looking questions:’ What’s going on here? How do you know? What else?” Remove picture and pick up a book. “Here I can read to answer my questions. I just need to remember my question and look in the table of contents or index to find similar words. Here a chapter is called ‘Transportation.’ Do you think that can help me?”

Whole Group Active Engagement About 5 minutes

“I want you to pretend for a minute that one of your research questions is about eating and animals in the 1650s. I’m going to read the table of contents from this book called Early New York. Think of which chapters you would read to answer your question, and then turn to a partner and tell them.” Read table of contents and listen to student conversations to ensure that students know which chapter to read. “Good, you will have no problem finding the information you need because you can keep your questions in your mind as you read.”

Small Group About 15

Send children off to tables where baskets are awaiting them filled with varied materials: pictures, books, photocopied pages (from other books), articles, maybe even objects.

minutes


Call the “detectives” over in a circle for share; ask them to sit near their group. Groups will share answers to questions and the whole class will work to make descriptive, factual statements from those findings (i.e., “Children in the 1650s didn’t go to school but had to work very hard.”). Record these statements on the class experience chart.

Homework Students write down several of their guiding questions.


Part II Lesson Plans Part II Lesson 2, Session 2 Objective – Students infer the needs and wants of early New Yorkers from written and visual evidence. Materials: Baskets with research materials from previous lesson; Group folders; Student Venn Diagram paper (1 per partnership); Venn Diagram class chart; Homework Sheet 4 (Appendix F). Whole Group Plan For Lesson Connection

“Last time we began researching the 1650s. Some of the things we found out were (read from the class chart)…”

Whole Group Lesson About 5 minutes

“Today we will continue our work in finding out more about the 1650s. Today we want to start taking those facts we are discovering and comparing them to facts we know already about our current needs and wants.


Send children off to tables where baskets are awaiting them filled with varied materials: pictures, books, photocopied pages (from other books), articles, maybe even objects. Stop students with 5 minutes to go to take out the comparison paper and make sure they’ve recorded some observations. Children may also begin to create an illustration depicting New York during this time period (the illustration will be used later in a student timeline).


Review descriptive statements about the 1650s that are beginning to be posted on timeline (focus on needs and wants). Ask students to identify which of those statements applies only to the 1650s, which only apply to modern day, etc. Take out the Venn Diagram class chart and begin to compare the two time periods with student input.

Homework Students identify several needs and wants from the 1650s.


Part II Lesson Plans Part II Lesson 3 Objective – Students conduct research on Dutch colonial New York using textual and visual resources to answer previously generated questions. The students will focus on the period alcoves, and, in particular, the pre-colonial Dutch exhibits. Students will practice using the 3 “looking questions” to assess the needs and wants of the period and compare them with those of other period rooms.

Museum contact information is located in Appendix E.

When you return, you will meet as a whole group and briefly add notes to the “What we notice / Questions” chart.

Homework: Illustrate some examples of needs and wants in the 1600s (Homework Sheet 7, Appendix F-b).


Part II Lesson Plans Part II Lesson 4 Objective – Students compare and contrast life in the 1650s with life in the present day and draw and present conclusions about the similarities and differences in needs and wants within the two periods. Materials: Student Notebooks / Inquiry folders; Student Venn Diagrams (Worksheet 4, Appendix F-b); Venn Diagram class chart. Whole Group Plan For Lesson Connection

“We have been learning so much about how people lived in the 1650s. Last time we even got a chance to peek into their homes!”


“Today I want to discuss with you whether people have changed. Are the things they want and the things they need the same through the years? We’ve taken an inside look at how people lived during a time that looks at lot different, but I heard some of you noticing some similarities. Today I want you to use all that you’ve learned about the 1650s to create a Venn Diagram showing how life in that time compares to life now. Please include as many details as you can on your diagram. If you finish quickly, you can continue working on your 1650s illustration.”


Send children off to tables to complete Venn Diagram independently.


Students share by contributing their statements to a whole-class Venn Diagram. The teacher will also ask students to draw conclusions from the diagram and record those conclusions (i.e., “Many wants have changed, but many needs have not,” or “People in the 1650s had to work harder to meet their needs.”


Part III Lesson Plans Part III Lesson 1 Objective – Students listen to a depiction of life in the 1650s and generate questions for future study. Materials: Class chart paper where teacher jots notes; Immigrant Kids, by Russell Freedman; Worksheet 3 (Appendix F). Whole Group Plan For Lesson Connection

We’ve been learning about the differences between our needs and our wants. We looked in our homes and we got a chance to look at the homes of the 1650s. It was really interesting to listen to you compare the needs and wants of today and the needs and wants of the 1650s. There was so much difference like when XX noticed pets in the 1650s were squirrels and pets in the 2000s are dogs or cats. But also we had noticed some similarities like both in the 1650s and the 2000s people ate similar things like chickens or vegetables.


Today we will be learning about another time. We will begin to get to know the people and the homes of the 1850s. As I am reading this book to you, I want you to keep in mind how this time period seems different or similar to the ones you already know. We will stop along the way to jot down important details that we could use for clues for how people lived in this new time period. Begin reading ----- Every few pages stop and have partners turn and talk. Write short notes on the class chart entitled “What life was like in the 1850s”


Even if you have not finished the text, ask the children to meet with their Social Studies Partner and make a quick list of questions they are wondering about for this time period.


Finally, come together and have the kids reread the chart paper to begin piecing the information together. Can we begin to make any comparisons between our different time periods? We will continue our research next session.


Part III Lesson Plans Part III Lesson 2, Session 1 Objective – Students conduct research on Dutch colonial New York using textual and visual resources to answer previously generated questions. Materials: Overhead copy of a picture; Question paper; Note paper (Appendix F-b); Research materials; As many baskets as tables. *Strategy lesson in how to read and learn from pictures should be taught in prior reading workshop’s non-fiction units. Whole Group Plan For Lesson Connection

Last time we met we read ----. There was so much discussion going on about the things you and your partners noticed that were different from the 1850s to today or to the 1650s, like: ----------. But some partners also noticed how the time periods seemed a little the same, like when ____ said ----. At the end of our read aloud and for homework, we came up with questions we were interested in discovering the answers to.


Today we will get a chance to learn more about the 1850s by researching through baskets and looking for clues to answer our questions. The paper I’m going to give looks like this (show and model using paper) just like the one we used to research the 1650s. You can find clues about how people lived back in the 1850s by looking carefully at pictures, at books, or even objects. Remember like we did while we researched the 1650s, because we weren’t alive during this time you will have to be detectives and look out for any little clue about how these people lived. So if I find a picture in my basket (show overhead picture) I need to spend some time just looking at it. I’m going to ask myself the three detective questions: What is happening in this picture? How do I know? And What else do I notice about the people of the 1850s? You can quickly model analyzing the picture without their input. For the Active Involvement you can ask them to share their thinking with their partner regarding another photo. Remember that we are comparing what people needed for survival and things people wanted so be on the look out for those.


Send children off to tables where baskets are awaiting them filled with varied materials: pictures, books, photocopied pages (from other books), articles, maybe even objects.

Stop students with 5 minutes to go to take out the questions paper and see if any of their questions had been answered.


Call the “detectives” over in a circle for share; ask them to sit near their group. Have one group share at a time 2 or 3 things they discovered and open the conversation to the class; i.e. if another group found out supporting evidence or contradicting evidence. You will want to jot important noticings on the class chart that we started in Session One.

Second Grade Social Studies Unit

“New York City Needs and Wants; From Huts to Houses to Highrise Homes” Part III Lesson Plans

Part III Lesson 2, Session 2 Objective – Students infer the needs and wants of early New Yorkers from written and visual evidence. Materials: Baskets with research materials from previous lesson; Group folders; Student Venn Diagram paper (1 per partnership); Venn Diagram class chart. Whole Group Plan For Lesson Connection

Last time we began researching the 1850s. Some of the things we found out were (read from the class chart)…


Today we will continue our work in finding out more about the 1850s. We will meet back with our tables. Remember to jot down your observations! (If there were any concerns with how people researched in the previous lesson, now is the time to address them.)


Send children off to tables where baskets are awaiting them filled with varied materials: pictures, books, photocopied pages (from other books), articles, maybe even objects. Stop students with 5 minutes to go to take out the questions paper and see if any of their questions had been answered.


Call the “detectives” over in a circle for share; ask them to sit near their group. Have one group share at a time 2 or 3 things they discovered and open the conversation to the class; ie. if another group found out supporting evidence or contradicting evidence. Keep jotting important noticings to the class chart that we started in Session One. (5 minutes) Interrupt the share and begin to focus the comments to what we think might have been the needs and the wants of people alive in the 1850s. Take out the Venn Diagram class chart and begin to orally compare the needs and wants.


Part III Lesson Plans Part III Lesson 3 Objective – Students conduct research on life in the tenement era using textual and visual resources to answer previously generated questions. Please check the appendix for destination details.

When you return, you could meet as a whole group and briefly add notes to the class noticings chart.

Homework: Illustrate examples of needs and wants in the 1850s (Homework Sheet 8, Appendix F-b).


Part III Lesson Plans Part III Lesson 4 Objective – Students compare and contrast life in the 1890s with life in the present day and draw and present conclusions about the similarities and differences in needs and wants within the two periods. Materials: Student Notebooks / Inquiry folders; Student Venn Diagrams (Worksheet 5, Appendix F-b); Venn Diagram class chart. Whole Group Plan For Lesson Connection

We have been learning so much about how people lived in the 1850s. Last time we even got a chance to walk into their apartment!


Today I want to discuss with you whether people have changed the things they want and the things they need between the 1650s and the 1850s. We will be making Venn Diagrams on Needs and Wants. We will be using our research notes to add more learning. (Model a few ideas)


Send children off to tables.


So we’ve done so much work on finding out about these different time periods-the 1690s, 1850s and today-and I’m curious to know what you notice about people through time. Have you found that people have changed a lot or not changed at all through time? Have their needs and wants stayed the same?


Unit Celebration and Social Studies Fair Project Ideas

Dear teachers, Here are some ideas that you can use to help celebrate the students learning that has taken place while studying the three time periods.

1. Create a time line using the illustrations that represent each time period 2. Create Delft tiles (like Dutch immigrants used in the 1650s) to represent

things they care about in their lives. Delft tiles were imported from Holland usually only made up of two colors; blue and white. The tiles depicted scenes of comfort, which they would attach around fireplaces in a common room. These are visible through the period alcoves in the museum.

3. Create a pop-up book that has three pop-outs. Each pop-out representing the same theme over the different time periods studied. (Example: Title- Pets over time…

1st pop-out would represent a pet from the 1650s such as a squirrel, 2nd pop-out would represent a pet from the 1850s such as a chicken, 3rd pop-out would represent a pet from today such as a dog)

4. Create a time-travel dinner. Each dish at the dinner would represent one of the three time periods. The class can be divided into three groups where each group (headed by an adult) would be responsible for making a recipe. A helpful recipe site includes: http://www.homemade-dessert-recipes.com/cake-recipes.html

5. Set up a Time-travel Fair where you could display notes taken during your studies, photographs from field trips, homework, research notes.

6. Ask the students to reflect on their learning throughout the unit and write a

self-assessment.

Social Studies Fair Project Ideas:

If the class is involved in the Social Studies’ Fair, the following are ideas to display the learning.

Collect the illustrations of needs and wants from the three different time periods and arrange them in a timeline. Display finance management. Post pictures and objects for Artifact Museum as interactive presentation-objects can be velcroed to the board (can the reader of the project put the artifacts in the correct categories, needs or wants?)



Appendix A: Prior Planning

Feel free to refer to the Teacher Bibliography or texts and technology for preparation and further investigation. Timeline: Throughout the unit you might consider saving student work to put together as part of a timeline in celebration of the unit. Three critical questions for research: Prior to beginning the unit, or incorporated in the unit (prior to Part II), address three basic questions for the discussions and analysis of photographic documents: What do you notice? What do you think is happening? What else do you see? Social Studies Partners: Throughout the unit, students will be expected to respond to read alouds and or carry out research with partners. Begin the unit by establishing these partnerships based on social compatibilities. Social Studies Folders: It will be helpful for partnerships to have Social Studies folders to collect and conserve research and thinking.



Appendix B: Notes on Assessment

Assessment will take place throughout the unit through formal and informal observations. *Through read aloud discussions

*Through homework completion

*Through in class independent and group activities *Through fieldtrip questioning and discussions * Oral participation



Appendix C: Teacher and Student Bibliography

Texts Part I Introduction Lorax Dr. Seuss The Great Kapok Tree Lynne Cherry A River Runs Through It Lynne Cherry Part II 1650s Life on a Pioneer Homestead Sally Isaacs The New York Colony Bob Italia If You Grew up with George Washington Ruth Belov Gross Pilgrim Food and Recipes Sarah Florence Colonial Life Brendan January If You Lived in Colonial Times Ann McGovern Samuel Eaton’s Day Kate Waters Life in a Colonial Town Sally Isaacs Pioneer Families Thelma Rea Pioneer Life Bobbie Kalman Kids in Colonial Times Lisa A. Wrable Part III 1850s Immigrant Kids Russell Freedmen Technology

For Further Study http://www.historicrichmondtown.org/ http://tenement.org/



Appendix D: Applicable Social Studies Standards

Colonial and Revolutionary periods R1. Dutch, English, and French influences in New York State R2. Lifestyles in the colonies – comparisons during different time periods R3. Different types of daily activities including social/cultural, political, economic, scientific/technological, or religious R4. Ways that colonists depended on and modified their physical environments R5. Cultural similarities and differences, including folklore, ideas, and other cultural contributions that helped shape our community, local region, and state Colonial governments R6. Colonial societies were organized to answer three fundamental economic questions: What goods and services do we produce? How do we produce them? For whom do we produce them? R7. Ways of making a living in our local region and state R8. Causes for revolution: social, political, and economic R9. Important accomplishments of individuals and groups living in our community and Region Industrial growth and expansion I3. The important contributions of immigrants to New York State Urbanization: economic, political, and social impacts I5. Rural to urban to suburban migration



Appendix E: Fieldtrip Information

Museum of the City of New York (212) 534-1672 extension 3393 1220 5th Avenue (At 103rd Street) New York, NY 10029 *you will visit the Period Alcoves $100 per class Traveling Through Time: New Amsterdam - New York Children will learn how and why New Amsterdam became New York as they tour the Trade and Period Alcoves exhibitions. Children will create their own Delft tiles to take home. Grades K-6

Lower East Side Tenement Museum (212) 431-0233 extension 241 90 Orchard Street New York, NY 10002 *ask for the Confino Tour This "living history" apartment is based on the Sephardic-Jewish Confino family from Kastoria, (once part of the Ottoman Empire, now in Greece). A costumed interpreter plays teenage Victoria Confino c. 1916. She welcomes visitors as though they were newly arrived immigrants, teaching them how to adapt to America. The Confino apartment is a hands-on experience: visitors can touch any items in the apartment, try

on period clothing and fox trot to music played on an authentic wind-up Victrola.

Adults: $11 Students & Seniors: $9

Visitor Information

Holiday Hours The Museum will be closed on Christmas Dayand New Year's Day. We will be open on Dec. 24th andDec. 26-31st and will offer this tour at 12noon, 1, 2 & 3pm.

Regular Hours Sat & Sun: Noon, 1, 2 & 3pm

American Sign Language Interpreted Tours Dec. 5th at 1pm Mar. 6, 2005 at 1pm How to reserve tickets forSign Language Tours

Lower East Side Stories: Neighborhood Walking Tour

Length: Approx. 1 hr 30 mins

The Lower East Side Community Preservation Project, composed of neighborhood residents, has collaborated with the Museum to create a Lower East Side walking tour to tell the stories of the many different people who call this neighborhood home.

Adults: $12 Students & Seniors: $10

Members: Free

Ticket Information

Sat & Sun: 1 & 3pm April through December only


Appendix F1: Student Handouts

The following pages correspond to handouts used in the lessons in Part I, Part II, and Part III.

Wants and Needs Song (Tune: London Bridge)

Wants are things we'd like to have, Like to have, like to have, Wants are things we'd like to have, (Janie) wants a (___________).

Needs are things we can’t live without, Can’t live without, can’t live without, Needs are things we can’t live without, (Robert) needs (__________).

* This is included for your optional enjoyment!

Homework Sheet 1 From the desk of ______________________ Date __________________ Student’s Name ____________________________

Social Studies Project: Needs vs. Wants

Dear Parents, Please help your child make a list of ten objects you see in your home and return

this sheet to school tomorrow. Try to choose a variety of objects, for example do

not choose all food items, or all toy objects.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Worksheet 1 Names__________________ ____________________ Date _____________

Needs

Wants

Homework Sheet 2 From the desk of __________________________ Date __________________

Social Studies Project: Needs vs. Wants

Dear Parents, Tonight, please help your child look around your home and choose 3 items to bring

to school tomorrow. We are going to create a special Museum of objects in our

classroom of all the things you collected. Try to bring in three different items, for

example: Do not bring in three stuffed animals. Instead, bring in a couple of

items you think you need at home and a couple of items you just like having at

home. I can’t wait to see what you bring in!

Note: These may be in the classroom for a few weeks, so please make sure you

choose items that won’t be needed in the near future. Also, PLEASE write your

name somewhere on the object so we will know whom it belongs to.

Thank you for your support,

_______________________

Worksheet 2 Names: ___________________________________ Date: _______ Wonderings of the 1650s… _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Homework Sheet 3 Name: ___________________________________ Date: _______ Directions for Social Studies homework: We have started to learn about how people lived in the 1650s. Think of what we have read today in class. Write down 3 questions that you are wondering about this time period. If you have more questions, write them down! _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Homework Sheet 4 Name: ___________________________________ Date: _______ Directions for Social Studies homework: We have learned so much about how people lived in the 1650s; we have researched, read aloud, taken notes and visited a house from the time. Illustrate 2 needs and 2 wants you have learned existed in the 1650s. Needs Wants

Worksheet 3 Names: ___________________________________ Date: _______ Wonderings of the 1850s… _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Homework Sheet 5 Name: ___________________________________ Date: _______ Directions for Social Studies homework: We have started to learn about how people lived in the 1850s. Think of what we have read today in class. Write down 3 questions that you are wondering about this time period. If you have more questions, write them down! _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Homework Sheet 6

Name: ___________________________________ Date: _______

Directions for Social Studies homework: We have learned so much about how people lived in the 1850s; we have researched, read aloud, taken notes and visited a house from the time. Illustrate 2 needs and 2 wants you have learned existed in the 1850s. Needs Wants


Appendix F2: Student Handouts

Name: ____________________________ Time Period: ______________ Date:_______________

Research Planning Sheet Questions What I discovered Where I found it

Research page 2

Questions What I discovered Where I found it

Homework Sheet 7 Name_______________________________________ Date__________________________ Directions: Today we visited the Museum of the City of New York. We researched the 1650’s by observing the period alcoves. Think about what the room looked like in detail and draw what you remember. Label the parts of your drawing.

Worksheet 4 Partner Names: ___________________________ Date: __________ Present Day 1650s

Homework Sheet 8 Name_______________________________________ Date__________________________ Directions: Today we visited the Lower Eastside Tenement Museum. We researched the 1850’s by visiting an apartment and interviewing an immigrant. Think about what the apartment looked like in detail and draw one of the rooms that you remember best. Label the objects in your drawing.

Worksheet 5

Partner Names: ___________________________ Date: __________ 1650s 1850s

Second Grade Social Studies Unit - CaseNEX is now IO ... Grade Social Studies Unit “New York City...

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