Understanding by Design Unit Template s3

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Unit 3: Learning Through History Grade Level 2nd Subject Social Studies Time Frame Unit Begins: 2/23/15 Ends: 4/24/15 Developed By 2nd grade Teachers

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea) Big Idea: Communities change over time but some things stay the same.

In this unit students will explore Time, Continuity, and Change in New York City.

To do this, they will strengthen their historical thinking through the use of specific research methods such as reading, reconstructing and interpreting events; analyzing causes and consequences of events and developments and considering competing interpretations of events.

The unit is grounded in the study of New York City over time. Students will look at four periods in New York City History: Manhatta,: Life of the Lenape; Colonial New York; Industrial New York and New York today. Students will notice how things are always changing but in turn they stay the same. For example, in each of one these periods there is a population, physical environment, transportation, homes, education, laws, buildings, jobs, neighborhoods, things to do for fun, etc. Over time, these things change, progress, and are continuous.

The class will create a huge timeline around the room tracking these events over time.

At the end of the unit, students will demonstrate their skills in knowledge that shows the development of one of these concepts over time. For example: Looking closely at transportation over time (ex. Horse and buggy, bridges, cars, subways, etc.) Students can demonstrate that knowledge through writing, pictures, presentations, technology, etc. Through this unit students will focus on specific Social Studies practices. By the end of the unit they will be able to identify the relationship between cause and effect, changes over time in his/her community, events of the past, present, and future in his/her community life, as well as recognize and identify patterns of continuity and change in communities. Students will create understanding of the past by using primary and secondary sources.

Big Idea: Communities are shaped by and change the geography of a place over time. In this unit students will explore how communities are shaped by and change the geography of a place over time. The unit is grounded in the study of New York City over time. Students will look at four periods in New York City History: Manhatta: Life with the Lenape; Colonial New York; Industrial New York and New York Today and Tomorrow. Students will demonstrate their skills and knowledge in a culminating activity where they will draw and label or write an accordion book that shows the development of a certain concept over time (and predict the future) in New York City (physical environment, population, immigration, homes and buildings, transportation, jobs or neighborhoods). http://www.booklyn.org/education/isaccordion.pdf

*It is recommended that each classroom use Donors Choose to raise the funds to pay for collaboration with the New York Historical Society to ground student learning in primary sources. http://www.nyhistory.org/sites/default/files/BrochureK_2B.pdf

Learning Outcomes – Identified Primary Standards What relevant goals will this unit address?

New York State Learning Standards for Social Studies

Standard 1: History of the United States and New York 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.

Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Speaking and Listening Standards: 2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Ongoing 2.1.d: Seek to understand and communicate with individuals from different cultural backgrounds.

Understandings Essential Questions What understandings about the big ideas implied in the PLOs are desired? What provocative questions will foster inquiry into the content?

Students will understand that... How has our community changed over time?

2.6 Identifying changes over time and continuities over As our community changes, what stays the same? time can help understand historical developments. Why do communities change and why will they continue to 2.7 Cause-and-effect relationships help us recount events and understand historical development. change?

What were the effects of the Lenape on present day N.Y.C?

Why did the explorers come to present day N.Y.C. and what are the effects of the explorers on N.Y.C.?

Why did the Dutch and English settle in present day N.Y.C. and how did the colonists shape present day N.Y.C.?

Who immigrated to present day N.Y.C. during the industrial age? Why did they immigrate and how did they shape present day N.Y.C.?

How has N.Y.C. become an urban community?

Today, how does N.Y.C. continue to change and grow as an urban community?

What will N.Y.C. look like tomorrow?

Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?

Students will know... Students will be able to…

2.6a. Continuities and change over time in communities Examine continuities and changes over time in their can be described using historical thinking, vocabulary, community using evidence such as: and tools such as time lines. maps population charts 2.6b. Continuities and changes over time in communities photographs can be examined by interpreting evidence such as maps, biographies population charts, photographs, newspapers, artifacts biographies, artifacts, and other historical materials. and other historical materials. 2.7a. Cause-and-effect relationships help us understand Develop a timeline for their community including the changes in communities. important events, such as when the school was built.

Distinguish between cause and effect and will examine changes in their community in terms of cause and effect (ex. Automobiles and the growth of suburbs, growing population in suburban areas, and reduction of farms)

Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task Pre-Assessment: Formative Assessment: How has transportation changed over time? Students should be allowed to answer in writing or pictures. Give students 10 minutes to answer the following questions in their social studies notebook: 1. How and why has New York City changed over time?

Summative Assessment: How has transportation changed over time? Students should be allowed to answer in writing or pictures.

Give students 20 minutes to answer the following questions in their social studies notebook: 1. How and why has New York City changed over time?

Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

Culminating Project:

In this culminating activity, students will create a project demonstrating their knowledge of the concepts. Students will choose a concept covered in the unit (someone in time: Lenape, explorers, colonists, Tinsmith, George Washington, someone who built a bridge/building, Industrial NYC, etc. and show changes over time within the context of their community (NYC).

Students will create a New York City: Changes Over Time project of the student’s or teacher’s choosing. For example: Wax Museum

Students will gather information for their books through read alouds, class timeline, as well as research stations developed by the teacher that allow students to research their topic using primary and secondary sources. Students will demonstrate chronological thinking and be able to explain events. Students will write about their topic and be prepared to share their ideas.

Rubric for Assessment: Teachers will use a checklist to drive instruction and analyze skills and content knowledge learned for further instruction. Students will be provided a checklist for their culminating project.

Objective(s) Listed Aim or Learning Intention Assessment Resources Related to knowledge, skills or both? of Each Lesson.

 Bolded words are academic language/content words that should be discussed during the lessons and displayed in your classrooms or added into notebook glossaries during the unit.  Teachers can use primary source materials listed in objective 2.7b while teaching content and developing reading skills and strategies. Do not teach 2.7a aims as stand-alone lessons! *The unit should begin with an  Over time New York City has Students will start to place New York City: An Urban Community by inquiry approach where we get developed into an urban events on a timeline and explain Elizabeth Gloor students to ask questions at the community. how events are related beginning of the unit and see if  Present day N.Y.C. began as a chronologically to one another http://newyorkcitytimeline.com/ those questions can be answered rural community inhabited and in time. Graphic organizer (timeline) throughout the unit. This can shaped by the Lenape. They Students will continue to add to also help guide your lessons called the area Manahatta. The Native American People of New their timeline to show the based on student interest.*  In the late 1500s and early York City by Richard Tan development of New York City 1600s famous explorers The Famous Explorers of New York City over time (Lenape, Explorers, arrived in present day N.Y.C. by Richard Tan Settlers and Colonial Period, 2.6 a. Continuities and changes Their arrival shaped present Industrial Age (1800s and over time in communities can be day N.Y.C. 1900s), Today and the Future. described using historical  In 1613, the Dutch settlers The Dutch New Amsterdam and English thinking, vocabulary, and tools arrived and reshaped present Students will use primary New York by Richard Tan such as timelines. day N.Y.C. They called the sources to interpret events area New Amsterdam. along the timeline. (2.7b.)  In 1664 the English Students will use cause and conquered New Amsterdam effect thinking maps to show the and reshaped present day cause and effect of important N.Y.C. They renamed the area events in the development of New York. New York City. (2.7c)  In the 1700s present day New New York City in the 1700s by Branca York City was a British Tani colony.  In the late 1800s and 1900s Students will develop a the industrial period began timeline for their New York City in the 1800s by Branca in N.Y.C. Many groups of community including Tani; New York City in the 1900s by people immigrated to and important events, such Branca Tani, Peppe The Lamplighter by reshaped present day N.Y.C. as when the school was Elisa Bartone The cultural landscape of  built. N.Y.C. includes old and new features (historic buildings, skyscrapers) New York City’s Neighborhoods by  The physical landscape Richard Tan includes old and new geographic features (natural bodies of water, manmade Teacher should build a large timeline of bodies of water; original NYC for the classroom to use. forests, parks).

  Artifacts are things made in a Students will examine different Primary Sources: New York City 2.6.b Continuities and changes certain time period. By examining artifacts while studying different *Sources from the New York Historical over time in communities can be artifacts, we can understand that time periods during their Society examined by interpreting time period. exploration of objective 2.7a. evidence such as maps,  Maps are artifacts and tools we population charts, photographs, can use to examine how New Students will examine newspapers, biographies, York City has changed over time. continuities over time in artifacts, and other historical  Population charts are tools their community using materials. that help us understand how evidence such as maps, New York City has changed over population charts, time. photographs, newspapers,  Newspapers are artifacts that biographies, artifacts and help us understand how New other historical materials. York City has changed over time.  Photographs are artifacts that help us understand how New York City has changed over time.  Biographies help us understand how New York City has changed over time.  Changes in our community can Graphic organizer (cause and effect) be described by cause and 2.7a. Cause and effect effect. (Use this skill while relationships help us understand teaching towards objectives 2.7a, the changes in communities. 2.8a, 2.8b. For example, when teaching about the Dutch Settlers, explore why they came (cause) and how they shaped present day NYC (effects))  There are short-term effects of certain changes or events in our communities.  There are long-term effects of certain changes or events in our communities  Students will distinguish between cause and effect and will examine changes in their community in terms of cause and effect (ex. Automobiles and the growth of suburbs, growing population in suburban areas, reduction of farms) Universal Design for Learning

REPRESENTATION ACTION & EXPRESSION ENGAGEMENT The ‘what’ of teaching & learning.. The ‘how’ of teaching & learning… The ‘why’ of teaching and learning…

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk) Name: Date: New York City: Changes Over Time

Directions: Use the timeline below to show how New York City has changed over time. Causes Effects

Name: Date: Causes and Effects

Directions: Use the multi-flow map below to show the causes and effects of an important event in N.Y.C. history. Name: Date: ______in N.Y.C: Changes Over Time

Directions: Use the timeline below to show how your topic has changed over time in New York City. Event 1 Event 2

Name: Event 3 Date: Event 4 ______in N.Y.C: Changes Over Time

Directions: Use the flow map below to show how your topic has changed over time in New York City. Event 1 Event 2 Event 3

Name: Date: Name: Date: Name: Date: ______Event 4 inEvent N.Y.C:5 Changes OverEvent 6 Time

Directions: Use the flow map below to show how your topic has changed over time in New York City. Name: Date: Comparing Two Communities: Changes Over Time Topic Community 1: Community 2: Important Events

Population Changes

Economic Changes

Environment Use

Name: Date: Comparing Two Communities: Changes Over Time Community 1:

Community 2: