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This Guide Is Designed to Provide Seventh-Grade Social Studies Teachers with Materials Needed to Present Instruction in Reading

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This Guide Is Designed to Provide Seventh-Grade Social Studies Teachers with Materials Needed to Present Instruction in Reading DOCUMENT RESUME ED 022 659 RE 001 450 By-Cooper, Minna; And Others DEVELOPMENTAL READING IN SOCIAL STUDIES; WESTWARD EXPANSION AND TRANSPORTATION IN NEW YORK STATE. A GUIDE FOR TEACHERS, GRADE 7, REVISED. Sewanhaka Central High School District Number 2, Nassau County, N.Y. Pub Date 64 Note-44p. EDRS Price MF -W25 HC-$1.84 Descriptors-ABILITY GROUPING, COMPREHENSION DEVELOPMENT, *CONTENT READING, CRITICAL THINKING, *CURRICULUM GUIDES, *DEVELOPMENTAL READING, DIRECTED READING ACTIVITY, *GRADE 7, MAP SKILLS, *SOCIAL STUDIES, STUDY SKILLS, VOCABULARY DEVELOPMENT This guide is designed to provide seventh-grade social studies teachers with materials needed to present instruction in reading skills andto teach those facts, concepts, and attitudes which are the aim of social studies education. Entrieson the subject of westward expansion and transportation in New York Stateare arranged by topics, and material within each topic is arranged according to two texts: -Livingin New York" by Flierl and Urell, to be used with modified classes, and 'New York: The Empire State" by Ellis, Frost, and Fink, to be used with honors andaverage classes. The guide presents exercises to promote the development of vocabulary, comprehension, critical thinking, and map skills. Ouestionsare designed to evaluate the student's mastery of these skiNs and of content subject matter. Somequestions are designed to cover coNateral chapters in the two texts andare so identified. (RT) Westward Expansion and Transportation in New York State U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXArLY AS RECEIVEDFROS THE 0 PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIOSS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION 4144 POSITION OR POLICY. T:6; afate4. fit Osop r_44 Sewanhaka 744,, PC CENTRAL HIGH SCHOOL DISTRICT NO. 2 NASSAU COUNTY, NEW YORK IZends Sac Westward Expansion and Transportation in New York State MRS. MINNA COOPER Alva T. Stanforth Junior High School DONALD LAUX Elmont Memorial High School MISS MARILYN MACCHIA Elmont Memorial High School LI MRS. DIANA OESTREICHER New Hyde Park Memorial High School MISS CATHERINE SINAGRA Alva T. Stanforth Junior High School JEROME SMILEY Alva T. Stanforth Junior High School ctjaidofit Sewanhakp CENTRAL -HIGHSCHOOL DISTRICT N. 2 1. NAAU COUNTY, NEW YORK Summer 1964 Dr. James A. DeSonne, Assistant District Principal (Administratkm) Robert M. Vincent, Director, Instructional Materials Center Dan Dramer, District Curriculum Supervisor for Reading and Language Arts John W. Nicoll, Principal of the District BOARD OF EDUCATION Mr. Russell F. Thomas Jr., President Mr. John J. Doyle, Vice President Mrs. Anne M. Boeckmann Mr. Samuel L. Nadler Mr. Antaony C. Crea Mr. Walter H. Pohl Mr. Milton Levine Mrs. Viola S. Southern DISTRICT ADMINISTRATION Mr. John W. Nicoll - Principal ofthe District Dr. James A, DtSonne -Assistant District Principal(Curriculum and Instruction) Mr. W. Wallace Purdy -Assistant District Principal(Personnel and Supervision) Mr. John S. Randolph -Assistant District Principal(Pupil Personnel Services) BUILDING PRINCIPALS Mr. Gilbert G. Biltam, Principal,H. Frank Carey HighSchool Mx. Frannis X. Driscoll, Principal,Elmont Memorial HighSchool Mr. John H. Fuller, Principal,Floral Park Memorial High School Mr. Alton D. Lowe, Principal, AlvaT. Stanforth Junior HighSchool Dr. Jerome J. Niosi, Principal,New Hyde Park Memorial HighSchool Mr. Howard W. Nordahl, Principal,Sawanhaka High School ACKNOWLEDGMENTS This revised edition extends to our newly-adopted seventh grade social studies texts the district's well-known program of developmental reading in the content areas. In publishing this guide: the district reaffirms its belief in the value of developmental reading for secondary school pupils. 2his volUme represents the cooperative efforts of many participants with special talents whose contributions I acknowledge with appreciation. Mts. Minna Cooper For their authorship of the guide Mt. Donald Laux in the summer of 1964 Miss Marilyn Macchia Mrs. Diana Oestreicher Miss Catherine Sinagra Mt. Jerome Smiley Mts. Judith Beckerman For their work in writing the Mrs. Lynne Chaleff original edition of this guide Mts. Anne L. Cease and its first revision. Mts. Julia Kanarek Mts. Joan L. Kramer Mts. Esther Levine Mts. Diana Oestreidher Miss Jo-Ann Surber Mt. Dan Dramer: District For supervising and organizing Curriaulum Supervisor, the project in its formative and Reading and Language Arts developmental stages. Mt. Ira Wilder, District For suggestions on dividing the Social Studies Coordinator content into study units. Dr. Harold L. Herber, Project For organizing, during his tenure English Demonstration as District Reading Coordiriator, Center, Syracuse the district's developmental University reading program and. its original study guides, and later, for consulting with the authors of this revised edition. Mts. Anne Cerise For voluntarily analyzing and criticizing our trial units, and for sharing her experience in writing and using these guides. Dr. James A. DeSonne, Assistant For general supervision of the District Principal, Curriculum summer workshop. and Instruction OM ACKNOWLEDGMENTS Mr. Robert Vincent, Director, For supervision of the production Instructional Materials of this guide Center Mts. Madeline Hendrix For editing final copy and for assisting in the supervision of the production of this guide. Mr. Donald Pross For creation of the cover design and other art work. Miss Patricia Massey and the For technical production of the typing and production staff guide. It is expected that the reading departments and junior high social studies departments of the several schools will plan for the inclusion of thismaterial in the social studies program. Teachers using the guide are urged to keep notes on their critical analysis of it.After a suitable period of time, the guide will be evaluated and appropriate action will be taken. John W. Nicoll Principal of the District September 1, 1964 IMO ONO ONOONO OMO OMO OMB in IMOONO ONO ENO ONO ONO ONO ONO ONO GUIDE TOPICS CORRELATED WITH TEXTS Unit I. New York State Geography:Chapteri. INIRODUCTIOI4 No.LivingFLIERL inandAND New RegionsURELL York of the Chapter NewNo. ELLIS,York: FROSTThe- EmpireAND PINK State Regions,Communities. Resources, and. 23.22. FarmsNewEmpireManufacturing York and. State Farming regions in the in BnpireModern c.3. NatureRuralBusinessNew York New Molds StateisYork theNew Provides MostYork Important Wealth and. 19.2. YesterdayCommunitiesTodayStateCities of andthe in Empire TodayNew York State 4. UrbanRecreation New York Offers Jobsand. 1-6 Unit II. English;hoodEarlySettlement (Indians; New RevolutionaryYork to State-Lutch;History: 6.5. NewThe YorkAlgonkian in the and Days Iroquois of the DutchIndians 6,5. FarmersDatchtheThe WildernessIndians Traders and MerchantsRule and. New Farmers YorkDevelop Penetrate War) 7.'New York as an English Colony 10.9.8.s NewtheNewSettlersColonial British YorkersYork BringNewBecomes Empire Learn York Variety Self-GovernmentImportant to New in York Unit III. New York State Govern- 10,9.8. A NewThe NEW RoughYorkState inRoad. inthe a to WarNew VictorY for Nation Independence12.11. NewNewtionary YorkYork War HelpsHelps Shape Fight the GovenmentRevolu- ., turalment;meat andSocialProgress Local and. Govern- Cul- 15. PresentDemocratic Growth 1800 to the 17.13. NewDemocracy York LeadsSpreads in (1789-2825)Population 16. kewProgress Yotk Pioneers in "social. 18.19. Politic1YorkersNew Yorkers-Make (1825-1865)Issues Divide Social New Progress 1011 OMEll Mil OMBail I BSI MA Midbud 111011 110004 11,04 Pad WM 111111P GUIDE TOPICS CORREIATED WITH TEXTS Unit III. (Continued) 24.25. pireTheLocal StateState Government Government in the Em- 26.22.21. LocalAbleReform GovernorsGovernments Triumphs in in ServeNew New York YorkLocal Needs of New York 29.28.27. ResourcesNewPoliticalTheeveryone YorkState Conserves PartiesGovernment ServeHuman Works Newand. forYorkers Natural Unit IV. Westward.inand. New Transportation York Expansion State 12.U. SettlingNewRoads Yorkand Western Waterways New inYork Early 15.14.SystemNewFrontiersmen Yorkers Improve Become Farmersthe Transportation tt Unit V. State.tryAgriculture DevelopProblems inand New Indus-of Yorkthe 13. New York in the Railroad Age 23.16. TransportationlEtpireNew Yorkers EXpand Agriculture, TheirBusiness and Industrial Age 14.21. Industry20thTheTransportation GrowthCentury ofCommerce and Commerce and in 24. YorkTradeIndustry Improve EXpands Rapidly inNew Unit VI. TheLong LocalIsland. Community: and. New 17.18. NewThe York:People Culturalof New York Center 25.20. NewThe YorkPopulation Becomes of the New Nation's York Increases York City 20. Newof the York:City: Nation Wbrld Metropolis 30.32.31. CultualNewNew YorkYork Center BecomesCityBecomes Has the aIts World Empire Own CapitalGovernmentcity TO THE TEACHER This volume is one of a six-unit series designed to correlate with the two seventh grade social studies textbookswe use in Central High School District No. Two. The textbooks were examined by social studies teachers and organized into the .f following topical units: Uhit I - New York State Geography: Regions, Resources, and Communities. Unit II - Early New York History: Settlement to Statehood (Indians; Dutch; Eng- lish; Revolutionary War) Unit III - New York State Government and Local Government; Social and Cultural Progress Unit IV - Westward Ekpansion and Transporta- tion in New York State Uhit V - Agriculture and Industry
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