Student Post

Dear Class 204,

We will be using this blog to begin an exciting unit on New York City History. Last week we learned that New York City is an urban community with special features. This week we will explore how New York City has changed over time. The city that you live in didn't always look this way. The buildings have changed and so have the people and the neighborhoods. We will discuss how and why these changes have happened. In this unit you will work with a group to complete three activities and a final project. You will also be learning key vocabulary words and sentence frames that you should use when you write and speak about the history of New York City. There is a rubric at the end of this post that you can review. Before we jump into this unit please read my list of expectations below and the description of your Task. When you are finished, start with Activity#1. I hope you enjoy this unit!

Ms. Yam's Expectations
* Use accountable talk during group work.
* Be a good digital citizen.
* Follow the directions. Do not look at websites that are not listed.

New York City has changed over time and will continue to change. The cultural landscape of New York contains old and new features. In the 1600s New York City was inhabited by various Native American groups. Famous explorers like Henry Hudson arrived in New York City and made a lasting change. By learning about New York City's rich history you will learn about how a city grows and how the people living there affect everything from the size of the buildings to the sights, sounds, tastes and smells of a neighborhood.

In this unit you will:
1) Explore New York City's Early History
2) Learn about how New York City has changed from the 1600s to present day.

For the Final Project you will:
1) Look at your own neighborhood and think about how New York City will continue to change.
2) Create a flipbook showing what you have learned and how that effects your ideas about how your own neighborhood will change in the future.

How to complete the activities:
1) Look at the Project Job Chart on the wall to see what job you have in your group. Read about what you have to do for that job.
2) Work with your group to complete each step listed under process.
3) You will see this (*) next to tasks that you have to do independently.
4) If you are finished with an activity early, please choose an activity from your stations until the other groups are finished.
5) When you have completed all the activities you may start the final project.


Day 1/ Activity #1 - Early New York City Jigsaw activity
Review these vocabulary words with a partner: stumbled, voyage, passage, explore, sailed, and natives.

Jigsaw activity steps
1) Choose a part that you would like to learn about. There are 3 parts to choose from. Read the short descriptions of each part before you decide.
2) Choose a leader.
3) The leader will be responsible for making sure that everyone is on task.
3) When you have finished learning your part join the other students that have the same part as you.
4) Practice telling each other what you have just learned.
5) Go back to your group and teach them what you have learned.
6) Each group will have 30 minutes to finish this activity.

Part A - Here you will learn about Henry Hudson, an early explorer that arrived in New York City.
1) Click on this link and watch the short video clip about Henry Hudson. You can watch the video as many times as you need to.
2)When you are finished, click on the iPaper button on the Scribd window, print out the character map and fill it out.

Read this document on Scribd: Henry Hudson Character Map

Part B - Here you will look at an old painting of Native American Life during the early history of New York City.
1) Click on this link and study the picture for a few minutes.
2)Use these sentence frames to write about what you see:
a) The natives are ________ because __________.
b) The picture shows how the natives _________ and _________.
c) I think that natives are good at _________ because ________.

Part C - Here you will compare and contrast early New York City with present day New York City.
1) Click on link (a) and study the picture for a few minutes. Then click on link (b) and study that picture for a few minutes.
2) Compare these two maps of New York City. One is from 1639 and the other one is from 2008. 3) When you are finished, click on this link and print out the Venn Diagram. Make sure the diagram is labeled. On one side you should write: "Then-NYC 1639/ What is different." On the other side you should write: "Now- NYC 2008/ What is different."In the middle you should write: "What is the same."
4) After you fill out the Venn Diagram use these sentence frames to describe what you have learned:
a) Compared to 1639 New York is _______ now.
b) One difference that I notice is __________.
c) Now New York is ________, but long ago it was_________.

Day 2/ Activity #2 - Changing New York Part 1
Review these vocabulary words with a partner: constructed, tower, height, taller, and structure.

1) Click on this link to get a copy of a KWL chart. Think about what you already know about skyscrapers and other New York City buildings and also what you still want to learn. Work with your group to fill out the "K" column and the "L" column of this KWL chart.

2) Watch this video showing how buildings have changed in NYC. What did you notice about the buildings from the year 1900 to present day?

3) After watching the video write down 3 questions that you have about how and why these buildings have changed. Turn and tell your group what you would like to learn.

4) Select a book from the book basket. Read independently for 20 minutes. If you find the answers to your questions then jot them down.

Book Selection
5) Visit this website to learn more about skyscrapers: Building Big: Skyscraper Basics. Jot down two interesting facts that you have learned.

6) Share your answers with your group. Then add them to the "L" column of the KWL Chart.

Day 3/ Activity #3 - Changing New York Part 2
Review these vocabulary words with a partner: Culture, ethnic, neighborhood, and traditions.

1) Explore these websites about the changing neighborhoods of New York City.
Museum of the City of New York
Big Apple History

2) Select one important change that you saw or read about and create a drawing about it. Click on the iPaper button on the Scribd window below and hit print. Use this organizer for your drawing. Make sure you complete the caption below.

Read this document on Scribd: How NYC Changed

3) Watch this video about how some people feel about all the changes. Discuss these questions with your group:
a) How do these people feel about all the changes?
b) Why do you think these people feel this way about the changes?
c) Do you think that something can be done so that these people can feel better about all the

After the discussion write a response about your discussion in your sourcebook. You will use these ideas later for your final project.

Final Project
Now that we have learned about the different ways that NYC has changed, you will use this information to create a Flipbook about NYC then, now, and in the future. Before you begin, brainstorm what you think NYC will look like in the future. Answer these questions: Why do you think that NYC will look different in the future? What might cause these changes? What will people need in the future? Will the same type of people live in your neighborhood in the future? Why? Why not?

You should review all the material that you created including: the Venn diagram, the KWL chart, your drawings and your sourcebook response.

Below are the steps to create this Flipbook:
1) Choose an artist, a writer, and a leader.
2) Click on this link to use the Flipbook tool: Flipbook Creator.
3) Create 3 labels: NYC Then, NYC Now, and NYC in the Future.
4) Print out the Flipbook.

Below is a checklist of the elements that you must include in your Flipbook:
1) Drawings representing NYC Then, NYC Now, and NYC in the Future
2) Captions below each picture describing each drawing.
3) On the back of the picture of NYC in the Future write 5 detailed sentences about what made you decide to draw the future that way.
4) Use the cause and effect language and the future tense that we learned two weeks ago to write your captions and sentences.


Below is the rubric for your Final Project.

Read this document on Scribd: Flipbook Rubric

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