NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
2ndGradeGeography,Humans,andEnvironmentInquiry
HowDoWeShapeOur
Environment?
NewYorkCityin1609and2009.ImagecourtesyMarkleyBoyer,MannahattaProject/WildlifeConservationSociety.
https://habitatthegame.files.wordpress.com/2014/05/spuytenduyvil_split.jpg
SupportingQuestions
1.
2.
3.
4.
Howdowemodifyourenvironmentovertime?
Howdoweuselandindifferentwaystoshapeourcommunity?
Howdoesouruseoflandimproveorharmourcommunity?
Howhasalocaldevelopmentimprovedorharmedourcommunity?
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
2ndGradeGeography,Humans,andEnvironmentInquiry
HowDoWeShapeOurEnvironment?
NewYorkState
SocialStudies
FrameworkKeyIdea
&Practices
2.5:Geographyandnaturalresourcesshapewhereandhowurban,suburban,andruralcommunities
developandhowtheysustainthemselves.
Gathering,Using,andInterpretingEvidence EconomicsandEconomicSystems
StagingtheQuestion
Watchatime-lapsevideoofacitybeingbuiltanddiscusswhatischangingandwhy.
SupportingQuestion1
SupportingQuestion2
SupportingQuestion3
SupportingQuestion4
Understand
Understand
Assess
Act
Howdoweuselandin
differentwaystoshapeour
community?
ResearchOpportunity:How
hasalocaldevelopment
improvedorharmedour
community?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Completeagraphic
organizerdemonstrating
howpeoplehavemodified
theenvironmentofa
locationinNewYorkState.
FeaturedSources
FeaturedSources
FeaturedSources
FeaturedSources
SourceA:Imagebank:New
YorkCityin1609versus
2009
SourceA:Imagebank:
Varioususesofland
SourceA:Imagebank:
Historicandcurrentimages
oftheTappanZeeBridge
SourceA:Teacher-and
student-generatedsources
onalocalcommunitydevelopmentproject
Howdowemodifyour
environmentovertime?
Createacommunitymap
classifyinglandas
residential,industrial,
commercial,or
recreational.
SourceB:GoogleMaps
Howdoesouruseofland
improveorharmour
community?
Formative
PerformanceTask
CompleteaT-chart
demonstratingtheprosand
consofbuildingtheTappan
ZeeBridge.
SourceB:TappanZee
Bridge:LifeinRockland
beforetheSpan
Createagrouppictorial
essaydemonstratinghowa
localdevelopmenthas
helpedorharmedthe
community,andinvitelocal
officialstoclass.
Summative
PerformanceTask
ARGUMENTHowdoweshapeourenvironment?Constructanargumentsupportedbyevidencethat
addresseshowweshapeourenvironmentand/orareshapedbyourenvironment.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Overview
InquiryDescription
Thisinquiryexploreshowcommunitiesdevelopandsustainthemselvesbyexaminingthepositiveandnegative
impactsofdevelopmentoncommunityenvironments.Inconsideringtheideathatcommunitiesgrowandchange
overtime,studentsdevelopanargumentwithevidencethatanswersthecompellingquestion“Howdoweshape
ourenvironment?”
ThisinquiryembedstheTakingInformedActionsequencethroughtheformativeperformancetasks.The
understandelementisdevelopedthroughSupportingQuestions1and2whiletheassesselementisrepresentedin
SupportingQuestion3.Theactpiece,thedevelopmentofapictorialcollagethatstudentstheninvitelocalofficials
toviewanddiscuss,isrepresentedinSupportingQuestion4.
InadditiontotheKeyIdeaexpressedearlier,thisinquiryreflectsthefollowingConceptualUnderstandings:
•
•
(2.5b)Thelocationofphysicalfeaturesandnaturalresourcesoftenaffectswherepeoplesettleandmay
affecthowthosepeoplesustainthemselves.
(2.5c)Humansmodifytheenvironmentoftheircommunitiesthroughhousing,transportationsystems,
schools,marketplaces,andrecreationareas.
NOTE:Thisinquiryisexpectedtotakefourtosix30-minuteclassperiods.Theinquirytimeframecouldexpandif
teachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formative
performancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriestomeettheneedsand
interestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucation
programs(IEPs)orSection504Plansforstudentswithdisabilities.
StructureoftheInquiry
Inaddressingthecompellingquestion“Howdoweshapeourenvironment?,”studentsworkthroughaseriesof
supportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentwith
evidenceandcounterevidencefromavarietyofsources.
StagingtheInquiry
Tolaunchthisinquiry,studentscanviewatime-lapsevideo
(https://www.youtube.com/watch?v=EBG5VGMoAlM) ofthegrowthofacityandobservethechangesthatoccur
(e.g.,thebuildingofnewroads,houses,andcommercialstructures)whilediscussingthepotentialimpactofthese
changes.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion1
Thefirstsupportingquestion—“Howdowemodifyourenvironmentovertime?”—groundstheinquiryby
establishingtheconceptthathumansmodifyandadapttheirenvironmentsbybuildinganddevelopinghousing
structures,transportationsystems,marketplaces,andrecreationalareas.Thefeaturedsource,asplitimage
depictingManhattanbeforeEuropeansettlementversuspresentday,isavisualrepresentationofthesekindsof
changesandprovidesanopportunityforstudentstoimaginethekindsofenvironmentalchangesthat
communitiesundergo.Inthefirstformativeperformancetask,studentscompleteagraphicorganizerdocumenting
thedevelopmentstheyobserveinthecommunitybycomparingandcontrastingthetwoimages.
SupportingQuestion2
Thesecondsupportingquestion—“Howdoweuselandindifferentwaystoshapeourcommunity?”—requires
studentstoexaminehowlandisusedincommunitiesusingtheclassificationsofresidential,commercial,industrial,
andrecreational.Thefirstfeaturedsource,animagebankdepictingtheseclassifications,helpsstudentssee
examplesofeachformoflanduse.Thesecondfeaturedsource,GoogleMaps,allowsstudentstozoominontheir
localcommunities.Theformativeperformancetaskasksstudentstocreatecommunitymapsdemonstratingand
classifyingseveralpartsoftheircommunities.
SupportingQuestion3
Thethirdsupportingquestion—“Howdoesouruseoflandimproveorharmourcommunity?”—suggeststhat,as
humansmodifytheirenvironments,thesemodificationscanhavepositiveandnegativeeffects.Theformative
performancetaskasksstudentstocompleteaT-chartdocumentingtheprosandconsofamajorhuman
modification—theconstructionoftheTappanZeeBridge.Thefeaturedsources,animagebankofthebridge
constructionandavideointerviewwithalocalresident,offerstudentsideasabouthowthisspecificdevelopment
anddevelopmentsingeneralcanhavebothpositiveandnegativeimpactsoncommunityenvironments.
SupportingQuestion4
Thefinalsupportingquestion—“Howhasalocaldevelopmentimprovedorharmedourcommunity?”—introduces
anopportunitytoapplytheideasdevelopedacrossthefirstthreeformativeperformancetaskstoaresearchand
TakingInformedActionopportunity.Inrespondingtothesupportingquestion,studentsresearchaspecific
developmentintheirowncommunitiesandassembleideasaboutitsoverallimpact—positive,negative,orboth.
Throughindependentandteacher-guidedresearch,studentsuselocalnewspapers,images,videos,andinterviews
withcommunitymembersassourcestocompletethefinalformativeperformancetask,thecreationofapictorial
essaytodocumenthowthisdevelopmenthasimpactedtheircommunity.Thistaskalsoservesasanopportunityto
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
TakeInformedAction.Studentsmayinvitelocalelectedofficialstovisitandviewtheirprojectsandengageina
conversationaboutthefactorsthatshouldbeweighedwhenundertakingsuchcommunitydevelopments.To
prepareforthisconversation,studentswriteinterviewquestionsaboutaspectsofthedevelopmentthey
researchedthattheywanttounderstandbetterandaboutcommunitydevelopmentingeneral.
SummativePerformanceTask
Atthispointintheinquirystudentshaveexaminedhowlandisusedandmodifiedtoformcommunitiesovertime.
Theyhaveconsideredthereasonsbehindthesemodificationsanddevelopmentsandhavequestionedthe
implicationstheyhaveoncommunityenvironments.Studentsshouldbeabletodemonstratethebreadthoftheir
understandingandtheirabilitytouseevidencefrommultiplesourcestoconstructanevidence-basedargument
respondingtothecompellingquestion“Howdoweshapeourenvironment?”
Studentargumentswilllikelyvary,butcouldincludeanyofthefollowing:
•
•
•
•
Weshapeourenvironmentbybuildinghighways,bridges,tunnels,apartments,factories,andstores,but
notalwaysforthebetter.
Weshapeourenvironmentforthebetterbycreatingbridges,highways,andbigbuildings.
Weshapeourenvironmentbycreatingthingsthathelppeoplelivebetterlives.
Wesometimesshapetheenvironmentfortheworseusingfarmlandforbuildings.
StudentshavetheopportunitytoTakeInformedActionbydevelopingapictorialcollagethatstudentstheninvite
localofficialstoviewanddiscuss.TheunderstandelementisdevelopedthroughSupportingQuestions1and2
whiletheassesscomponentisrepresentedinSupportingQuestion3.TheactpieceisrepresentedinSupporting
Question4.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
StagingtheCompellingQuestion
FeaturedSource
SourceA:SimCity,time-lapsevideoshowingthegrowthofacity,SeeOurCityGrow,March12,2013
NOTE:Thisvideo,fromSimCity,offersavisualofhowlandcanbetransformedfromgrasslandsandforestsintoa
moderncity.Teachersandstudentscanviewthevideoat:https://www.youtube.com/watch?v=EBG5VGMoAlM
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion1
FeaturedSource
SourceA:Imagebank:NewYorkCityin1609versus2009
NOTE:ThetwoimagesbelowillustratethechangeintheNewYorkCitylandscapeovertime.Theleft-sideimageisan
recreationofwhattheright-sidephotographlikelylookedlikein1609.
NewYorkCityin1609and2009
ImagecourtesyMarkleyBoyer,MannahattaProject/WildlifeConservationSociety.
https://habitatthegame.files.wordpress.com/2014/05/spuytenduyvil_split.jpg
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion2
FeaturedSource
SourceA:Imagebank:Varioususesofland
Image1:Residentialuseoflandinaruralarea.
iStock©cindygoff.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image2:Residentialuseoflandinanurbanarea.
©JorgeSalcedo/Shutterstock.com.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image3:Commercialuseoflandinasuburbanarea.
iStock©slobo.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image4:Industrialuseoflandinanurbanarea.
iStock©akiyoko.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image5:Recreationaluseoflandinasuburbanarea
Shutterstock©kuponjabah.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion2
FeaturedSource
SourceB:GoogleMaps
NOTE:GoogleMapsisanextraordinaryresourceforlookingatlocationsnearandfar.Accessthesiteat
http://google.com/maps
Mapdata©2015Google.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion3
FeaturedSource
SourceA:Imagebank:HistoricandcurrentimagesoftheTappanZeeBridge
Image1:Pilingsforthebridge.
CourtesyWestchesterCountyHistoricalSociety.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image2:Supportingpiersforthebridge.
CourtesyWestchesterCountyHistoricalSociety.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image3:Frameworkforthebridge.
CourtesyWestchesterCountyHistoricalSociety.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
Image4:Completedbridge.
iStock©amlphoto.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion3
SourceB:SethHarrison,websitevideointerviewwithWinstonPerry,TappanZeeBridge:LifeinRockland
beforetheSpan,nodate
FeaturedSource
NOTE:ThescreenshotbelowshowsWinstonPerrywhonarratesthehistoryoftheareaaroundtheTappanZee
bridge.Thevideobeginswithacommercial.
FromTheJournalNews,©Gannett-CN.Allrightsreserved.UsedbypermissionandprotectedbytheCopyrightLawsoftheUnited
States.Theprinting,copying,redistribution,orretransmissionofthiscontentwithoutexpresswrittenpermissionisprohibited.
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NEWYORKSTATESOCIALSTUDIESRESOURCETOOLKIT
SupportingQuestion4
FeaturedSource
SourceA:Teacher-andstudent-generatedsourcesonalocalcommunity-developmentproject
Teachersandtheirstudentsgeneratesourcesaroundacommunityproject(e.g.,thedevelopmentofanewpark,a
newhousingproject,demolitionofanoldfactory)oflocalorigin.
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