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
Second Grade Social Studies Unit
“New York City Needs and Wants;
From Huts to Houses to Highrise Homes”
Group Details
Francesca Cecchi
Ann-Marie DeLis Fong
Daric Desautel
[email protected]
[email protected]
[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
¾ Students define the terms “needs” and “wants,” understand the difference,
and distinguish between the two in contemporary and historical contexts.
¾ 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.
¾ Students identify the main geographic and economic requirements that
dictated needs during selected periods in New York’s history.*
Skill and Strategy Objectives
¾ Students infer the needs and wants of a particular historical period from a
written or visual description of that period.
¾ Students conduct research on periods of New York City’s history using
textual and visual resources.
¾ 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
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Tuesday
Part I
Lesson 1
Homework
Part I
Lesson 3
Part II
Lesson 2.1
Part II
Lesson 3
Homework
Part III
Lesson 1
Part III
Lesson 2.2
Part III
Lesson 4
Wednesday
Thursday
Part I
Lesson 2
Homework
Part II
Lesson 1
Part II
Lesson 2.2
Part II
Lesson 4
Part III
Lesson 2.1
Part III
Lesson 3
Homework
Unit
Celebration
Friday
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
Sessions
Two
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.
Second Grade Social Studies Unit
“New York City Needs and Wants; From Huts to Houses to Highrise Homes”
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
Connection
Lesson
Whole Group
(Read Aloud)
About 25 minutes
Small Group
About 10 minutes
Plan For Lesson
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.
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.
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
Group Share
About 5 minutes
Homework
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.
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)
Tonight, I want you to make a list of ten of things you see in your
home.
Second Grade Social Studies Unit
“New York City Needs and Wants; From Huts to Houses to Highrise Homes”
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
Connection
Lesson
Whole Group
About 25 minutes
Active Engagement
Small Group
About 10 minutes
Group Share
About 5 minutes
Plan For Lesson
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.
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…)
(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
Homework
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.
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!
Second Grade Social Studies Unit
“New York City Needs and Wants; From Huts to Houses to Highrise Homes”
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
Connection
Lesson
Whole Group
About 5 minutes
Active Engagement
About 15 minutes
Group Share
About 5 minutes
Plan For Lesson
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.
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).
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
Connection
Lesson
Whole Group
(Read Aloud)
About 30 minutes
Group Share
About 5-10 minutes
Plan For Lesson
“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.”
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.”
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 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
Connection
Whole Group
Lesson (Part
One)
About 10
minutes
Whole Group
Active
Engagement
About 5 minutes
Small Group
About 15
Plan For Lesson
“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.”
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?”
“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.”
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
Group Share
About 5-10
minutes
Homework
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.
Students write down several of their guiding questions.
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 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
Connection
Whole Group
Lesson
About 5
minutes
Small Group
About 25
minutes
Group Share
About 15
minutes
Homework
Plan For Lesson
“Last time we began researching the 1650s. 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 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.
Students identify several needs and wants from the 1650s.
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 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).
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 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
Connection
Whole Group
Lesson
About 10 minutes
Small Group
About 15 minutes
Group Share
About 10 minutes
Plan For Lesson
“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.”
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 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
Connection
Lesson
Whole Group
(Read Aloud)
About 25 minutes
Small Group
About 10 minutes
Group Share
About 5 minutes
Plan For Lesson
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.
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 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
Connection
Whole Group
Lesson
About 10 minutes
Small Group
About 25 minutes
Plan For Lesson
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.
Group Share
About 5-10 minutes
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
Connection
Plan For Lesson
Last time we began researching the 1850s. Some of the things we
found out were (read from the class chart)…
Whole Group
Lesson
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.
About 5 minutes
Small Group
About 25 minutes
Group Share
About 15 minutes
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 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).
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 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
Connection
Plan For Lesson
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!
Whole Group
Lesson
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.
About 10 minutes
Small Group
About 25 minutes
Group Share
About 10 minutes
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?
Second Grade Social Studies Unit
“New York City Needs and Wants; From Huts to Houses to Highrise Homes”
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?)
Second Grade Social Studies Unit
“New York City Needs and Wants;
From Huts to Houses to Highrise Homes”
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.
Second Grade Social Studies Unit
“New York City Needs and Wants;
From Huts to Houses to Highrise Homes”
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
Second Grade Social Studies Unit
“New York City Needs and Wants;
From Huts to Houses to Highrise Homes”
Appendix C: Teacher and Student Bibliography
Texts
Part I Introduction
Lorax
The Great Kapok Tree
A River Runs Through It
Dr. Seuss
Lynne Cherry
Lynne Cherry
Part II 1650s
Life on a Pioneer Homestead
The New York Colony
If You Grew up with George Washington
Pilgrim Food and Recipes
Colonial Life
If You Lived in Colonial Times
Samuel Eaton’s Day
Life in a Colonial Town
Pioneer Families
Pioneer Life
Kids in Colonial Times
Sally Isaacs
Bob Italia
Ruth Belov Gross
Sarah Florence
Brendan January
Ann McGovern
Kate Waters
Sally Isaacs
Thelma Rea
Bobbie Kalman
Lisa A. Wrable
Part III 1850s
Immigrant Kids
Technology
Russell Freedmen
For Further Study
http://www.historicrichmondtown.org/
http://tenement.org/
Second Grade Social Studies Unit
“New York City Needs and Wants;
From Huts to Houses to Highrise Homes”
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
Second Grade Social Studies Unit
“New York City Needs and Wants;
From Huts to Houses to Highrise Homes”
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 and
Dec. 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 for
Sign 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
Second Grade Social Studies Unit
“New York City Needs and Wants; From Huts to Houses to Highrise Homes”
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__________________
Needs
____________________ Date _____________
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
Second Grade Social Studies Unit
“New York City Needs and Wants; From Huts to Houses to Highrise Homes”
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: ___________________________
__________
Present Day
Date:
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: ___________________________
__________
1650s
Date:
1850s