Expedition

2.2: Manahatta: Island of Immigrants

Title Manahatta: Island of Immigrants

nd
Grade level 2 Grade

Discipline(s) Social Studies, Writing - Narrative, Reading Fiction and Informative, Visual Arts

Specific topic: History of NYC - Patterns of immigration, community formation and evolution. City development. Collage.

Start & end dates January 9 April 6

Author(s) Callie Lowenstein, Hallie Wannamaker, Brendis Gonzalez

Guiding Questions

How has NYC changed over time? How has each group of immigrants shaped NYCs history and culture?
Why do immigrants move? What are the benefits and tensions that come with immigration?

Enduring Understandings

Content: Basic knowledge of 4 time periods: Lenape, Dutch, Turn of the Century (Ellis Island/tenements); Great Migration/Harlem Renaissance.
NYC has developed from rural to town to urban to metropolis; NYC residents shifted their relationship with natural resources as city and technology has evolved. Communities are shaped
by environmental, cultural, economic characteristics; immigrants are driven to immigrate for reasons associated with their home community (pushes) and reasons associated with
destination community (pulls). Places with high levels of immigration are shaped by the people who move there; immigrants have to balance assimilation with home customs.

Literacy: Authors use repetition and variety to craft interesting, compelling writing. Authors can choose to structure sentences by starting with a time or place in which the action is
occurring. Authors can use adjectives and adverbs to paint a more clear, specific, and vivid picture in the readers mind.

Final Products

Content Literacy Final Product: Historical Fiction - Third Person Narrative -- 2 Small Moments (choose 2 different time periods) -- Students will enact their small moments as frozen
tableaus in groups as author reads aloud. MENTOR TEXTS: Spanish: Hay un lugar. Encuentro (Jane Yolen). English: Sing Down the Moon (Scott ODell).
Content criteria: Details that clearly distinguish the time period and location. Historical accuracy.
Writing criteria: Details to describe actions, thoughts, and feelings (show, not tell). Sense of closure. Simple and compound sentences.
Art Final Product: Collaborative collage mural of each time period.
Art Criteria: Cut and created from different pieces of paper, not drawn. Used paper to create different textures. Historically accurate.


Assessments

Final Assessments:
- Timeline of Immigration to Manahatta
- How did transportation in NYC and to NYC change over time? What were transportation devices made out of?
- How did housing in NYC change over time? What were houses made out of?
- Pushes and Pulls: What pushes drove each group of NYC immigrants to leave their old homes? What pulls drew them to live in NYC? What challenges did they face when they
reached NYC?

Case study Title: Lenape Immigration

Big ideas (broad concepts) Content Knowledge:

1. We can explain the role of technology in daily Lenape life.
(Enduring Understandings)
2. We can explain how the natural features of Manhattan influenced the development of Lenape society.
3. We can explain how scarcity of land and resources impacted the dynamics between the Lenape, the Iroquois and other groups.
4. We can explain how language and cultural barriers affected the relationships between the Lenape and other groups.
Social Studies Skills:
5. We can analyze timelines, artifacts (including primary sources), and maps to describe how Manhattan has changed over time.

Key Facts, Concepts, - Wigwam, canoe, 3 sisters, Lenape vs. Iroquois

- Immigrated across Bering Strait from Siberia
Vocabulary
- Natural environment of Manahatta
- Women were primary farmers of 3 sisters (corn, squash, beans); Men hunters, sachem, warriors.

Anchor Texts A Glimpse of the Lenape (from Riverkeeper) Los Primeros Norteamericanos
Sing Down the Moon (Scott ODell)
New York City Through Time (Richard Platt)

Additional assessments - Lenape vs. Other Native Groups: Daily Life; How Environment Affects Culture
(at least one text-based literacy task) - Close Reading - Fiction (Written Response): Sing Down the Moon (Scott ODell)
- Close Reading Non-Fiction (Written Response): A Glimpse of the Lenape
- Pushes and Pulls: Why did American Indians migrate from Siberia?
- Annotated Map Creation: Asia to Manahatta

Case study Title: Dutch Arrival

Big ideas (broad concepts) Content Knowledge:

1. We can contrast the role of technology in daily Dutch life to that of the Lenape and to our lives.
(Enduring Understandings)
2. We can explain how the natural features of Manhattan influenced the development of the Dutch colony.
3. We can explain how scarcity of land and resources impacted the dynamics between the Dutch, the Lenape, and other immigrant
groups.
4. We can explain how language and cultural barriers affected the relationships between the Dutch and other groups.
Social Studies Skills:
1. We can analyze timelines, artifacts (including primary source documents), and maps to describe how Manhattan has changed over
time.

Facts and Vocabulary:
- Peter Minuit - purchase of Manahatta - classic image for close viewing
- Peter Stuyvesant - major leader
- Settlement/colony, explorer, trade, goods, pelt (i.e. beaver pelt), natural resources, town vs. village

Anchor Texts Encuentro (Jane Yolen)

Colonial Life
When Peter Stuyvesant Came to Town

Additional assessments - Close Reading: Colonial Life: Pushes for settlers to leave Europe
(at least one text-based literacy task) - Beaver Skins: Pulls for explorers and Dutch traders
- Dutch Purchase What was Peter Minuit thinking about buying land? What were Lenape thinking?
- Map comparison analysis: Manahatta vs. New Amsterdam (Urbanization)
- Annotated Map Creation: Europe to Manahatta

Case study Title: Tenements at the Turn of the Century

Big ideas (broad concepts) Content Knowledge:

1. We can contrast the role of technology in daily tenement life to that of previous generations of New Yorkers.
(Enduring Understandings)
2. We can explain how the urbanization of Manhattan influenced the living conditions of tenement immigrants.
3. We can explain how scarcity of land and resources impacted the dynamics between the tenement immigrants and established residents of
Manhattan. .
4. We can explain how language and cultural affinities and barriers affected the relationships between the tenement immigrants and
established residents of Manhattan.
Social Studies Skills:
1. We can analyze timelines, artifacts (including primary source documents), and maps to describe how Manhattan has changed over time.

Facts and Vocabulary:
- Jacob Riis - documented poverty in Five Points Slum (How the Other Half Lives)
- Emma Lazarus Give us your poor
- Tenement, Ellis Island, century/turn of the century, Lower East Side, urban vs. suburban/town vs. rural

Anchor Texts Viaje al nuevo mundo

Shutting Out the Sky
All of a Kind Family

Additional assessments Shutting Out the Sky Close Reading on Tenements

(at least one text-based literacy task) All of a Kind Family Close Reading on Lower East Side
Pushes and Pulls for Immigrants
Close Image Analysis: New Amsterdam 1650 vs. Lower East Side 1910
Annotated Map Creation: Europe to NYC

Case study Title: Great Migration -> Harlem Renaissance

Big ideas (broad concepts) Content Knowledge:

5. We can explain the role of technology in the development of Harlem and its economy.
(Enduring Understandings)
6. We can explain how the rural-urban contrast shaped the Great Migration.
7. We can explain how scarcity of land and resources impacted the dynamics between black New Yorkers and other immigrant groups.
8. We can explain how language and cultural affinities and barriers affected the relationships between black New Yorkers and other groups.
Social Studies Skills:
9. We can analyze timelines, artifacts (including primary source documents), and maps to describe how Manhattan has changed over time.

Facts and Vocabulary:
- Jim Crow Laws of segregation
- Industrial/factory boom in northern cities
- Vocabulary: sharecropper, factory, segregation, renaissance

Anchor Texts Zora y el rbol soador

The Great Migration: Journey to the North
Black Like Me (Langston Hughes poem)

Additional assessments - Pushes and Pulls for African American migrants

(at least one text-based literacy task) - Close Image Analysis: Sharecropper farms in south vs. Harlem in north
- Annotated Map Creation: Journey from Southern states to Northern cities


Fieldwork:

1. Inwood Park Lenape Life; Site of purchase of Manahatta

2. Museum of the City of New York Dutch New Amsterdam exhibit/workshop
3. Ellis Island and Statue of Liberty
4. Langston Hughes Home in Harlem

Expert Visits:

1. Upper Grades Music Students: Jazz and Harlem Renaissance

2. Parent/Family immigration interviews: Great Migration (American South), DR/Mexico

Standards

LITERACY CONTENT
Reading: (Reading Standards aligned to week by week focus in Weekly LT Overview) Social Studies:
CC.2.R.L.3: Characters Response to Problem 2.5 Geography and natural resources shape communities. (Standard 3)
CC.2.R.L.5: Authors Craft: Structure of Story 2.6 Identifying continuities and changes over time can help understand historical
CC.2.R.L.6 Characters Perspective developments. (Standard 1)
CC.2.R.L.7 Relating Illustrations to Text 2.7 Cause-and-effect relationships help us recount events and understand historical
development. (Standard 1) 2.7a
CC.2.R.I.1 Non Fiction 5Ws and Key Details 2.1 Urban Suburban Rural: Population Density and Land Use. (Standards 1, 3)
CC.2.R.I.2 Non Fiction - Main Idea of Paragraphs 2.2 Similarities and differences with others in their own community, with other
CC.2.R.I.3 Connecting Series of Events/Ideas communities. 2.2a, 2.2b (Standards 1, 2, 3)
CC.2.R.I.7 Relating Diagrams/Images to Information 2.8 Communities face different challenges in meeting their needs and wants. (Standard 4)
CC.2.R.I.8 Explain Authors Reasoning
Arts (National Core Arts Standards):
Writing, Speaking and Listening, and Language: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
CC.2.W.3 Narrative with Well Elaborated Event Performing: Anchor Standard 6: Convey meaning through presentation of artistic work.
CC.2.W.5 Revise and Edit with Support from Peers and Teacher
CC.2.SL.5 Express Ideas Artistically HOWL (Habits of Work and Learning) and CV (Community Values) LTs:
We can explore sub-topics of our expedition with curiosity and perseverance.


CC.2.L.1.e Adjectives and Adverbs We can exhibit compassion for members of the NYC community throughout the history of
CC.2.L.1.f Different Sentence Types city.
CC.2.L.5.b Shades of Meaning in Related Verbs/Adjectives
CC.2.L.6 Using Acquired Vocabulary