How Did They Do That?

By Jennifer Rodriguez, February 27, 2017

Grade Level

  • Elementary School

Category

  • Other

Subject Area

  • Social Studies

Lesson Time

Building Prior Knowledge Lessons: Six,60 minute periods

Introduction

The second grade Social Studies curriculum Unit Two is titled, New York City Over Time. Within this unit of study the students discuss the growth that took place in New York City and what made New York City what it is today. One aspect the students discuss is the beginning of the New World when the Native Americans encounter the Dutch Explorers. Each of these groups developed their tribe or settlement using natural resources.

National Standards

History Standard 2 – Understands the history of a local community and how communities in North America varied long ago. Level 1 / Grade K-2 Benchmark 3: Understands the daily life and values of early Native American cultures. Benchmark 4: Understands the daily life of a colonial community.

Objectives

Students will be able to identify the possible ways that two groups of people in the same time period carried an amount of gathered items back to their tribe of settlement.

 

Students will take on the role of a Native American or the Dutch in the New World.

 

Students will design an apparatus utilized or something built by the Native Americans or Dutch utilized with given materials.

Resources

SMARTBoard

 

Dutch Colonies in the Americas by Lewis K. Parker

 

Early Explorers in New York by Lynn George

 

New York as Dutch Colony by Janey Levy

 

The New York Colony by Martin Hintz

 

Life in a Long House Village by Bobbi Kalman

 

Images:

Forest Covered Manhattan/Manhattan Today

http://s.ngm.com/2009/09/mannahatta/img/mannahatta.jpg

 

Native American Manhattan Island

http://cache2.artprintimages.com/LRG/30/3032/35VBF00Z.jpg

 

Dutch Manhattan/New York Colony

http://planetvigil.net/townwebsite/Manhattan,%20NY/new-york-colony-5.jpg

Materials

Pictures of Native American tribes.   Pictures of Dutch building in New Amsterdam.   Pictures of Native Americans and Dutch together.   Challenge Cards   Large Index Cards   Pipe cleaners Coffee filter Corrugated cards Foam board Rubber Bands Foam trays

Vocabulary

Native Americans Dutch New World Explorers Build Natural Resources Carry Transport Gather Settlement Tribe

Procedures

The Lesson: Background Knowledge: Day One: Begin to build knowledge base of the Social Studies curriculum. Motivation: http://s.ngm.com/2009/09/mannahatta/img/mannahatta.jpg Discuss with the students how the change happened and why it happened. Record answers on chart paper. Question: How do you think New York City became what it is today?   Day Two: Read the book Life in a Long House Village by Bobbi Kalman. Have the students bubble map the daily life of the Native Americans.   Day Three: Read the book Early Explorers in New York by Lynn George. Discuss with students how explorers from other countries were sent out to find new land, trade routes and resources.   Day Four: Read various sections of the books New York as Dutch Colony by Janey Levy, Dutch Colonies in the Americas by Lewis K. Parker and The New York Colony by Martin Hintz. Have the students bubble map the daily life of the Dutch.   Day Five: Using their bubble maps. Have students compare and contrast the daily lives of the Native Americans and Dutch. Use a double-bubble map graphic organizer to chart the differences. At the end of this day have students conclude that each group had things in common in the New World. They both lived off of the natural resources of the land.   Day Six: Show the students the two images side by side. Native American Manhattan Island http://cache2.artprintimages.com/LRG/30/3032/35VBF00Z.jpg Dutch Manhattan/New York Colony http://planetvigil.net/townwebsite/Manhattan,%20NY/new-york-colony-5.jpg Have students record the natural resources utilized on a piece of paper. Get the creative thinking flowing with the following question: How were each one of the two groups able to move the natural resources needed to build their shelters or complete daily activities?   Day Seven: Design Time! Show the students the two pictures from the previous lesson. Native American Manhattan Island http://cache2.artprintimages.com/LRG/30/3032/35VBF00Z.jpg Dutch Manhattan/New York Colony http://planetvigil.net/townwebsite/Manhattan,%20NY/new-york-colony-5.jpg Tell them they are going to pretend to be either a member of a Native American tribe or a member of the Dutch settlement.   The Design Process:   Step One: Split the students up into two groups. Half of the class will be Native Americans (user) the other half will be Dutch (user). Each group will then be split into small groups of four.   Step Two: Give each group a challenge card. Identifying a task either the Native Americans or Dutch had to complete (i.e. carry firewood back to the tribe). Monitor the groups on their level of communication.   Step Three: Identify natural resource that would be available and which of the materials would represent it. Monitor the groups on their level of equal distribution of work.   Step Four: Work together to record possible solutions. Remind the students that all suggestions are possibilities. Step Five: Design a solution. Monitor groups on their level of communication and hands-on work. Step Six: (Individual Assessment) Have the students complete the exit ticket on an index card. Using a paragraph format, they will have to describe their design and tell what natural resource each of the materials used represents. Discussion Questions:
  1. How do you think New York City became what it is today?
  2. What are some daily activities of the Native Americans?
  3. What are some of the daily life activities of the Dutch?
  4. How were each one of the two groups able to move the natural resources needed to build their shelters?

Assessment

Assessment: The students will be given an exit ticket in which they will have to describe their design and tell what natural resource each of the materials used represents.   Differentiate Instruction: Utilize visuals to assist the students with understanding what the Native Americans and Dutch needed to accomplish transporting natural resources to build their tribe and settlement.

Enrichment Extension Activities

Expand: Have students design forms of transportation or homes of the Native American and Dutch.   Enrichment: Have the students complete the design model process throughout the centuries of growth in New York City. (i.e.: 1600, 1700, 1800, 1900 and Today).

Teacher Reflection

The actual design lesson went well. The groups successfully collaborated with each other. I believe seeing many of the visuals within the books read of what actual tools looked like during the time period helped them complete their tool. They were creative with using the materials and describing what natural resource it represented.   Where the students struggled was with the written assessment work. Putting into words a description of their design proved difficult. I imagine if this were not the first design lesson this would be easier to accomplish. I would like to model more what is means to describe a tool and its purpose.

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