Then, Now, and Tomorrow
By Cassandra Kapsos-Scouten, October 22, 2006
- High School
- City of Neighborhoods
- Social Studies
Common Core Standards
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- explore the history of the LES neighborhood
- research the history of their neighborhood, in conjunction with the history of their family
- use digital photography to document the LES architecture
- appreciate the change in the neighborhood over time
- write several journal entries reflecting on their neighborhood
- reflect on how the Lower East Side may change in the future
- The Tenement Museum on 108 Orchard Street
- Carlos Garaicoa. Untitled. LA (2004) Diptych, b/w photographs and drawings with thread
- Carlos Garaicoa. Untitled, Wood Arches. (2003-04) Diptych, b/w photographs and drawings with thread
- Carlos Garaicoa. http://db-artmag.com/en/65/feature/carlos-garaicoa-ruins-of-the-future/
- carlos garaicoa photography
- NY Times archives http://www.nytimes.com/2001/02/16/arts/art-in-review-carlos-garaicoa-the-ruins-the-utopia.html
- "On the Lower East Side: Observations of Life in Lower Manhattan at the Turn of the Century" http://tenant.net/Community/LES/contents.html
- Selling the Lower East Side by Kurt Reymers, Daniel Webb, and Christopher Mele. The companion website to the book http://www.upress.umn.edu/book-division/books/selling-the-lower-east-side
- NYC housing images: www.images.google.com
- Why Design?: Activities And Projects from the National Building Museum by Anna Slafer and Kevin Cahill. Chicago, Illinois: Chicago Review Press, Inc., 1995
- drawing paper
- library photo archive, microfiche, and newspapers