Then, Now, and Tomorrow
By Cassandra Kapsos-Scouten, October 22, 2006
Grade Level
- High School
Category
- City of Neighborhoods
Subject Area
- Arts
- Social Studies
Lesson Time
Introduction
National Standards
Common Core Standards
Key Ideas and Details:
CCSS.ELA-LITERACY.CCRA.R.1 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.
CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4 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:
CCSS.ELA-LITERACY.CCRA.R.7 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:
CCSS.ELA-LITERACY.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
CCSS.ELA-LITERACY.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.CCRA.W.3 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:
CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10 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:
CCSS.ELA-LITERACY.CCRA.SL.1 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.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4 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.
CCSS.ELA-LITERACY.CCRA.SL.6 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:
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.6 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.
Objectives
- 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
Resources
- 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
Materials
- drawing paper
- pens
- pencils
- journals
- cameras
- library photo archive, microfiche, and newspapers
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