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NYCDOE: Passport to Social Studies - grade 2, unit 2

This is the second unit of the grade two scope and sequence, titled: New York City Over Time. It was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of the humanities and social sciences as well as museum curators. Students will immerse themselves in the topic by discussing focus questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining historical artifacts, and interpreting images, such as paintings and maps.

Today’s students are entering a world increasingly characterized by economic, political, cultural, environmental, and technological interconnectedness. The virtual distance between nations and cultures has been rapidly decreasing due to changes in the accessibility of information and increasing interdependence. Students need to learn to view the world as one interrelated system, to reflect on cultural lenses, to listen to voices from around the world, and to make connections to engage them as citizens of the world. In this unit students will evaluate how New York City has changed over time by exploring categories such as population, changing communities, homes and buildings, transportation, jobs and industry, technology, and communication throughout the 1600s, 1700s, 1800s, and 1900s. Topics and historical concepts of representative lessons in this unit include: Understand the early inhabitants of New York City from Native Americans to Dutch and English settlers; analyze how the Dutch and the English affected the development of New York City.

To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes formative assessments, and performance-based assessment activity, which has students make informed predictions about the future of New York City using the information they have learned about communities and change by creating a “New York City Over Time Big Book” complete with “Then and Now” pages for each category studied in the unit (buildings, transportation, population, changing communities, jobs/industry, communication).

Please note: the complete set of NYCDOE K-8: Passport to Social Studies Core Curriculum materials include a wide-range of trade books and primary documents, in addition to this unit of study. In order to support rigorous social studies instruction and student inquiry, we recommend that teachers integrate these resources into their daily instruction and assessment plans.

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Quality Review Indicators 1.3 Leveraging ResourcesDanielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1b: Demonstrating Knowledge of StudentsDanielson Framework for Teaching 1c: Setting Instructional OutcomesDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionDanielson Framework for Teaching 1f: Designing Student Assessments
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