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  • HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research
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HUNTS POINT SLAVE BURIAL GROUND (HPSBG) PROJECT HUNTS POINT HISTORY FOR THE PRIMARY GRADES HTTP://HPSBG.WEEBLY.COM/ Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? Students will work and travel in small “student research groups” to analyze various historic Hunts Point images. They will collect “research notes” at each “research station.” This lesson culminates in a class history book. Common Core Learning Standards: • W.K-2.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. • W.K-2.7 Participate in shared research and writing projects • SL.K-2.1 Participate in collaborative conversations with diverse partners about grade‐level topics with peers and adults in small and large groups. • RF.K-2.1 Know and apply grade‐level phonics and word analysis skills in decoding words. • L. K-2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. • NOTE: this lesson should be conducted over multiple sessions for short periods of time rather than one long session to reinforce vocabulary development, historical analysis skills, and initial reading strategies aligned to the CCLS. Additional Standards and/or Scope and Sequence: • Common Core Learning Standards (CCLS) implement “standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards.” Please visit the CCLS home page for further information (http://www.corestandards.org/). For further guidance and alignment, please see the NYS Social Studies Standards and NYC Social Studies Scope and Sequence, which are accessible from the HPSBG website. Connection to Prior Teaching: • Prior to this lesson, students should have a basic understanding of change over time, including relevant vocabulary that demonstrates the dichotomy, such as “then/now,” “historic/modern,” “past/present,” and “old/new.” This concept can be developed utilizing books that show then and now images of the same location, such as Our Town, or Then and Now: New York City through this multiple session lesson. o Suggestion: Allow students to experientially understand change over time, using a text similar to Our Town, which follows a small rural town growing into a large urban city like New York City. Start by spreading the students throughout the classroom. Then tell a story that mirrors the text and images from Our Town. The students start to congregate as the story evolves, into a large city (as a city). Use a student’s name, such as Juan, and tell the story like this, “Juanville started when Abby wanted to sell her muffins to her neighbor, Juan. It was easier when she lived closer to Juan.” Ask Abby to move and stand next to Juan. And continue until all the students are standing close to each other in a ‘large city.’ Some concepts to embed into the story: taller buildings, more stores (and diversity of options), paved roads, more houses, more jobs, more services‐ schools, hospitals, libraries, etc. • NOTE: When this lesson elicits student responses, it may be helpful to utilize a strategy such as “think‐ pair‐share” to allow more academic student conversation.

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Page 1: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ FocusoftheLesson:WhatcanyoulearnaboutthehistoryofHuntsPointfromhistoricimages?Studentswillworkandtravelinsmall“studentresearchgroups”toanalyzevarioushistoricHuntsPointimages.Theywillcollect“researchnotes”ateach“researchstation.”Thislessonculminatesinaclasshistorybook.CommonCoreLearningStandards:

• W.K­2.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.

• W.K­2.7Participateinsharedresearchandwritingprojects• SL.K­2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade‐leveltopicswith

peersandadultsinsmallandlargegroups.• RF.K­2.1Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.• L.K­2.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,and

respondingtotexts.• NOTE:thislessonshouldbeconductedovermultiplesessionsforshortperiodsoftimeratherthanone

longsessiontoreinforcevocabularydevelopment,historicalanalysisskills,andinitialreadingstrategiesalignedtotheCCLS.

AdditionalStandardsand/orScopeandSequence:

• CommonCoreLearningStandards(CCLS)implement“standardsforK–5readinginhistory/socialstudies,science,andtechnicalsubjectsareintegratedintotheK–5Readingstandards.”PleasevisittheCCLShomepageforfurtherinformation(http://www.corestandards.org/).Forfurtherguidanceandalignment,pleaseseetheNYSSocialStudiesStandardsandNYCSocialStudiesScopeandSequence,whichareaccessiblefromtheHPSBGwebsite.

ConnectiontoPriorTeaching:

• Priortothislesson,studentsshouldhaveabasicunderstandingofchangeovertime,includingrelevantvocabularythatdemonstratesthedichotomy,suchas“then/now,”“historic/modern,”“past/present,”and“old/new.”Thisconceptcanbedevelopedutilizingbooksthatshowthenandnowimagesofthesamelocation,suchasOurTown,orThenandNow:NewYorkCitythroughthismultiplesessionlesson.

o Suggestion:Allowstudentstoexperientiallyunderstandchangeovertime,usingatextsimilartoOurTown,whichfollowsasmallruraltowngrowingintoalargeurbancitylikeNewYorkCity.Startbyspreadingthestudentsthroughouttheclassroom.ThentellastorythatmirrorsthetextandimagesfromOurTown.Thestudentsstarttocongregateasthestoryevolves,intoalargecity(asacity).Useastudent’sname,suchasJuan,andtellthestorylikethis,“JuanvillestartedwhenAbbywantedtosellhermuffinstoherneighbor,Juan.ItwaseasierwhenshelivedclosertoJuan.”AskAbbytomoveandstandnexttoJuan.Andcontinueuntilallthestudentsarestandingclosetoeachotherina‘largecity.’Someconceptstoembedintothestory:tallerbuildings,morestores(anddiversityofoptions),pavedroads,morehouses,morejobs,moreservices‐schools,hospitals,libraries,etc.

• NOTE:Whenthislessonelicitsstudentresponses,itmaybehelpfultoutilizeastrategysuchas“think‐pair‐share”toallowmoreacademicstudentconversation.

Page 2: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ Materials/Resources/Readings:

• Primarygradewritingpaper(sampleattached)o Examples,whichcanbemodified,include:

HuntsPointResearchNotes#1paper HuntsPointResearchNotes#2paper HistoryStoryPaper#1 HistoryStoryPaper#2

• Pencils,coloredpencils,andmarkers• HistoricImagesofHuntsPoint(availablefromHPSBGwebsitehere:http://hpsbg.weebly.com/hunts‐

point‐history.html.NOTE:P.S.48libraryhaslargeprintstoutilizeaswell.o Suggestion:Printtheimages,placeinplasticsheets,andnumbertheimagesonthereverse

side.Utilizeenoughimagesthatasthestudentsrotatethroughtheimages,nomorethan3‐4studentsareatanyoneimage.

• Chartpaper(seeattachedexamplechart)• Childhoodphotographsoftheteacher(you!)

LessonProcedure:• Introduction:

o Beginwitha“donow”thathasstudentssituatedinpairstothoughtfullyconsidertheconceptof“past/present.”Askstudentstopredicttheteacher’sageandlistpredictionsontheboard.Displayacoupleofchildhoodphotoswithoutsayingwhomthepicturedepicts.Allowstudentconversationbasedonguidedimageanalysistechniquessuchas:

Whatdoyouobserveinthisimage? Whatishappeninginthispartoftheimage?(Pointtoparticularareasoftheimage). Whyisthishappeningintheimage? Howdoesthisimageremindyouofyourlife?

o Thenaskandelicitresponsesto,“Whoarethesepicturesof?”Explainthatpeopleandplaceschangeovertime,includingtheteacher.Thenaskstudentpairstodiscussandthenelicitresponsesto,“Howhaveyouchangedsinceyouwereababy?”

• GuidedPractice:o DisplayoneofthehistoricimagesofHuntsPoint.Model“beingahistorian”by:a)lookingclosely;

b)lookingatallareasoftheimage;c)askingquestionsaboutwhatyouobserve;and)collaboratingwithothers.NOTE:avoidtellingstudentsthattheimagesarefromHuntsPointuntiltheclosingofthefirstdayofviewingtheimages.

Forexample,“Hmmm…thisisaninterestingimage.IamgoingtolookcloselyatwhatIobserve.[Exaggeratedlyplaceyourfaceclosetotheimage.]Wow,Iobserved…I’mgoingtolookallovertheimage.Oh,wow,inthiscorner,Ijustdiscovered…Hmm,Iwonderwhatthisisfor?Letmeaskmypartners.

Then,onchartpaper,writewhatyouobserveintheimage.NOTE:Usethisopportunitytoembedandreinforcecurrentphonicsandwritingskillsandstrategiesbeingtaught.

Thegoalistodemonstratetheskillsyouwillreinforcethroughouttheimage,aswellasexhibitexcitementandcuriosity.

o Breakstudentsupinto“studentresearchgroups”basedonthenumberofimagesutilizedandstudentneeds.Eachgroupreceivesanumber,whichcorrespondstotheinitial“researchstation”andimagetheywillview.

Thenaskstudentresearchgroupstogreeteachother,usinglanguagesuchas,“Hi,Mynameis_____.Howareyou?”Askthegroupstodescribewhattheyobserveintheinitialimagetoeachother.Circulateamongstthegroupsmodelingexpectedimageanalysis,listening,andspeakingnorms.

o Placeimagesaroundtheroom.Demonstratehowstudentswillrotatethroughstationstovieweachimage.Forexample,group1startsatimageone,thenthegrouprotatestoimagetwo,grouptworotatestoimagesthree,andsoon.

Page 3: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ Imagescanbeplacedattables,ontherug,oracrossthefloor.Ensurethattheimagesare

spreadoutsothatstudentresearchgroupshavespacetoanalyze,listen,speak,andwritewithoutaffectingtheothergroups.

• IndependentExploration(overmultiplesessions):o Provideeachstudentwith“researchnotes”paperandpencil.Reviewthetask:Studentswillwrite

whattheydiscoverwhileanalyzinganddiscussingwithimagewiththeirresearchgroup.Thentheywillrotatetothenextimage,andsoon.

NOTE:Onlyspendashorttimeateachimage,basedongradelevel,attentionspan,andabilitytowrite/drawwhattheyobserve.Revisitthislessonatdifferenttimestohavegroupsviewdifferentimages.

o Studentresearchgroupsrotatethroughstationstoviewthepictures. Asstudentresearchgroupsrotatethroughtheimages,theteachershouldcirculate

amongstthegroups.Utilizetheseopportunitiestodevelopacademiclanguage,interactionskills,andkeyconcepts.

• Somekeyconceptstoensurestudentsgainfromtheimages:openspace,fewbuilding,trees/forest,hills,rocks,river/water,mansions,cemetery,electricity,dirtroads

• Differentiation:o Incorporategradelevelliteracyskillsandstrategiesintothelesson.Modelcurrentphonics,

reading,andwritingskillswhenrecordingandreviewingstudentdiscoveriesonthechart/board.o Providedifferentwritingpaper,withorwithoutsentencestarters(seeattached____)toencourage

students.

• SummaryandShareo Bringtheclasstogetherintheirstudentresearchgroups.Hostaclassdiscussionthatallowsthe

groupstosharesomeofthegroup’s‘discoveries.’o Afterthefirstsession,revealthatalltheimagesthatthestudentsobservedwereofHuntsPoint,

theneighborhoodourschoolisinandwherewelive.Everywheretheywalkandlook(letthemgototheclassroomwindowseven!)lookedliketheimagestheyareobserving.Makethismomentspecial‐showaweastheteacher.

o Charttheresponsesastheyareshared.Thiscanbedonebytheteacher,sharedbytheteacherandstudents,orsimplydonebythestudents(seeattachedexamplechart).

o ContinuetoshareaftereachsessionbyaddingstudentdiscoveriestotheclasschartandreinforcingkeyconceptsaboutthehistoryofHuntsPoint,asdepictedintheimages.

Assessment:

• StudentshouldutilizetheirresearchnotestodevelopaHistoricHuntsPointinformationalwritingpiece.Assessthewritingpieceutilizinganappropriategrade‐levelandEnglishlanguagedevelopmentinformationalwritingrubric,emphasizinginformationlearnedabouthistoricHuntsPoint,suchas:

o Somekeyconceptstoensurestudentsgainfromtheimages:openspace,fewbuilding,trees/forest,hills,rocks,river/water,mansions,cemetery,electricity,dirtroads

FollowUp:

• StudentscandevelopaninformationalwritingpieceforHistoricandModernHuntsPointthatcouldevenbecomesan‘OurClassHistoryBookofHuntsPoint.’Utilizesemanticmapstoelicitpriorknowledgeand/orgooneitherarealorvirtual(usingGoogleMapsStreetView)walkingtripofHuntsPointtobuildunderstandingabouttheneighborhoodtoday.ThendevelopaThen/HistoricandNow/Modernstoryusingtwosidesofwritingpaper,ortwodifferentpiecesofpaper.Seeanexamplehere:http://www.youblisher.com/p/656206‐Hunts‐Point‐Then‐and‐Now/

• Students,withteacherandcomputerlabsupport,cancreateashorthistorydocumentarymovieusingiPadsand/orclassroomcomputers.ThestudentscaneachselectasentencefromtheirstorytoreadandrecordwiththeiPad.ThenaddthehistoricHuntsPointimageswiththestudentvoices.Voila!

Page 4: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ HuntsPointResearchNotes#1 Name___________________________

Iobserve________________________________________.Iobserve________________________________________.Iobserve________________________________________.Iobserve________________________________________.Iobserve________________________________________.Iobserve________________________________________.Iwonder________________________________________.Iwonder________________________________________.Iwonder________________________________________.Iwonder________________________________________.Iwonder________________________________________.Iwonder________________________________________.

Page 5: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ HuntsPointResearchNotes#2 Name___________________________

Writedownwhatyouobserveinthehistoricimages.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Writedownwhatyouwonderaboutthehistoricimages.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________

Page 6: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ HistoryStoryPaper#1 Name___________________________

Page 7: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ HistoryStoryPaper#2 Name___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 8: HPSBG LP Primary Grades Hist Hunts Point · Focus of the Lesson: What can you learn about the history of Hunts Point from historic images? ... • W.K2.7 Participate in shared research

HUNTSPOINTSLAVEBURIALGROUND(HPSBG)PROJECT

HUNTSPOINTHISTORYFORTHEPRIMARYGRADES

HTTP://HPSBG.WEEBLY.COM/ Examplechart


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