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New York City Social Studies Core Curriculum

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© Teacher Created Materials #11121 (i3449) Primary Sources—New York City Then and Now

#11121 (i3449) Primary Sources—New York City Then and Now © Teacher Created Materials

Leisure ActivitiesMany people come to New York City to have fun. In 1935, some men cleaned up an area in Queens. They wanted to have a fair. The New York City World’s Fair opened on April 30, 1939. It was New York City’s first world’s fair.In the center were two white buildings. The Trylon was almost 700 feet (14 meters) tall. The Perisphere was shaped like a globe. More than 45 million people came to see it. It was open for two years. They made the area into a city park when the fair was over.The Macy’s Parade started in 1924. It had three floats. Zoo animals were in the parade. Then, they stopped using live animals. They used huge helium balloons, instead. Each year, Macy’s puts on a bigger parade than the year before.

Challenge The Macy’s Parade is one of the places people go to have fun in New York City. Make a list of fun places you would like to visit with your family in New York City.

Leisure Time Then and NowShowing What You KnowDirections: Look carefully at the two pictures on the other side of this card. Then, read the passage. On the web, write six different things that you learned about New York City’s leisure time activities.

New York City’s Leisure Time

Activities

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Leisure Time

Today, many people watch the

Macy’s Parade on Thanksgiving.

In 1939, many people went to the

New York World’s Fair.

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Open up the world of social studies!Primary Sources kits bring background information on historical people and events to your classroom with authentically-recreated documents, making social studies come to life! Packed with maps, letters, photographs, and appropriately complex historical texts as called for in the Common Core State Standards, these Primary Sources kits give all students a fuller, more meaningful experience and provide teachers with ready-to-use lessons, extensive background information, and informational text activities.

Please review and select from the following Correlated grade-level Primary Sources kits for your Social Studies Core Curriculum.

Correlated Primary Sources for Grade 1 ISBNMy Community Then and Now 9780743982375

Each kit includes:■ 8 Photographs■ 8 Primary Sources■ 80-page Teacher’s Guide with background

information, ready-to-use lessons, and document-based assessments

■ Teacher Resource CD with additional photographs and primary sources, student activities, extension activities, and document text

Correlated Primary Sources for Grade 2 ISBNNew York City Then and Now 9781433301216Citizenship and Government 9781433372773

Each kit includes:■ 8 Photographs■ 8 Primary Sources■ 80-page Teacher’s Guide with background

information, ready-to-use lessons, and document-based assessments


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Correlated Primary Sources for Grade 4 ISBNNew York State 9780743981248

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Correlated Primary Sources for Grade 5 ISBNMayas, Incas, and Aztecs 9780743991889Exploration 9780743939386

©Teacher Created Materials, Inc. #3938 Exploring History Through Primary Sources—Exploration

Marco Polo and the Silk RoadHistorical Background InformationMarco Polo, along with his father and uncle, began a journey from Italy to China in 1271. Polo’s account

of such places as China, Thailand (then Siam), Japan, Java, Vietnam, Ceylon, Tibet, India, and Myanmar

(Burma) was the only source of information about these exotic places that was available to Europeans

during the Middle Ages. Polo’s book, The Description of the World, described his journey, and also

inspired others like Christopher Columbus to seek a western route to the these countries. This card shows

a section of a map called “The Golden Road to Samarkand.” It dates from 1375 and is based on Polo’s

account of the Silk Road to China.

Analyzing HistoryKnowledgeImagine you are a reporter for the local paper and have been sent to cover the news along the Silk Road. Write a one paragraph description of the animals and people in this picture for the evening news report.

ComprehensionImagine you could interview a member of the Polo family to include in your news report. What three questions would you ask about the journey and what would be the responses?Application

In this picture, buildings and other features seem to be facing a variety of directions. Geometric lines radiate from several points. What might be the reason for this type of design in the manuscript? AnalysisKnowing the background information, what language might be on this manuscript? What evidence supports your conclusion?Synthesis

Construct a time line of the locations the Polo group visited on their Silk Road Journey. EvaluationThe trip took almost 24 years and covered around 15,000 miles (24,100 km). Historians disagree about whether the Polos actually visited all the places they claimed to have seen. Historians are also not certain about the exact route the group took. After researching the evidence, what do you believe about the Polo account?

Historical WritingFictionTo protect the Polo brothers on their first return journey, the Kublai Khan gave them a golden tablet a foot long and three inches wide and inscribed with the following words: “By the strength of the eternal Heaven, the holy Khan’s name. Let him that pays him not reverence (to those who carry this) be killed.” This tablet was a special passport which guaranteed the Polos safety and guaranteed them high priority lodging. Write a modern day tablet that would insure someone’s safety in the same way.

NonfictionTraveling along the Silk Road was dangerous because of bandits and bribes. Pretend you have been named the head of security for the Silk Road merchants. Write down your security plan to keep the travelers safe.

History ChallengeResearch the history of the Silk Road. What years was it in regular use and when was it finally named the Silk Road?

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©Teacher Created Materials, Inc. #9188 Exploring History through Primary Sources—Mayas, Incas, and Aztecs

Analyzing HistoryKnowledgeWhat five words would you use to describe this stela to someone who has never seen it?

ComprehensionPretend you live during the time that Catherwood drew this picture. Write a caption for the local newspaper that tells about this picture and the journey. ApplicationIf you were a Mayan leader, how would you inform the world about your reign?

AnalysisIf this stela could talk, what would it say? Create a cartoon showing this scene.

SynthesisIf you were 18 Rabbit, what kinds of things would you have written about on your stela? Make a list of five new things.

EvaluationBased on what you know, what kind of personality did 18 Rabbit have?

Historical WritingFictionImagine that Stephens and Catherwood hosted a reality television show. What would it be called? Write a one-paragraph description for a television guide that tells about this new show.

NonfictionWrite the script that would be on the back of your personal stela. It should be at least 10 sentences long.

History ChallengeFind out why Stephens and Catherwood never traveled together after their second trip.

Mayan StelaBackground InformationIn 1839, John Stephens and Frederick Catherwood traveled to cities where the Mayas once lived. Stephens was a lawyer who had traveled and written about his voyages. Catherwood was an artist who drew pictures of the places they visited. While in Copan (koh-PAN), Catherwood saw this stela and copied it for their book. The stela was built for one of the most powerful rulers of Copan. His name was 18 Rabbit. It was built in a.d. 782. This ruler commissioned more stelae and architecture than any other ruler in Copan. Mayan stelae tell many important details about the rulers, warring tribes, and accomplishments of an empire.

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Each kit includes:■ 8 Photographs ■8 Primary Sources■ 80-page Teacher’s Guide with

background information, ready-to-use lessons, and document-based assessments


Each kit includes:■ 8 Photographs■ 8 Primary Sources■ 80-page Teacher’s Guide with

background information, ready-to-use lessons, and document-based assessments


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©Teacher Created Materials #8124 (ik51)—Primary Sources—New York

Ellis IslandHistorical Background Information

In the years between 1890 and 1917, millions of immigrants came to the United States to escape hard times. In

1892, the Federal Bureau of Immigration converted Ellis Island to a registration station. Soon after its opening,

Ellis Island became the gateway to America. Upon landing, immigrants were directed to go to the Registry Hall

where information was collected. Next, doctors and nurses made sure they did not have any contagious diseases.

Individuals with diseases such as cholera, trachoma, and tuberculosis were made to stay on the island until they got

better. If they were found to have an incurable disease or mental impairment, they were sent back to their homelands.

In the years between the opening of Ellis Island and the start of World War I, millions of people passed through the

doors of Ellis Island on their way into the country.

Analyzing History

Knowledge

What does deported mean?

Comprehension

Create a rhyme that explains some of the reasons people came to America.

Application

Create a time line that outlines the steps an immigrant family would have to take

once they landed on Ellis Island.

AnalysisHere are some of the countries that the immigrants came from as well as

approximately how many individuals came from each country during the highest

years of immigration. Create a graph to depict the country and its number of

immigrants. Italy 2,502,310; Russia 1,893,542; Germany 633,148; England

551,969; Ireland 520,904

SynthesisImagine that you were an immigrant child coming to America. As an immigrant,

you would be limited as to how many items you could take with you. Use a

computer drawing program to create a virtual suitcase for yourself. Pack one of

each of the following items: a favorite item to remind you of your homeland,

something to eat, something to keep you occupied on your long voyage, a picture

of your home, and an item that you think will be useful to you in your new home.

EvaluationDuring inspection, if people were found to have contagious diseases, they were

often held on the island or sent back to their native countries. Why was this

done? How do you feel about this practice? What if a member of your family

was made to return home? Write a letter to the president telling him why you

agree or disagree with this practice.

Historical WritingFictionUsing the theme of

immigration, write each of

the following types of poems:

acrostic, haiku, diamante, free

verse, and cinquain.

NonfictionInterview a member of your

family to learn about your

family’s origins. Find out

information about the country

from which your ancestors

came. Produce a short picture

book about this country as

well as about how and when

your family came to America.

History ChallengeFind information about the

immigration laws of today.

What steps must someone

from another country go

through to become a citizen

of the United States of

America?

©Teacher Created Materials #8124 (ik51)—Primary Sources—New York

Towers of Steel

Historical Background Information

On September 11, 2001, hijackers, armed with two jet airplanes, crashed into Towers One and Two of

the World Trade Center (WTC) in New York City. The two main towers each contained 110 floors of

office space. The buildings were designed like tubes. They were strong on the outside with internal

cores. Millions of tons of steel were used to create the steel columns that supported each structure. The

architect, Minoru Yamasaki, designed the buildings to be strong to withstand high winds. The buildings

were also designed to be able to withstand an airplane crash. It was the fires that resulted from the

crashes on September 11 that weakened the steel and caused the buildings to collapse.

Analyzing History

Knowledge

How many combined floors did the World Trade

Center main towers have?

Comprehension

Why was the World Trade Center built?

Application

Use the following information to create a diagram

comparing the WTC with other skyscrapers: WTC

Towers: 1368’; Empire State Building: 1250’;

Sears Tower: 1454’; and Eiffel Tower: 986’.

AnalysisAlthough the towers were built to withstand an

airplane crash, they were not able to withstand the

fires. Use the Internet or other resources to find out

why this happened.

SynthesisDesign a skyscraper for a city near you. Explain

the purpose of this tall building.

EvaluationDescribe in detail whether or not you think it is a

good idea to continue constructing extremely tall

buildings such as the World Trade Center and Sears

Tower?

Historical Writing

FictionMany people believe that some type of monument should

be constructed to replace the World Trade Center buildings.

Others feel that the area should become a memorial park.

Still others feel that the buildings should be reconstructed.

Write a story as if you are the person who gets to determine

what should be put up in the space where the World Trade

Centers stood. This should be a first-person account of

what your plans are for the location.

NonfictionFor thousands of years, people have been building very

large structures. Choose a structure from the list below

and find out more information about who built it and why:

Brooklyn Bridge, New River Gorge Bridge, Astrodome,

United State Capitol, John Hancock Center, Empire State

Building, Hoover Dam, or Aswan High Dam.

History Challenge

Very few people would have expected the World Trade

Center Towers to collapse as they did. Architects today

build skyscrapers that can withstand earthquakes, heavy

storms, and high winds. Use the Internet or other resources

to find out more information about the building of

skyscrapers. What techniques do architects and contractors

use to make these tall buildings strong?

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©Teacher Created Materials

#8124 (ik51)—Primary Sources—New York

Henry Hudson Early ExplorerHistorical Background Information

Henry Hudson was one of the early European explorers to the Americas. In April of 1609, the

Englishman set sail from the Dutch Netherlands and headed southwest on a ship called the Half Moon.

He hoped to find a shorter route to China. His voyage led him to the mouth of what would become

the Hudson River. In September of 1609, Hudson and his 20 crew members sailed up the river. They

thought they had discovered the way west. They traveled as far as Albany, New York, where the river

got narrow and shallow. After sending out scouting parties to measure the river’s depth ahead, Hudson

realized that he hadn’t found the route he wanted. So he returned home to England, He believed his trip

was unsuccessful. On his next voyage, Hudson tried a route further north. This time, his journey took

him into the Arctic waters around Canada. Unfortunately, this exploration also failed because he ended

up in the body of water eventually named the Hudson Bay.

Analyzing HistoryKnowledgeWhat country was Henry Hudson from? ComprehensionWhy did Hudson and his crew establish communication with the

American Indians? Illustrate your answer by drawing a cartoon that

shows a dialogue between Hudson and the American Indians.

ApplicationOn a map of the Northern Hemisphere, trace and label Hudson’s two

voyages.Analysis Exploration never ends. Research a modern-day exploration. You

can choose topics and famous explorers in the fields of space or ocean

exploration. Compare the characteristics, experiences, and adventures of

these modern-day explorers to those of early America.

SynthesisResearch a variety of early explorers. Then create a video modeled

after a typical news broadcast where you take on the role of host while

interviewing the “World’s Most Renowned Explorers.” Have others

help by dressing up as explorers for the interviews.

EvaluationAt times, the American Indians were not friendly to Hudson and his

crew. In one such instance, Hudson shot at a group of American Indians

after they chased him in their canoes. He killed several of them. Write

a paragraph and give your opinion as to whether or not Hudson was

justified in his actions.

Historical WritingFictionPretend that you were an American Indian who lived near the shore of the Hudson River. Write an account of the first time you saw the Half Moon sail up the river.

NonfictionResearch the region around the Hudson River. Describe the region as it may have been in 1609 using the five themes of geography as a basis.

History ChallengeMany times, explorers will name an area after themselves. Today, the Hudson River and the Hudson Bay are named because of the voyages of this explorer. Research the origins of some of the other areas around New York and find examples of other explorers who named spots after themselves.

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Correlated Primary Sources for Grade 6 ISBNAncient Civilizations 9781433301377World Religions 9781433317910

Correlated Primary Sources for Grade 7 ISBNAmerican Revolution 9780743939232Slavery in America 9780743991872Civil War 9780743939201Westward Expansion 9780743939317

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Each kit includes:■ 8 Photographs■8 Primary Sources

■ 80-page Teacher’s Guide with background information, ready-to-use lessons, and document-based assessments


Each kit includes:■ 8 Photographs ■8 Primary Sources■ 80-page Teacher’s Guide

with background information, ready-to-use lessons, and document-based assessments


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Each kit includes:■ 8 Photographs ■8 Primary Sources■ 80-page Teacher’s Guide

with background information, ready-to-use lessons, and document-based assessments


Experience the excitement of Primary Sources!

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Integrates historical texts and U.S. foundational documents into literacy instruction.

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© Teacher Created Materials

#12250 (i3549)—Primary Sources: Reconstruction

The Fifteenth AmendmentHistorical Background Information

At the beginning of Reconstruction, the Republican Party controlled Congress. The Radical

Republicans had big plans. Their goal was to change Southern society completely. Their Congressional

Reconstruction plan brought dramatic changes to the South, but its success did not last.

Analyzing HistoryKnowledgeThe Thirteenth, Fourteenth, and Fifteenth amendments gave African

Americans rights they had never had before in the United States. Design a

simple symbol, or logo, to represent each amendment. People should be able

to understand the main idea of each amendment from your drawings.

ComprehensionThis painting depicts all the areas of African American life affected by the

Fifteenth Amendment. How did having the right to vote impact marriage,

work, church life, schooling, and other aspects of daily life? Choose three

areas and explain how voting rights made an impact.ApplicationImagine that you are an African American celebrating the passage of the

Fifteenth Amendment in the audience at the center of the painting. Write a

diary entry describing what you saw and how you felt about the day’s events.

AnalysisScene No. 8 is labeled “The Ballot Box is open to us.” Why do you think

African Americans got the right to vote in Southern states before they got the

same right in many Northern states? Explain your answer.SynthesisCongressional Reconstruction was a plan with lofty goals. The process of

making it happen was painful, deadly, and unsuccessful. Would the use

of modern technology have changed the implementation of Congressional

Reconstruction? Would technology have made it more successful in the end?

Choose three modern technologies and describe how they could have been

used during Reconstruction. Then, explain how they might have changed the

process of rebuilding the nation.EvaluationThere were many different ideas about how to rebuild the nation after the

war. Imagine that you were a Northern senator during Reconstruction.

Which plan would you have supported? Explain your choice.

Historical WritingFictionFor African Americans in the South, Congressional Reconstruction might have seemed like a fairy tale. On paper, at least, all their wishes were granted. Write

the story of Congressional Reconstruction as a fairy tale. Include a hero, a villain, and a magical being who grants wishes.

NonfictionAn anthem is a rousing song that celebrates a political cause. Write an anthem celebrating the many victories of Congressional Reconstruction.

History ChallengeFind out how and when Reconstruction officially ended.

Correlated Primary Sources for Grade 8 ISBNImmigration 9780743939287Civil Rights Movement 9780743981286Imperialism 9781433312557Reconstruction 9781433312502

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