Curriculum planning chart Generative Topic The Changing Landscape of West Philadelphia

Concept* ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) A neighborhood changes over time to accommodate a changing society, new technologies, and new institutions. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How and why did our neighborhood of West Philadelphia change since it was first settled centuries ago? NCSS Social Studies Standards: ii.Time, Continuity, and Change iii.People, Places, and Environments v.Individuals, Groups, and Institutions vii.Science, Technology, and Society viii.Global Connections PACCSS: E03.B.C.3.1.3. Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding o the text (e.g. where, when why, and how key events occur). 3rd Grade Social Studies Standard at PAS: Need to base SS off of something from students SS textbook Horizons: People and Communities -Unit 1: Learning about Communities, Chapter 2: Communities are Places, Lesson 1: Where on Earth is Your Community, Lesson 3 Every Community Has a Standard Assessment (How will you have evidence that they know it?) -Drawing of West Philadelphia in 1677 based on primary source document journal entry describing the area from first European settler. Drawing will show evidence that students read and understood the journal entry. -Compare and contrast different maps and articulate what their various purposes are. -Show an understanding of cardinal directions with the use of a map -Work in groups to write the main idea of different points in history. -Use maps to determine why transportation changed create a city plan on your own map of what you would add to Facts ("The students will know") - Neighborhoods change because society changes. - Changing needs of a group of people people needed a place to live when they worked in the city could no longer have a landscape covered with forest and greenery needed to create space for houses/residences. When you have houses/residences, you have families, when you have families, you have children, children need schools, etc. Inevitably, restaurants get created, community parks, local government, etc. -A neighborhood provides for the needs of its residents depending on the community, that is how the neighborhood will

Subject: Social Studies

Skills ("The students will be able to") - SWBAT articulate why neighborhoods change and how WP has changed. -SWBAT compare and contrast the lives of previous WP residents to their own lives -SWBAT locate West Philadelphia on a map. -SWBAT Explain the difference between WP in the 1600s and now in terms of landscape, & people -SWBAT articulate how an institution affects a neighborhood and causes it to change -SWBAT identify the purpose of different maps and use cardinal directions -SWBAT use primary source documents to make

Name: Madelyn Silber

Problems to pose ("Guiding questions" or "unit questions") -Where is West Philadelphia, geographically? -Who were the first people to live in the area of West Philadelphia? -What did WP used to look like when people first moved here? -When was WP first called WP? Why wasnt it called WP from the beginning? -What important events have happened in WP? -How and why did WP change? -How does suburban look different than urban and what does that mean for its residents? -How might WP change in the future? -Why did West Philadelphia change -create a class timeline of major events (point out how timeline is like a number line) -create drawings of WP based on inferences from primary source documents -Students will write about their favorite place to go in WP and why it makes their neighborhood special, and have an opportunity to share with the class. -Analyzing maps to get information about a time period. -Create a historians notebook with maps, drawings, writing pieces. -Compare and contrast the lives of suburban and urban dwellers. Activities:

Story

improve transportation -Write how Penn, an institution, changed WP. What changes when an institution comes in?

look we have a very diverse community, so you see a lot of different ethnic storefronts/restauran ts, etc. -Where West Philadelphia is located on a map. -William Warner was the first European to settle in WP. (1677) & the Lenape Indians before that. Warner called WP Blockley -WP used to be woods in the north and meadowlands in the south and east. - Blockley began before Philadelphia. Incorporated into part of Philadelphia 1854 and therefore called WP. -WP had a major Civil War Hospital, first zoo in the country, 1876 Centennial Exhibition - a worlds fair celebrating the hundred-year anniversary of the signing of the Declaration of Independence -WP was a residential area with

inferences about the past -SWBAT articulate how peoples changing lifestyles

since throughout the last 3+ centuries? -How is our experience different than people who used to live in WP? -What questions would you want to ask people who lived in WP before you did? -What will WP look like another century from now?

residents that commuted to the city for work which caused the need to build a bridge. -Transportation used to consist of trollies by horse and ferries -When UPenn was relocated to WP, new businesses sprung up to accommodate student life.

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.

Curriculum planning chart Generative Topic The Changing Landscape of West Philadelphia
Concept* ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) The student will understand that in order to make an opinion piece, one needs an introduction, supporting arguments, and a conclusion. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) Looking at how West Philadelphia could potentially change in the future: Would you be for or against the construction of a mall (with all the stores the class previously said West Philadelphia lacked) on top of Standard Assessment (How will you have evidence that they know it?) Facts ("The students will know") -An introduction explains the authors position on a particular topic. -An opinion needs to be supported with relevant arguments. -An opinion piece needs a conclusion to wrap-up their ideas. -People write opinion pieces to persuade others, to try to affect change, to make people see their point of view.

Subject: Literacy: Writing Name: Madelyn Silber

Skills ("The students will be able to") -SWBAT create their own idea for how this community might continue to change or a way they hope it will change create an argument paper -SWBAT write an argument/opinion piece with an introduction, supporting details, and a conclusion. Problems to pose ("Guiding questions" or "unit questions") -How would you like WP to change for the better? -Why is Clark Park important for the community of WP? -Does WP absolutely need the stores in the mall? -How does a community come to a consensus about a problem? -write an argument piece on a change they think should be made in West Philadelphia, how long it might take, and why that change would be important. -brainstorming session on ideas for paper -read-alouds about changing communities -read examples of argument pieces and identify their position & their arguments -debate the issue they will be writing about Activities:

Pennsylvania Common Core State Standards for Third Quarter: E03.C.1.1 Write opinion pieces on topics or texts, supporting a point of view with reason. E03.C.1.1.1 Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writers purpose. Students will be able to write an introduction for opinion pieces that clearly state their preferences and supply the reasoning for their thinking. E03.C.1.1.2 Provide reasons that support the opinion. Students will be able to understand how their reasoning supports their opinion. E03.C.1.1.4 Provide a concluding statement or

-If they can successfully support their opinion with an introduction and conclusion in form of a written paper -venn diagrams comparing and contrasting lives in WP from decades/centuries ago to now -participation in class and group discussions -Written debate preparation for both sides of the issue and participation in class debate

Clark Park?

section.

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.

Curriculum planning chart Generative Topic The Changing Landscape of West Philadelphia Subject: Literacy: Reading
Concept ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) The landscape of a neighborhood changes depending upon whether it is a residential suburb or an urban area and as civilization advances socially and technologically. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How do the stories The Little House by Virginia Lee Burton and A Street Through Time: A 12,000-Year Walk Through History by DK Publishers relate to our NCSS Social Studies Standards: ii. Time, Continuity, and Change PACCSS: E03.BK.1.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. PACCSS: E03.B.C.3.1.3. Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding o the text (e.g. where, when why, and how key events occur). Standard Assessment: (How will you have evidence that they know it?) - Turn and talk, write ideas on a web, and share to make a class web. - Jot down predictions of volunteers who raise their hand to share what the illustration will look like based on my reading of the text. - Students will work in groups to create main idea cards for the timeline using a page of the text from A Street Through Time - Exit ticket: How does The Little House relate to our discussion of WP? -Exit Ticket: What did we learn from A Little House about the difference between cities and suburbs? Facts ("The students will know") -Cities are densely populated and are places where many people go to work. -People commute into cities for jobs. -Suburbs are residential areas, less crowded. -The Little House relates to our understanding of WP because WP was a residential area where people lived when they worked in the neighboring city of Philadelphia. The Little Houses experience with urban and suburban areas shows us the difference between WP and Center City. -A Street Through Time relates to our understanding of WP because it shows how a single location can vastly change over the Skills ("The students will be able to") SWBAT use a fictional text to help them understand how a place changes through time. SWBAT use a nonfiction text to understand how a place changes through time. SWBAT articulate what the difference between a city and suburb is. SWBAT use text features to understand why a place changes over time. SWBAT make predictions about events in history based on other events in history.

Name: Madelyn Silber

Activities:

Problems to pose ("Guiding questions" or "unit questions") -What is the difference between a city and a suburb? -Why do both cities and suburbs exist? -How can we use a fictional text to help us understand history? -Why did West Philadelphia becomes a residential area? -How did West Philadelphians experience center city Philadelphia? -When did WP become a residential area?

-Read aloud A Little House and create a chart of suburban vs. city characteristics as we read. -Read aloud A Street Through Time and read the text before I show the picture and ask students what they predict they will see in the picture based on what I read in the text. Ask students how each era changed from the last one. -Copy each page of the text from A Street Through Time and have students work in groups to come up with a main idea for their section. -Class discussion on how WP relates to these books.

understanding of how West Philadelphia has changed over time?

course of time and why it changes because civilization/technolo gy is advancing and new structures are needed.