Education Commons^™

Life After The Civil War: A Fifth-Sixth Grade Curriculum To Address Post-Emancipation Discrimination As A Way To Provide Background For Lingering Inequality, Debbie Nehmad

Graduate Student Independent Studies

As part of the coursework required for EDUC 517, I decided to address an extensive gap in my own knowledge of U.S. history: the aftermath of the Civil War and Emancipation for newly freed slaves. This work felt imperative to me because of the uptick in visible racism and violence against the black community coupled with feelings that I could not respond intelligently to racist and judgmental comments I would hear from members of my community. This project includes a researched analysis of the problematic mentalities I observed and aims to address them proactively by helping middle school students develop …

History Through Literature: The American Revolution In New York City 1775-1777, Brittany Lester

Graduate Student Independent Studies

History Through Literature is a homeschooling history curriculum for ages 10-12, or grades five and six, designed specifically with the needs of New York City's homeschooling community in mind. Using the historical novel Chains, by Laurie Halse Anderson as a framework, the curriculum covers a variety of themes and topics within the context of the American Revolution in New York City from 1775 to 1777. Following a chronologically linear path through six learning units, the History Through Literature makes connections between true historical events and the fictional story of Anderson's heroine, Isabel, an enslaved girl determined to claim her freedom.

Immigration Through A Child's Eyes: A Study Of Italian And Eastern European Russian Immigrants At The Turn Of The 20th Century, Rachel Gelles, Ellie Klausner

Graduate Student Independent Studies

The activity guide, Turn of the 20th Century Immigrant Experience, which is designed for a social studies immigration unit, uses an interdisciplinary approach to teach students about immigrating to a new country. It connects to the lives and interests of our students as almost everyone originally immigrated to America from somewhere. In essence, some students immigrated themselves, while others have parents or grandparents who immigrated to the United States. This activity guide is also specifically designed to teach fourth grade students about immigration at the turn of the 20th century. The New York State Standards for fourth grade require that …

Torn Loyalties : The Civil War In New York City And Beyond, Alicia Fessenden

Graduate Student Independent Studies

Presents an interdisciplinary curriculum on the Civil War in New York City and beyond for a fifth grade classroom. The goals of this study are to counter ideas that the Civil War is an historical event that took place far away, and to raise awareness of the myriad resources that are available in New York on this topic. Contains a series of experiential lesson plans.

A Museum-Based Curriculum For Middle School Students In New York City, Nayantara Mhatre

Graduate Student Independent Studies

India Inquiry is a museum-based curriculum designed for middle school students in New York City. The curriculum is organized by the following themes: Geography, Wildlife, Culture and Crafts, and Religion. Within each theme there is one out-of-classroom trip, including three visits to the American Museum of Natural History, and one to the Ganesh Temple in Flushing, Queens. In addition there are seven lessons that compliment and support the organized field trips.

The curriculum was developed to appeal to the social, emotional, and intellectual needs of students emerging from the latency period of late childhood and approaching early adolescence.

India Inquiry …

The National Mall: Becoming Correspondents, Chronologers, Autobiographers, And Biographers, Marion Mccorkle Bradford

Graduate Student Independent Studies

The National Mall curriculum for seven and eight-year-olds is a child-centered, literacy and social studies-based series of units.Recognizing the need to connect reading and writing with the students'real life experiences, this study utilizes the prior knowledge which students bring to the curriculum and extends that information with activities which build a common experience for all of the children. Developed for inner-city students in Washington, D.C., the study incorporates teaching and learning about letter­ writing, timelines, autobiographies, and biographies with history, geography, economics, and political science which is pertinent to the National Mall.