Reshaping Reshaping Coney Island: Coney Island:

The Forgotten The Forgotten PlaygroundPlayground

Kaitlyn Kocur, Johana Kaitlyn Kocur, Johana Talbot, Allegra Thomas, Talbot, Allegra Thomas,

Julia TkacJulia Tkac

Essential QuestionsEssential Questions

How do historical events impact a How do historical events impact a neighborhood?neighborhood?

Is gentrification always bad?Is gentrification always bad?How much has Coney Island lived up How much has Coney Island lived up

to its original intentions as a resort to its original intentions as a resort town?town?

What contribution has Coney Island What contribution has Coney Island made to New York City?made to New York City?

Enduring Enduring UnderstandingsUnderstandings

Students will understand what Students will understand what gentrification isgentrification is

Students will become familiar with a Students will become familiar with a neighborhood that is different than neighborhood that is different than their owntheir own

Students will recognize social issues Students will recognize social issues that exist in Coney Islandthat exist in Coney Island

Students will understand that Students will understand that students can contribute to social students can contribute to social changechange

Key Standards – English Key Standards – English Language ArtsLanguage Arts

Standard - 1 - Students will read, write, listen, and speak for Standard - 1 - Students will read, write, listen, and speak for information and understandinginformation and understandingas listeners and readers, students will collect data, facts, and as listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, will use oral and written language to acquire, interpret, apply, and transmit information. and transmit information.

Standard - 3 - Students will read, write, listen, and speak for Standard - 3 - Students will read, write, listen, and speak for critical analysis and evaluationcritical analysis and evaluationas listeners and readers; students will analyze experiences, as listeners and readers; students will analyze experiences, ideas, information, and issues presented by others using a ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, of perspectives, their opinions and judgments on experiences, ideas, information and issues.ideas, information and issues.

Key Standards – Social Key Standards – Social StudiesStudies

Standard 1 History of the United States and New YorkStandard 1 History of the United States and New YorkStudents will use a variety of intellectual skills to Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history themes, developments, and turning points in the history of the United States and New York.of the United States and New York.

Standard - 4 - EconomicsStandard - 4 - EconomicsStudents will use a variety of intellectual skills to Students will use a variety of intellectual skills to demonstrate their understanding of how the United demonstrate their understanding of how the United States and other societies develop economic systems States and other societies develop economic systems and associated institutions to allocate scarce resources, and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. how major decision-making units function in the U.S. and other national economies, and how an economy and other national economies, and how an economy solves the scarcity problem through market and solves the scarcity problem through market and nonmarket mechanisms.nonmarket mechanisms.

Key Standards - Key Standards - ScienceScience

Standard - 4 - ScienceStandard - 4 - ScienceStudents will understand and apply scientific Students will understand and apply scientific concepts, principles, and theories pertaining to the concepts, principles, and theories pertaining to the physical setting and living environment and physical setting and living environment and recognize the historical development of ideas in recognize the historical development of ideas in science.science.

Standard - 6 - Interconnectedness: Common Standard - 6 - Interconnectedness: Common ThemesThemesStudents will understand the relationships and Students will understand the relationships and common themes that connect mathematics, common themes that connect mathematics, science, and technology and apply the themes to science, and technology and apply the themes to these and other areas of learning.these and other areas of learning.

Key Standards – MathKey Standards – Math

Standard - 3 – MathematicsStandard - 3 – MathematicsStudents will understand the concepts of Students will understand the concepts of and become proficient with the skills of and become proficient with the skills of mathematics; communicate and reason mathematics; communicate and reason mathematically; become problem solvers by mathematically; become problem solvers by using appropriate tools and strategies; using appropriate tools and strategies; through the integrated study of number through the integrated study of number sense and operations, algebra, geometry, sense and operations, algebra, geometry, measurement, and statistics and measurement, and statistics and probability.probability.

Key Standards – Key Standards – Technology & the ArtsTechnology & the Arts

Standard - 5 - TechnologyStandard - 5 - TechnologyStudents will apply technological knowledge Students will apply technological knowledge and skills to design, construct, use, and and skills to design, construct, use, and evaluate products and systems to satisfy human evaluate products and systems to satisfy human and environmental needs.and environmental needs.

Standard - 1 - Creating, Performing and Standard - 1 - Creating, Performing and Participating in the ArtsParticipating in the ArtsStudents will actively engage in the processes Students will actively engage in the processes that constitute creation and performance in the that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.participate in various roles in the arts.

BrainstormBrainstorm

Reshaping Coney Island:

The Forgotten Playground

Looking at the number of beach visitors each year and graphing the data. Ex: Summer 2010 400,000 visitors came to Coney IslandLooking at graphs that measure the amount of pollutionConducting a poll asking members of the Coney Island community what they do to support cleaning efforts

Students will create their own PSA’s/ to support cleanup efforts on Coney Island’s beachWatch “Coney Island” PBS videoTheatre of the Oppressed workshop Posters to promote awareness of healthy eating options in Coney Island

Interactive timeline for history of Coney Island 19th century to presentNutrition – food pyramid: addressing fair food (funnel cake, etc.)Conservation – origins of pollution, how to prevent it – conservation checklist Internet research for the restaurants

•Coney Island beach – addressing conservation and preservation – picking up trashAquarium – Environment, revitalization efforts99 cent visit to the Coney Island MuseumBrooklyn Historical Society

Campaign to promote healthy eating in Coney Island PSA Debate regarding gentrification – pros and consFilm project – collecting personal testimonials of people in the community and their opinions on the neighborhood and how it has change/what they think of the changes that Bloomberg and others are proposing

Gentrification – looking at this broadly and then, more specifically, in Coney IslandHistorical Background – Coney Island journey from resort town to ghost townHistory – who went, why they went, when they went, and how they got there

Persuasive letter writing to Mayor Bloomberg regarding their stance on his decision to gentrify/revitalize Coney IslandWriting a menuKWL chartsEssay – Impact of socioeconomic status on food choicesFree write – what students appreciate about nature and how pollution destroys our environment

Rebecca to the rescue – American Girl – goes to Coney Island in 1919Coney Island Lost and Found – comprehensive look at the history of Coney Island through the agesS is for Save the Planet by Brad HerzogNews articles that will be taken from the internet A Sea of Change at Coney Island? (The Washington Post)

Math Arts (visual, music, drama)

Science, technology

Literature, reading

Writing Social Studies: Hist, geog, sociologySocial Action

Other/ field trip

Unit NarrativeUnit Narrative

During the course of our unit, Reshaping During the course of our unit, Reshaping Coney Island: The Forgotten Playground, we Coney Island: The Forgotten Playground, we aim to cover six themes. We will address aim to cover six themes. We will address the history of Coney Island as a resort the history of Coney Island as a resort destination, signs of gentrification (how it destination, signs of gentrification (how it currently stands and its potential), currently stands and its potential), conservation and preservation of the island conservation and preservation of the island as a state park (including its beaches), as a state park (including its beaches), nutrition and healthy living options, and nutrition and healthy living options, and discrimination in the community discrimination in the community surrounding community.surrounding community.

Integration of Literature, Integration of Literature, Arts and Digital Arts and Digital

TechnologyTechnology In mapping out our unit and designing our In mapping out our unit and designing our

lessons, we strove to incorporate a wide range of lessons, we strove to incorporate a wide range of learning experiences for the students so as to learning experiences for the students so as to promote high levels of engagement during the six promote high levels of engagement during the six week study. To do this, we integrated a large week study. To do this, we integrated a large number of literacy lessons including, but not number of literacy lessons including, but not limited to read alouds, article responses, limited to read alouds, article responses, persuasive letter writing and essay writing. We persuasive letter writing and essay writing. We also focused on the arts and technology by also focused on the arts and technology by providing students with opportunities to develop providing students with opportunities to develop PSAs, videotape interviews, and create posters for PSAs, videotape interviews, and create posters for the Coney Island community.the Coney Island community.

Key Learning Key Learning ExperiencesExperiences

Students will create class list of individuals who influenced the Students will create class list of individuals who influenced the changes in Coney Island. Individuals on the list should include changes in Coney Island. Individuals on the list should include Fredrick Thompson, Samuel Gumpertz, John Y McKane, George Fredrick Thompson, Samuel Gumpertz, John Y McKane, George Tilyou, and Dick Zigun. Students will create their own baseball cards Tilyou, and Dick Zigun. Students will create their own baseball cards which will include a picture of the individual, their date of which will include a picture of the individual, their date of birth/death, their contributions to Coney Island, and five fun facts birth/death, their contributions to Coney Island, and five fun facts

Students will be required to develop a set of interview questions Students will be required to develop a set of interview questions and then carry out a videotaped interview of a current or past and then carry out a videotaped interview of a current or past community residentcommunity resident

Students will write persuasive letters to Mayor Bloomberg offering Students will write persuasive letters to Mayor Bloomberg offering suggestions for the redevelopment plan of Coney Islandsuggestions for the redevelopment plan of Coney Island

Students will conduct research and hold an in-class debate (parent Students will conduct research and hold an in-class debate (parent attendance requested) regarding the positive and negative aspects attendance requested) regarding the positive and negative aspects of gentrificationof gentrification

Key Learning Experiences

Students will analyze the overall nutrition of the food Students will analyze the overall nutrition of the food available in Coney Island and develop their own available in Coney Island and develop their own restaurant menus with healthier options for restaurant menus with healthier options for community members and visitorscommunity members and visitors

Students will create posters promoting healthy eating. Students will create posters promoting healthy eating. These will be displayed in Coney IslandThese will be displayed in Coney Island

Students will develop a deeper understanding of the Students will develop a deeper understanding of the importance of conserving and preserving the natural importance of conserving and preserving the natural resources we haveresources we have

Students will take action and prepare and organize for Students will take action and prepare and organize for a beach cleanup!a beach cleanup!

AssessmentAssessment

Both informal and formal assessment techniques will be Both informal and formal assessment techniques will be usedused

KWL chartsKWL charts

Homework collectionHomework collection

Journal writing Journal writing

Essays and letter writingEssays and letter writing

Creativity Creativity

Attentiveness during lessons and ability to recall Attentiveness during lessons and ability to recall informationinformation

Differentiated Differentiated InstructionInstruction

Differentiation is for ALL students – uniqueness and Differentiation is for ALL students – uniqueness and individuality are always taken into considerationindividuality are always taken into consideration

ModelingModeling

TemplatesTemplates

Repetition of directions – provided in multiple Repetition of directions – provided in multiple formats – verbal, writtenformats – verbal, written

Extensive group and partner workExtensive group and partner work

Reteach lesson objectives for students who need Reteach lesson objectives for students who need reinforcementreinforcement

THANK YOU!