Jackie Ha and Rosabelle Ganiaris
Social Studies Unit: New York City History: Then and Now
Teaching Unit Phase #3
Welcome to Brooklyn
Topic: Construction of the Brooklyn Bridge
Grade: Fourth Grade
Time: Two Class Sessions
Objectives:
• Content: Students will learn about the development and construction of the Brooklyn
Bridge. Students will learn how the Brooklyn Bridge was built, what materials
were used for the construction and the impact of technology on future
constructions.
• Skills: Students will be able to describe the process of the design, construction and
overall cost of the Brooklyn Bridge. Students will be able to evaluate and explain
the contributions that the Brooklyn Bridge gave to both Manhattan and Brooklyn.
Beginning Activity:
• Ask the class if anyone can name a bridge? What does a bridge normally cross? (A
river, water, etc.) What is the purpose of a bridge? Show the class a picture of the
Brooklyn Bridge, briefly state its name and where it is located.
Step-by-Step Lesson Development:
• Restate what was said in the beginning activity.
• Place the book Bridges From My Side to Yours (pages 70-79) on the ELMO machine.
• Read the pages stopping every 1-3 paragraph in order to define any unknown words
(use the illustrations if possible) and take notes.
• At the end of each page summarized what was just read and allow for questions then.
• Continue these steps till you reach page 79.
• At the end of the book have the children discuss in groups some key points of the
construction of the Brooklyn Bridge.
Group Work:
• Divide the class into groups of 4.
• In groups have the children work on the Brooklyn Bridge graphic organizer.
• The groups will use the textbook to the fill in the chart with important facts based on
the bridge.
• While the class is working in groups walk around, monitor their work and ask a few
probing questions such as why did you include that as an important fact?
• When the class has completed the chart have them regroup and conduct a class
discussion.
• Ask the groups what are some important facts that you discovered? Based on your
facts what are some materials that were used towards the construction? Who
contributed in the construction of the Bridge?
Assessment:
• Check the work that was generated on the graphic organizers.
• Have the class go back, review the lessons and write a summary sentence for each of
the lesson’s sections. Have volunteers choose one of their sentences to read aloud
while the rest of the class determines the section that the sentence
summarizes. As a whole we will create a summary paragraph choosing the best
sentences.
Enrichment/Extension (Optional):
• Students will acquire knowledge about the experiences of immigrants constructing the
Brooklyn Bridge and assess the importance of immigrant labor in the 19th
century.
• Students will gather information and resources about the contributions of immigrant
workers in building the Brooklyn Bridge.
Materials:
• Harcourt Horizons New York Teacher’s Edition Volume 2
• Adkins, Jan. Bridges From My Side to Yours
• Brooklyn Bridge graphic organizer
• ELMO machine
• Paper
• Notebooks
• Pen or pencil
Parts of Phase 1 Used:
• Main Idea: How was it built and what materials were used for the construction and
how did it change?
• Social Studies Skills: Working cooperatively to clarify a task and group work.
• Study and Inquiry Skills: 1. Using and making timelines charts and models.
2. Locating, reading and analyzing information from a variety of resources.
• Intellectual Skills:
1.
Making and evaluating conclusions based on evidence.
2.
Distinguishing fact from opinion.
• Language Arts Skills:
1. Reading
2. Writing
3. Listening
4. Speaking
Name: __________
Date: ______________
Brooklyn: Then and Now
Topic: Before and After the Construction of the Brooklyn Bridge
Grade: Fourth Grade
Time: Four Class Sessions
Objectives:
• Content: Students will examine the impact and change the Brooklyn Bridge had on
New York City. Students will learn how New York City was before and after the
construction of the Brooklyn Bridge.
• Skills: Students will be able to describe the before and after effect of the Brooklyn
Bridge. Students will be able to evaluate and explain the contributions and impact
that the Brooklyn Bridge had on New York City and the world.
Beginning Activity:
• Ask the class: How are bridges important? How may a bridge impact and change
certain areas?
• Remind the class that the Brooklyn Bridge had a major impact on New York City.
• Show the class a sequence of photographs of the area before the Brooklyn Bridge was
built. The photographs will include the area before the bridge was built, the
construction, and the end results. Other pictures will display the completed bridge
and present day Brooklyn Bridge.
Step-by-Step Lesson Development:
• Inform the class that the assignment will consist of group work and a presentation.
• Provide clear instructions and directions on what each group can focus on. Notify the
class of your expectations and when the presentations will be due.
• Provide the class with some sources and references to assist their groups through the
process.
• Divide the class into groups of four.
• In groups children will have a choice of what type presentation they would like to
complete. Either a Brooklyn Bridge before and after poster board or PowerPoint
presentation.
• The groups will use various sources such as: their textbook, books and online
references to complete either a work poster board or PowerPoint presentation.
• While the class is working in groups walk around and monitor their work. Ask a few
probing questions for example: Why did you include that as an important
fact? What is your group focal point? And what are some sources and references
your group will use?
• Before the groups present explain the behavior and attitude they should demonstrate
during each presentation. State they all questions and comments should be asked
at the end of the presentation. They should listen and pay attention.
• After each presentation asks the group: What are some important facts that you
discovered? Based on your facts what are some impacts the Brooklyn Bridge had
on New York City? Allow the class to ask some questions they might have. In
addition, provide feedback on the presentations.
Assessment:
• While walking around the room to monitor check the work that was generated in the
group
• Have the student’s write a review on each presentations work, the overall presentations
and include some interesting facts they may have learned.
Enrichment/Extension (Optional):
• Students will acquire knowledge about the publicity and controversy surrounded the
building of the Brooklyn Bridge, students will gather information and resources
about the publicity and controversy surrounding the Brooklyn Bridge.
Materials:
 B. Curlee, Lynn. “Brooklyn Bridge” Atheneum Books for Young Readers: New
York. 2001. Print
 Harcourt Horizons, New York Teacher’s Edition Volume 2
Unit 4, Lesson 4, pg 277-279
 B. Scott Foresman Social Studies New York Teachers Edition Grade 4 Unit 5, Lesson
3, page 314
 A. Adkins, Jan. “Bridges From My Side to Yours” Roaring Brook Press: Connecticut.
2002. Print
• Poster Boards
• Markers
• Pencils or pens
• Color pencils
• Paper
• Scissors
• Glue
• Computers
• Printer
Parts of Phase 1 Used:
• Main Idea: Geography: How was New York City different before and after the
construction of the Brooklyn Bridge?
• Social Studies Skills: 1. Listening to and expressing opinions and reasons.
2.Working cooperatively to clarify a task and group work.
• Study and Inquiry Skills: 1. Using and making charts and presentations.
2. Locating, reading and analyzing information from a variety of resources.
3. Writing reports and giving oral presentations.
• Intellectual Skills:
1.
Distinguishing fact from opinion.
• Language Arts Skills:
1. Reading
2. Writing
3. Listening
4. Speaking