As part of their neighborhood study first graders created their version of a Model Park. Teachers asked children to think about why we need parks. They had many conversations about what things they thought should go into a park. After in class discussions, children interviewed grown ups they knew to learn how people used parks in their neighborhoods. They took field trips to recreational areas around the school community to further observe what individuals they didn’t know use parks for and why. Children took notes during these field trips using a worksheet of specific questions that would generate information needed to design their own area of leisure. Once back in the classroom children used their math skills to organize the data they collected. They created graphs of information to help in their planning and decision-making process. Once children reached consensus on the park’s design, they consulted with the art teacher to determine which materials would be the best to use for a variety of structures. Students drew upon their knowledge of scale to make sure their park features weren’t “too big” so they could “have room for other important stuff, like benches and trees.”

The model park built by children was user friendly and environmentally focused. It included a playground, a bike lane, a skating rink complete with Zamboni, a bathroom complete with toilets, knobs for the sink and signs for the outside. The food bar included a menu, chairs, tables and a hexagon floor. Students also built a farmer’s market that included small fruits and vegetables made from plasticene. They built a tent to keep the food really fresh because it “stays in the shade.” A pond and a grassy field completed this well thought out design.

If you were a fly on the wall during the above creation process this is what you might have heard:

“Community is a group of people who are together.”

“We can do whatever we want with this, and build whatever we want, because this is our park!”

“I don’t think there’s a big difference between animals and nature because animals are a part of nature.”

“It’s ok for us to build a food place anyway. Not all people don’t like to eat in the park! Only the people we talked to, and we didn’t talk to all people!”

This exciting social studies project reflects an integration of social studies, literacy, math, art and community building. Children also learned about the diverse needs of people in inside and outside of their classroom. What an innovative and wonderful snapshot of progressive education in practice.

Reflection from the 2007 Fourth Grade Immigration Simulation: “I felt like I should be more thankful for what we have and be thankful we are in good health. It made me feel like I was rich.”

Earlier this week, I walked out of my office because I heard voices that were quite different from what I usually hear in the halls. I had to see what was going on. I saw a long line of children dressed like adults from another era. They wore printed scarves and black wool coats. One fourth grader even wore a black pinstriped suit. Others had leather suitcases, trunks and cloth bags. They wore index cards with unfamiliar names around their necks. They stood on line with solemn faces waiting to be “inspected,” not knowing what their fate would be. Upon entering the inspection room they were asked the same types of questions immigrants were asked in the early part of the last century as they entered Ellis Island. “What is your date of birth? What country are you from? Why do you want to come to America?” Some of fourth graders were detained and had to visit the hospital or take exams to test their mental capacity.

The immigration simulation is part of the immigration unit where students research the different types of people who came to America, the ways in which they contributed to our country’s success and the hardships they had to endure to become a part of their new home and how they took advantage of all it had to offer. In addition to acknowledging those who came to this country through Ellis Island, students also reflect upon those who did not come to this country voluntarily. They do research to find out who else came to this country and how they came? What groups of people were already present?

In an attempt to more fully understand the contributions to the foundation of our city, fourth graders study Africans in Greenwich Village. Who were they? How did they contribute to our neighborhood? Fourth graders also use this information to build a multi-perspective view of history. They learn to more closely examine our nation’s history to make their own determinations about what may have happened that brought us to the place we are today. They also learn to appreciate the hardship, work and tenacity of others. Fourth graders begin to realize the successes we see and experience today were once the dreams of others. They challenge themselves to make dreams for an even better life for those in the future. The Ellis Island simulation is an attempt to provide fourth graders with a hands-on experience that will help them to better understand the human side of textbook history. Fourth graders also took a trip to the real Ellis Island late this week to continue to learn more about the people who came before us.