1. This program begins with an introduction to the Tenement Museum, and a brief history of tenements.
2. We are introduced to the connection between immigration, migration, and forced migration and the Tenements, using a timeline to highlight key moments in history.
3. We are introduced to the idea that we will be virtually visiting a series of locations in Lower Manhattan that are significant to Black and African American history.
4. Participants learn about the history of these sites; from the story of?one of the first Black residents of the area in the 1640s, to Studio We, a musician’s collective in the 1970s.
5. At each stop, participants will explore primary source documents, photographs, and music and discuss Black and African American history on the Lower East Side.
7. The program closes with time for outstanding questions and thematic discussion.
• Students will develop an appreciation for how Black and African Americans shaped Lower Manhattan
• Students will explore the factors that drew Black New Yorkers to Lower Manhattan, and how they established communities
• Students will engage in discussion about how Black history has been erased, restored, or preserved in this neighborhood.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.7.RI.10 -- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.8.RI.10 -- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.9-10.RL.1 -- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.9-10.RL.3 -- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.9-10.RL.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.9-10.RL.7 -- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
CCSS.ELA-LITERACY.9-10.RST.2 -- Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.