NY Social Studies 4.6d

Social Studies4th GradeKey Idea 4.6

The Standard

Farming, mining, lumbering, and finance are important economic activities associated with New York State.

New York State K–12 Social Studies Framework

Key Idea 4.6

WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time, with improvements in transportation and technology.

Teacher's field guide

What This Standard Means

What Students Need to Do: Students compare New York farm products from the 1800s with those produced today. They locate mined and forest resources and connect them to jobs and goods. They explain how New York City became a banking and finance center.
What Mastery Looks Like: A student can use maps and sources to identify where products and resources came from. They can describe changes and continuities in agriculture. They can explain how banks helped trade, businesses, and industries grow.
Common Misconceptions: Students may assume New York has always produced the same farm products. They may confuse renewable timber with nonrenewable minerals. They may think banks only store money, rather than lend money and finance businesses.
How to Assess It: Exit ticket: Name one New York farm product that changed or stayed important, locate one resource on a blank map, and explain how banks supported growth.

Lesson moves

Ways to Teach It

Students place cards for wheat, dairy, salt, iron, timber, and banking on a New York map, then sort them by time period.
Write: Why might a farmer, lumber company, or mine need a New York City bank during the 1800s?
Play Then or Now: teams classify New York product cards, defend each choice with a clue, and earn points for accurate revisions.
Trace a New York product from resource to sale, such as milk to cheese or timber to furniture, including financing.

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