Union Square

Process

• 1) Play this video as an introduction to USQ and to the lesson: Rally at Union Square. Ask students to notice what people are doing, to think about why people are gathering in USQ.




• 2) Elicit feedback from students about the video: initial reactions, ideas about why people gathered together, what individuals were doing.




• 3) Ask students to brainstorm meanings of “gathering place.”
  • a. Guiding questions: What does it mean “to gather”? Why might people come together in public places? When have you seen people gathering in public places? Why? What is the perception of public gatherings?




• 4) Explain to students that today they will research the history of Union Square, specifically focusing on its history as a gathering place.




• 5) Explain that they will visit stations in the room to focus their work and research. Some stations require collaborative reading, others require that they peruse historical images.




• 6) Set up 4 stations in your classroom. At each station, place 1-2 computers or, if you don’t have computers, place several hardcopies of the materials students will need for research. (If you need to, create more stations to have fewer students at each station.)
  • a. Station 1 “How has USQ changed shape over time
    • i. Materials: How-to Guide for NYPL image search, computer, or a selection of images that you have found from LOC and printed out.
  • b. Station 2 “Why is USQ called USQ?”
    • i. Materials: “175 Years of Making History”, “The Handout”, “14th Street & Union Square: A Preservation Plan: Labor”
    • c. Station 3 “How has USQ been a gathering place throughout history?”
      • i. Materials: How-to guide for LOC image search, computer, or a selection of images that you have found from NYPL and printed out.
    • d. Station 4 “Which monuments have been erected in USQ and what do these monuments have in common?”
      • i. Materials: Washington, Lincoln, Gandhi, Lafayette

  
  

  • 7) Explain that they are trying to answer four big questions—you can place these questions at each station with relevant information:
    • a. Why is Union Square called “Union Square”?
    • b. How and why has USQ changed shape over time?
    • c. How has Union Square been used as a gathering place throughout history?
    • d. Which monuments have been erected in Union Square and what do those monuments have in common?

  
  

  • 8) Allow students ample time at each station to research and to work collaboratively to comprehend each selection of text or images. Especially when looking at images, students may need or want upwards of 10-15 minutes. Some of the readings may require vocabulary assistance. You know your students best, so read through the materials and create the aids they need ahead of time.

  
  

  • 9) When students have circulated to all stations**, come back together and ask them about their discoveries. Allow time for students to share their responses to the four big questions.

  
  

  • 10) Explain to students that in the next class, they will be looking closely at one particular monument—The Lincoln monument.

  
  

  • 11) For homework, or as a final activity to end this lesson, ask students to write their reflection upon this question: Why is it important for communities to have public gathering places?