Big Apple History . Lesson Plans . The Inside Story

	The Inside Story


		5 to 8 (middle school) social studies, civics, history approximately 3 class periods

Utilizing the story of Jacob Riis's 1890 exposé of poverty in the immigrant ghettoes of late 19th-century New York City, this activity asks students to think about and investigate some of the social problems facing their communities: what causes them; how extensive they are; and what can be done to solve them.

The activity is divided into three parts: 1) researching a social problem; 2) investigating a social problem; and 3) writing a report, or exposé, about a social problem.

Begin by having students read the articles "Riis the Reformer" and "The Gilded Age." Hold a discussion about the enormous class differences in late 19th-century New York. First, begin with general questions. Ask students to think about what constitutes a social class. Is it just wealth or is it something more -- like education or style of living? How many different kinds of classes are there?

Then move on to late 19th-century New York. How did these class differences come about? How great were they? What kept New York from exploding over these differences? And how could middle and upper class New Yorkers be unaware of the major social problems that existed in their own city, sometimes just a few miles from where they lived and worked?

There are several ways you might try this activity with your students. It could be an individual activity, though this is not recommended, since students are being asked to go into problem areas of their community in this activity. A better approach would be to have students form small teams to research, investigate, and write a report about a social problem. A third approach would be a class field trip and a collective class project in lieu of a report.

Lead a class discussion focusing on the problems facing their school or community and the existing ways those problems are being dealt with. Have students think about the problems that are still going unmet in their school and community. School problems include lack of supplies, overcrowded classrooms, needed facilities, etc. Community problems can include violence, crime, drugs, pollution, traffic, overcrowded schools, homelessness, etc. You might want students to bring newspaper or magazine clippings -- or you can bring some in yourself. Videos or taped TV programs are also good discussion-starters. As the class brings up problems, write them down on the board.
If this is an at-home project, you might want to stop here and have each student select one problem to work on. If this is an in-class project, you could have students vote on the problem they want to address as a class.
Once a problem has been selected, it is time to come up with solutions. Have the students discuss as a class -- or in small groups -- the overall solution to the problem, as well as the various steps needed to reach that solution. This includes researching the problem (for older students, try a cost-benefit analysis); deciding on an approach to solving it; reaching out to the affected community; contacting the appropriate government agencies and local businesses; and, if necessary, raising money. Various methods for addressing the problem can include one or more of the following: a publicity campaign; a volunteer effort; a political referendum signature campaign; or an appeal to government or business.
Finally, have the students take action to put their solution into practice. They can act as a class or as individuals. Have them make a difference.

The Inside Story

This activity makes one thing clear. Living in a democracy involves both rights and responsibilities. If you think there is a problem that needs fixing, you have every right to say so. But just complaining about something isn't always enough to change it. As Americans, we all have a responsibility to make our community and our country a better place to live, even in the smallest of ways.