Being a New Yorker, I found the panorama of New York City, located at the Queens Museum of Arts, to be very interesting. How could I integrate or use the panorama of New York city as a resource in my social studies instruction.

I was thinking about taking students on a field trip to see the the exhibition.
Do you have any other ideas?

You could also find drawings and photographs of the city and the skyline from many different years and either make a large collage with the panorama in the center or make a timeline with all the photos, drawings, and panorama in their proper places along it. By doing either of these, or some variation, you could expand on your students' understanding of the history of the city (the history of the development of the city).

How exciting!

http://images.google.com/images?hl=en&q=new+york+city&gbv=2

symbols of North Carolina

Integrating the panorama of New York City into your social studies instruction can be a great way to provide an immersive learning experience for your students. In addition to a field trip, here are a few other ideas to enhance your social studies instruction using the panorama:

1. Virtual Tour: If a field trip is not feasible, you can consider taking a virtual tour of the panorama with your students. The Queens Museum of Art may have online resources or virtual tours available. You can navigate the panorama digitally while explaining different points of interest in New York City's history.

2. Historical Research: Encourage students to conduct research on different landmarks or neighborhoods depicted in the panorama. They can explore the history, cultural significance, and changes over time for various locations. This will help them develop research skills while learning about the city.

3. Comparative Study: Compare the panorama with current maps or satellite images of New York City. Have students identify and discuss changes that have occurred in the city's landscape, architecture, or urban planning. This activity will enable them to examine urban development and the impact of time on a city.

4. Creative Projects: Assign students creative projects that involve the panorama. They can create artwork, models, or digital presentations based on specific areas or landmarks in the panorama. This will allow them to express their understanding of New York City in a hands-on and creative way.

5. Oral History Interviews: Encourage students to interview older family members or community members who have lived in New York City for a long time. They can ask questions about the city's history and compare it to what they see in the panorama. This activity fosters intergenerational connections and promotes empathy towards different perspectives.

Remember, it's important to provide background information, historical context, and encourage critical thinking throughout these activities to maximize the educational value of the panorama.