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\n\n7\nItems in Unit\n\n
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\n\"Black\n\n
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\nUS House of Representatives\n
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\nBlack Americans in Congress\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nSeven lessons make up a unit about African Americans who served in the United States Congress from 1870 to 2007. Young historians read contextual essays, engage in activities, examine primary source images, and artifacts to gain an...\n
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\n\n35\nItems in Curriculum Set\n\n
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\n\"Core\n\n
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\nCore Knowledge Foundation\n
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\nCore Knowledge 7th Grade ELA Curriculum\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\n Eight guides comprise the Core Knowledge seventh grade English Language Arts Curriculum Set. The guides, developed by the Core Knowledge Foundation, are designed “to advance excellence and equity in education for all children.” Unit 1...\n
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\n\"The\n\n
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\nThe Great Migration\n

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\nWhat a terrific lesson! Have your class learn about immigration using this resource. Fourth graders discuss the Great Migration in Ohio through art, writing, and discussion. Afterward, they create a presentation in which they tell their...\n
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\nThe South, the North and the Great Migration: Blues and Literature\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nHere is a complex lesson plan that interweaves the history of the Jim Crow South and the Great Migration with the study of poetry, art, and blues music from the Harlem Renaissance. The plan helps young historians develop a deep...\n
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\n\"Understanding\n\n
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\nCenter for History Education\n
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\nUnderstanding the Great Migration\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhat would make someone leave home and travel thousands of miles to find another one? Young historians look at letters, demographic data, and artwork to answer the question for the Great Migration, or the movement of thousands of African...\n
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\n\"“The\n\n
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\nNational Endowment for the Humanities\n
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\n“The Great Migration” by Minnie Bruce Pratt\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nMinnie Bruce Pratt's poem, \"The Great Migration,\" offers young scholars an opportunity to reflect on how where we come from influences who we are. Groups conduct a close reading of the poem, recording observations about the poem's...\n
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\n\"Migration:\n\n
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\nMigration: An African American Adventure\n

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\n\nFor Students\n\n6th - 8th\n
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\nLearners read the book, The Great Migration by National Geographic, then complete this set of related worksheets. They review vocabulary, complete five short answer questions, discuss push and pull factors for the migration, then write a...\n
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\n\"Comparing\n\n
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\nEngageNY\n
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\nComparing Multiple Accounts of the Same Topic: Learning about the Great Migration (Promises to Keep, Pages 10–13)\n

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\nGet the story straight. Scholars gather information about the Great Migration as they listen to a reading from Promises to Keep. They then examine the text to find evidence to support the feeling of resentment. Learners take part in...\n
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\n\"The\n\n
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\nThe Great Migration Internet Research\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners use maps, narratives and the Internet to research the Great Migration. They investigate the circumstances which led to the migration, notable individuals who made advances for African-Americans and the legacy of this movement.\n
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\n\"How\n\n
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\nHow Do Artists Effectively Relate Historic Events?\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nLearners explore African American migration. In this black culture and history lesson, students use a map to identify northern and southern states in which African Americans lived in the 1900s. Learners observe and describe objects and...\n
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\n\"The\n\n
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\nThe Great Migration\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents research the Great Migration and answer questions to discover where it took place, when it took place, who were migrating, and why in a 2 page paper. They use a map or atlas to plot out the routes and destinations of those...\n
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\nThe Great Migration: An Oral History\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents research the factors which contributed to the great migration and write a well organized research paper using multiple sources. They incorporate quotations into their paper, both direct and paraphrased, in accordance with MLA...\n
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\nThe Great Migration: Comparing and Contrasting Northern Life to Southern Life\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research the Great Migration of African-Americans to the North and form an opinion as to whether this migration was beneficial to its participants. They, in groups, research various experiences and debate the topic.\n
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\n\"Create\n\n
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\nCurated OER\n
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\nCreate a Migrant's Scrapbook from the First Great Migration\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nHelp young historians personally engage in the stories of African Americans during the Great Migration! Assessing a migration route map, learners create a migrant character's experience, adding details while studying primary sources. A...\n
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\n\"Following\n\n
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\nCurated OER\n
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\nFollowing Muddy's Trail\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents view the AMERICAN MASTERS film \"Muddy Waters: Can't Be Satisfied\" and research him using the Guided Reading strategy. They examine the influential musician's childhood and trace his journey from the Mississippi Delta to...\n
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\nThe Great Migration: Pushed By The South, Pulled By The North\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents identify key features of the Great Migration. They explain the concepts of push and pull factors for migration. They create an art project which shows an understanding of the push and pull factors.\n
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\n\"The\n\n
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\nPBS\n
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\nThe Harlem Renaissance\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nA reading of Walter Dean Myers' \"Harlem\" sets the stage for studying the literature, art, and music of the Harlem Renaissance. The instructional activity begins with a review of the social, political, and economic conditions of the 1920s...\n
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\n\"World\n\n
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\nCurated OER\n
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\nWorld War I - America on the Homefront: The Poster War\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nAmerican propaganda shaped the perspective of many citizens during WWI. Here is an amazing presentation full of dozens of war-time poster examples and facts about what those posters were promoting. This would be a great discussion...\n
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\nThe Roaring 20s\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nAmerica during the 1920s was quite an interesting place! Bring the jazz, poverty, consumer excess, culture, and politics to life with this presentation. Primary source images, excellent descriptive text, and a wide span of topics are...\n
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\n\"Home\n\n
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\nCurated OER\n
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\nHome Sweet Home\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents complete activities with the books Color Me Dark, The Diary of Nellie Lee Love, and The Great Migration North.  In this literature/History lesson, student read the story and discuss the plot. They analyze photographs taken...\n
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\n\"Traveler's\n\n
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\nTraveler's Trunk\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents analyze and interpret artifacts from the 1920s and explore the Great Migration. In this 1920s history lesson, students review background information about the Great Migration and use artifacts to study history of Chicago....\n
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\n\"Returning\n\n
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\nReturning to the South\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nStudents reinforce their knowledge of the Great Migration by reading a narrative to investigate reasons why African-Americans chose to migrate from the South. Students then write editorials for a local newspaper that outlines the reasons...\n
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\n\"Heaven,\n\n
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\nHeaven, Hell, and Baltimore\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nThis lesson allows students to research and compare the city of Baltimore to other northern cities of interest during the Great Migration. After reading a narrative entitled Return South Migration and conducting extensive research,...\n
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\nThe Second Great Migration\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nPupils examine causes of The Second Great Migration and the impact it had on its destination communities.\n
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