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Lesson Plan
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\n\"Explore\n\n
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\nPBS\n
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\nExplore Art and Movement Inspired by Jacob Lawrence’s Migration Series\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nPanel 58 from Jacob Lawrence's \"Migration Series\" of paintings provides middle schoolers with an opportunity to sharpen their observation and analytical skills. After engaging in a warm-up activity that introduces the concepts of...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Great Migration\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars explore how migration to Harlem created a new life for African Americans. In this cross curricular activity, students illustrate maps showing the migration, paint murals representing African American life in the South...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Does It Cost? Wages and Expenses in Historical Context\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners research the relative value of a historical dollar. They use old newspapers to find costs for food, housing, clothing, and transportation and then calculate the number of hours a worker would need to be employed to live...\n
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Lesson Plan
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\n\"Harlem\n\n
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\nCurated OER\n
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\nHarlem Renaissance\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners discover the Harlem Renaissance. In this early 20th century instructional activity, students use various primary sources including handouts, worksheets, maps, music, and poetry to examine aspects of African American culture....\n
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\n\"New\n\n
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\nCurated OER\n
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\nNew Perspectives On Teaching Afro-American History\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine the Great Migration of African Americans to the North from the South. After reading a primary source document, they respond to the letter given a set of questions. In groups, they research the funding for white and...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Great Migration\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners explore the issue of immigration. They interview someone who came here recently from a place where English is not the first language, research their place of origin and answer discussion questions.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Great Migration Lesson Plan\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents read a narrative \"The Great Migration.\" They answer specific questions that check for understanding of the text. They discuss reasons for migrating. They choose an African-American hero/athlete to research online. They share...\n
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\n\"Great\n\n
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\nCurated OER\n
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\nGreat Migration 2002\n

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\nNinth graders compose journal entries that relate to interview topics working in pairs interviewing each other. They create ten interview questions on their own as well as deliver presentations about their interviews of one another. Each...\n
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\n\"Jacob\n\n
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\nNational Endowment for the Humanities\n
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\nJacob Lawrence's Migration Series: Removing the Mask\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nDescribe, analyze, compare and contrast poets from the Harlem Renaissance. Critical thinkers analyze the imagery, characterization, tone, symbolism, and historical context of Jacob Lawrence, Helene Johnson, and Paul Laurence Dunbar. A...\n
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PPT
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\nThe United States in the 1920s: The New Negro Movement and the Harlem Renaissance\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nMusic, writing, and activism all tell the story of history! The resource uses these elements and more in a presentation to discuss the Jazz Age and Harlem Renaissance. Your class views biographies, discusses important events, and...\n
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\n\"Traveler's\n\n
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\nTraveler's in Time\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents analyze artifacts to become familiar with the Great Migration.  In this migration lesson, students read an article and answer comprehension questions. Students role play a migration scenario using an artifact to help...\n
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\n\"Social\n\n
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\nCurated OER\n
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\nSocial Studies, Music, The Blues, Urbanization, and Technology\n

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\n\nFor Teachers\n\n4th - 9th\n
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\nEnable students to use the blues to explore urbanization, technology, and their effects on everyday life in the 20th century. Musicians were among the large number of people who, between 1914 and 1945, participated in the Great Migration...\n
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\n\"City\n\n
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\nCurated OER\n
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\nCity Upon a Hill: Urban Centers and African-American Migrants\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine why fugitive slaves migrated to cities and towns rather than rural areas. In this lesson, students consider the social, economic, and political benefits provided by cities and towns in comparison to rural areas.\n
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Unit Plan
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\n\"Teaching\n\n
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\nWashington University in St. Louis\n
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\nTeaching Jazz as American Culture\n

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\n\nFor Students\n\n6th - 12th\n
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\nJazz and the City, Jazz and the Civil Rights Movement, Jazz and Gender, Jazz and Literature, Jazz and the Arts, Jazz and Film. Here's a packet of unit plans organized around themes that reflect American culture. Each unit examines how...\n
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\n\"Of\n\n
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\nK20 LEARN\n
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\nOf Mice and Men in the Great Depression: Background and Setting\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWhat were living conditions like in the United States during The Great Depression, and how do those conditions compare with today? That's the question young scholars consider as they prepare to read John Steinbeck's Of Mice and Men....\n
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\n\"Keeping\n\n
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\nUS House of Representatives\n
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\nKeeping the Faith: African Americans Return to Congress, 1929–1970\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThe third lesson in a unit that traces the history of African Americans serving in the US Congress examines the period from 1929 through 1970. After reading a contextual essay that details the few African Americans elected to Congress...\n
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\n\"African\n\n
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\nCenter for History Education\n
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\nAfrican Americans and the Democratic Party\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhy did African American voters switch from the Republican Party to the Democratic party during the Depression Era? That is the question young historians attempt to answer as they study primary source documents from the period. The focus...\n
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Handout
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\n\"Up\n\n
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\nPenguin Books\n
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\nUp Close: Ella Fitzgerald\n

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\n\nFor Students\n\n5th - 7th\n\nStandards\n
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\nA reading of Tanya Lee Stones' biography of Ella Fitzgerald lets middle schoolers get up close and personal with the First Lady of Jazz. Stone recounts details of Fitzgerald's life from her early days through her experiences as a teenage...\n
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\nUS House of Representatives\n
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\n“‘The Negroes’ Temporary Farewell,” Jim Crow and the Exclusion of African Americans from Congress, 1887–1929\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nDespite some advances made during the Reconstruction Era following the Civil War, the period from 1887 through 1929, African Americans serving in Congress suffered severe setbacks due to Jim Crow Laws and voter suppression. Class members...\n
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Lesson Plan
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\n\"A\n\n
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\nA Picture is Worth a Thousand Words\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nGroups select a photograph from one of the four eras of African Americans in Congress and develop a five-minute presentation that provides background information about the image as well as its historical significance. The class compares...\n
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\n\"Blockbusting:\n\n
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\nCenter for History Education\n
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\nBlockbusting: Social and Economic Change through Real Estate\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Redlining,\" \"Blockbusting,\" and \"White Flight\" may not be terms familiar to young historians. Here's a lesson that introduces middle schoolers to these terms and the actions associated with them. Class members examine a series of...\n
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\n\"African\n\n
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\nAmerican Institute of Physics\n
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\nAfrican Americans and Life in a Secret City\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nImagine the lure of being offered a job at a secret site, working on a secret project, and earning higher wages! Such was the approach used to recruit African Americans to Hanford, Washington, one of several sites used to develop...\n
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\n\"Women's\n\n
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\nAnti-Defamation League\n
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\nWomen's Suffrage, Racism, and Intersectionality\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Nineteenth Amendment granted women the right to vote—as long as they were white. High schoolers read articles and essays about racism in the suffrage movement and consider how intersectionality played a role in the movement. Scholars...\n
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Unit Plan
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\nCore Knowledge Foundation\n
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\nUnit 6: The Genius of the Harlem Renaissance Teacher Guide\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nIntroduce your seventh graders to the Harlem Renaissance with a unit that explores this dynamic period's music, literature, and ideas. The 160-page guide includes a unit calendar, an introduction to the unit, 10 richly detailed lessons...\n
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