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Lesson Plan
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\n\"Entrepreneurs\n\n
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\nCurated OER\n
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\nEntrepreneurs and the African-American Dream\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners make a simple graph of labor supply and labor demand in the North and South in the early twentieth century. They conduct research to identify top contemporary African-American entrepreneurs.\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Divided Community\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars work in teams to research the history of African migration and immigration in the U.S. They present their research in a town hall discussion format and then write a paragraph about their experiences.\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Does It Cost?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents study the challenges diverse people encountered in the late 19th century American society, how racial and ethnic events influenced America during the Progressive Era, and the conditions affecting employment and labor in the late...\n
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Lesson Plan
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\n\"PAINTING\n\n
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\nCurated OER\n
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\nPAINTING COLORFUL STORIES INFLUENCED BY JACOB LAWRENCE\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents research the background of Jacob Lawrence and study the music, poetry, and spirit of the Harlem Community that was present during Jacob Lawrence's formative and subsequent art productions. They create a piece of artwork...\n
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Lesson Plan
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\n\"African\n\n
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\nCurated OER\n
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\nAfrican American Identity in the Gilded Age\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders examine the tension experienced by African-Americans as they struggled to establish a vibrant and meaningful identity based on the promises of liberty and equality in the midst of a society.  For this American History...\n
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Lesson Plan
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\n\"Days\n\n
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\nCurated OER\n
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\nDays of '49: \"I've Been Toiling Hard for the Last Two And a Half Years\"\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nLearners trace the stages of gold mining in California. They discuss the life of a gold miner and how the discovery of gold influenced towns and cities in California during the 1949 Gold Rush.\n
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Lesson Plan
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\n\"On\n\n
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\nCurated OER\n
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\nOn Stage Tonight . . .\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore the World Wide Web for information concerning the period known as \"The Harlem Renaissance.\" They study the contributions made by African Americans in the areas of literature, art, and music during this period in...\n
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Lesson Plan
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\n\"Push\n\n
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\nCurated OER\n
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\nPush and Pull Factors: Tug O' War\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents analyze the factors that led to migration in the 19th century including the forces that drew people to resettle as well as to return a place where they previously lived.\n
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Lesson Plan
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\n\"Unintended\n\n
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\nCurated OER\n
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\nUnintended Consequences: Policies that Impact Migration\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the cause-and-effect relationship between the Agricultural Adjustment Acts of the New Deal or the 1965 Voting Rights Act and African-American migration. They write an essay evaluating the effectiveness of the Voting...\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Comparative Look at Migrations\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore and compare and contrast the migrations of African Americans in the United States in the decades before and after the Civil War.\n
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Lesson Plan
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration and American Life on African-Americans\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents examine how human migration started in Africa, and draw maps of Africa and place the names of the countries and capitals on the maps. They write essays on how Africans came to America.\n
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Lesson Plan
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\n\"To\n\n
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\nCurated OER\n
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\nTo Move or Not to Move? Decision Making and Sacrifice\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine the motivations that prompted people to move westward during the 19th century. They take on the role of an average citizen and weigh the costs and benefits of making such a move and decide if they would have participated...\n
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Lesson Plan
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\n\"Priorities\n\n
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\nCurated OER\n
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\nPriorities and Power: Migrants and Voting\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine the African-American migrants entry into the political process. They summarize their findings in a short essay.\n
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Lesson Plan
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating an Abolitionist Newspaper\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders develop an understanding of the lives of slaves and their quest for freedom. They develop an understanding of the people who fought against slavery and the efforts that were made by them to create a better life for all...\n
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Lesson Plan
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\n\"Urban\n\n
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\nCurated OER\n
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\nUrban Concentration and Racial Violence\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers research one of the many urban race riots in U.S. history, from the New York City riots during the Civil War to the \"Red Summer of 1919\" or the hate-strikes of 1943. They present their findings in the form of a...\n
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Lesson Plan
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\n\"African-American\n\n
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\nCurated OER\n
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\nAfrican-American History and Culture in the English Classroom\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders identify and recognize characteristics of nonfiction in literary works, explore language and culture of Gullah people, compare and contrast purposes of spirituals and quilts in terms of their relationships to escape from...\n
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Lesson Plan
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\n\"Contemporary\n\n
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\nCurated OER\n
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\nContemporary Chicago 1936-2000\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders produce stories, poems, and drawings about Weisenborn's 1936 mural and make a comparable collage about Chicago in 2000.\n
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Lesson Plan
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration in the Connecticut River Valley\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nPupils discuss and compare immigration during the 18th century to the Connecticut River Valley to that in America during the turn of the century.\n
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Lesson Plan
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\n\"Oregon\n\n
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\nCurated OER\n
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\nOregon Trail Landforms\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore landforms located along the Oregon Trail. They discuss the significance of the Oregon Trail, identify visual landforms, and explain the definition of each one. Students complete worksheets, color, and label maps.\n
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Website
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\n\"Newberry\n\n
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\nThe Newberry Library\n
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\nNewberry Library: Chicago and the Great Migration, 1915 to 1950\n

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\n\nFor Students\n\n9th - 10th\n
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\nPrimary source material with lesson and classroom activities in which students analyze the causes and effects of the African American Great Migration to Chicago between 1915 and 1950.\n
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Primary
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\n\"Pbs\n\n
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\nPBS\n
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\nPbs Learning Media: Primary Source Set: The Great Migration\n

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\n\nFor Students\n\n9th - 10th\n
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\nThis collection uses primary sources to explore the Great Migration.\n
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Website
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\n\"Digital\n\n
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\nDigital History\n
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\nDigital History:the Great Migration\n

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\n\nFor Students\n\n9th - 10th\n
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\nThe Great Migration for African Americans began during World War I as blacks left the segregated south to find jobs in the north. Read about how segregation followed them into their northern neighborhoods. See also how the Harlem...\n
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Article
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\n\"National\n\n
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\nNational Humanities Center\n
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\nNational Humanities Center: Teacher Serve: African American Christianity Pt Ii: From Civil War to the Great Migration\n

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\n\nFor Students\n\n9th - 10th\n
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\nEssay focussing on African American Christianity from emancipation to the great migration. Site offers photos, student discussion guidelines, historian debate and links to related material.\n
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Graphic
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\n\"Metrocosm:\n\n
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\nOther\n
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\nMetrocosm: Visualizing the Great Migration\n

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\n\nFor Students\n\n9th - 10th\n
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\nThe Great Migration had a profound impact on many aspects of American life. Watch this map to see how the growth of African Americans living in the north grew from 1910-1970. Read the reasons for the migration and the challenges they...\n
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