1
10
15
-
https://shec.ashp.cuny.edu/files/original/cf8d302647fe138fc6ee99875b644d28.pdf
cb1629e8c5b2ad1208777e2c30c92566
Teaching Activity
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teaching Historical Thinking and the Common Core Chart (Grades 9-10)
Description
An account of the resource
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 9 and 10.
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
2049, 2050
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Common Core Reading
Common Core Writing
-
https://shec.ashp.cuny.edu/files/original/472480bcf2b15ea47fabdd53108ac5c1.pdf
f77ca026ca07ede8d6d96f9e5e495da0
Teaching Activity
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teaching Historical Thinking and the Common Core chart (Grades 6-8)
Description
An account of the resource
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 6, 7, and 8.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
2049, 2601
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.</a>
Common Core Reading
Common Core Writing
-
https://shec.ashp.cuny.edu/files/original/218109393b80f155c450095e9e7d573e.pdf
da38f735bb245f7011c1c33e4357e6fe
Teaching Activity
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Teaching Historical Thinking and the Common Core Chart (Grades 11-12)
Description
An account of the resource
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 11 and 12.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
2050, 2061
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.</a>
Common Core Reading
Common Core Writing
-
https://shec.ashp.cuny.edu/files/original/d0e135dbbe86d1a7194e8ec6a030d783.pdf
1a957ed6f00b5e708da94a841f079d68
Worksheet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farm vs. Factory: Citing Evidence Answer Key
Description
An account of the resource
This sheet provides answers for the classroom activity Farm vs. Factory: Citing Evidence.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1989
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Work
Common Core Reading
Common Core Writing
Lowell
-
https://shec.ashp.cuny.edu/files/original/6e6a3705308d7eac4c37f542b501aaac.pdf
4c4ada0490bec07db0823b3d2c5e1a5e
Worksheet
Text
Any textual data included in the document.
<p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
<li>
<p>WHSS.6-8.1 Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farm vs. Factory: Finding and Citing Evidence Worksheet
Description
An account of the resource
This worksheet helps students to gather evidence from two primary documents from young women who worked in the textile factories of Lowell, Massachusetts, during the 1830s and 1840s, and use that evidence in a paragraph.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1822, 1821, 1987, 1549, 1989
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Work
Common Core Reading
Common Core Writing
Lowell
-
https://shec.ashp.cuny.edu/files/original/6af89bc58b7b13f1b8d1435caf806403.pdf
4fe36a5837bca8498acbeb3c73ccd3c1
Worksheet
Text
Any textual data included in the document.
<p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li><span>WHSS.6-8.1 Write arguments focused on discipline-specific content.</span></li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farm vs. Factory: Constructing a Paragraph Worksheet
Description
An account of the resource
This worksheet helps students to understand the component parts of a paragraph (claim/counterclaim, supporting details, conclusion/summary) using a paragraph about a cover image from <em>The Lowell Offering</em>. <em>The Lowell Offering</em><span> was a monthly magazine written by the young women who worked in the Lowell textile mills and published from 1840 to 1845.</span>
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1989
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Common Core Writing
Lowell
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will understand different aspects of life and work among the young women who worked in textile factories in Lowell, Massachusetts, during the 1830s and 1840s</p>
</li>
<li>
<p>Students will understand how to analyze and gather evidence from different types of primary sources</p>
</li>
</ul>
<p>This activity aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. </p>
</li>
<li>
<p>WHSS.6-8.1 Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Materials
1986, 1821, 1822, 549, 1987, 1990, 1991, 1992, 1993
Historical Context
When the first American factories were built in places such as Lowell, Massachusetts, many of the workers were young women from New England farms. The opportunity to earn wages, live independently, and experience community with other young women was appealing. But unlike farm work, factories were governed by long hours, strict timetables, loud machines, and repetitive work. The transition from a largely farm based economy to one where many worked for wages in factories began with these early textile mills and proceeded to transform American society.
Lesson Plan Text
<p><strong>Step 1.</strong> Hand out the cover illustration from <em>The Lowell Offering</em>. Ask students to complete the Lessons in Looking: <em>The Lowell Offering</em> Worksheet.</p>
<p><strong>Step 2.</strong> After students have completed the worksheet, discuss the image from <em>The Lowell Offering</em>.</p>
<ul>
<li>
<p>What was <em>The Lowell Offering</em>? </p>
</li>
<li>
<p>What are some of the details you see in the picture? What do they stand for or represent? </p>
</li>
<li>
<p>What do you think was the artist’s point of view about what it was like to work in the Lowell textile factories? Positive or negative?</p>
</li>
</ul>
<p><strong>Step 3.</strong> Hand out the Farm vs. Factory: Constructing a Paragraph Worksheet. Working in groups, students should arrange the sentences provided into a paragraph that interprets the meaning of the <em>Lowell Offering</em> picture. They can cut out the sentences provided and paste them into the correct order (Claim/Counterclaim, three details, Conclusion/Summary), or they can use the oversized sentences and move around the people holding them into the correct order, or they can paste the oversized sentences in order on the board or large sheets of butcher paper.</p>
<p>After students have finished putting the sentences in order, review an example or two as a group. Students will probably have put the supporting details in different orders, which is fine. Ask students to explain how they decided which sentence was Claim/Counterclaim and which sentence was Conclusion/Summary.</p>
<p><strong>Step 4.</strong> Explain to students that now they will get to see evidence for a more negative view of factory life. Hand out A Mill Girl Explains Why She is Leaving Factory Life, A Former Mill Girl Remembers the Lowell Strike of 1836, and Farm vs. Factory: Finding and Citing Evidence Worksheet. Working individually or in small groups, students should read the two documents and fill in the Finding Evidence portion of the worksheet.</p>
<p>Briefly discuss the evidence they found for why Sarah Rice and Harriet Robinson had a negative view of working in the textile factories.</p>
<p><strong>Step 5.</strong> Now students will write their own paragraph interpreting the evidence from Sarah Rice and Harriet Robinson. Have students complete the Citing Evidence and Writing a Paragraph sections of the worksheet.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farm vs. Factory: Citing Evidence
Description
An account of the resource
This activity asks students to analyze three primary documents about the experiences of young women who worked in textile factories in New England during the 1830s and 1840s. It provides worksheets to guide and support students in writing a paragraph that cites evidence about the documents.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Gender and Sexuality
Work
Common Core Writing
Lessons in Looking
Lowell
-
https://shec.ashp.cuny.edu/files/original/lulacgraphicorganizerfinal_34129bd7b1.pdf
7fcb6600b5b554af8587baca6366c101
Worksheet
Text
Any textual data included in the document.
<p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.</p>
</li>
</ul>
<ul>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts).</p>
</li>
</ul>
<ul>
<li>
<p>WHSS.6.8-2. Write informative/explanatory texts, including the narration of historical events, scientific procedures, or technical processes.</p>
</li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
League of United Latin American Citizens (LULAC) Constitution Worksheet
Description
An account of the resource
This worksheet helps students to analyze excerpts from the LULAC (League of United Latin American Citizens) constitution for meaning, language, and tone.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
1942
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Immigration and Migration
Common Core Reading
Common Core Writing
Latino
-
https://shec.ashp.cuny.edu/files/original/journalofseansullivanthemeteamsfinal_5319561fa0.pdf
dd3cd3caf2494ecd0262d8f0375dba91
Worksheet
Text
Any textual data included in the document.
<p>These worksheets align to the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.   </p>
</li>
</ul><ul><li>
<p>WHSS.6-8.2. Write informative/explanatory texts.</p>
</li>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
<li>
<p>WHSS.6-8.1 Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Theme Team Worksheets for <em>The Journal of Sean Sullivan</em>
Description
An account of the resource
This set of worksheets provides reading questions and writing tasks that cover five themes (work, corruption, tensions among immigrant groups, conflict with Indians, boomtowns) found in the historical fiction book, <em>The Journal of Sean Sullivan</em>.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning. <a href="http://creativecommons.org/licenses/by-nc/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc/3.0/">Creative Commons Attribution-NonCommercial 3.0 Unported License</a>.
Relation
A related resource
1924, 1923
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Immigration and Migration
Expansion and Imperialism
Common Core Reading
Common Core Writing
railroads
Technology
Westward Expansion
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will learn about lynching, segregation, sharecropping, and the experiences of African Americans in northern cities after they moved there from the South during the World War I era</p>
</li>
<li>
<p>Students will understand how life was different in the South and in northern cities for African Americans</p>
</li>
<li>
<p>Students will understand how African Americans tried to improve their lives in the North</p>
</li>
</ul>
<p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul>
<li>
<p>RHSS.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.</p>
</li>
<li>
<p>WHSS.6-8.2. Write informative/explanatory texts, including the narration of historical events.</p>
</li>
</ul>
Materials
1895, 1896, 1887, 1884, 1885, 1888, 1893
Historical Context
Between 1910 and 1930, more than one million African Americans moved out of the South. They sought economic opportunity, freedom from racial segregation, and safety from lynching and other kinds of racist violence. The promise of freedom and full citizenship drew them to cities in the North, Midwest, and West. Once there, the migrants faced poor housing, discrimination on the job, and racial violence. They responded by forming women’s clubs, engaging in political campaigns, and creating the “New Negro†movement.
Lesson Plan Text
<p><strong>Step 1:</strong> Discuss with students: When does home become so bad that you have to leave? Is it better when you do leave? Write down their answers and have them available on the board or chart paper to refer back to later. </p>
<p>Hand out Map of Migration Routes Followed by African Americans During the Great Migration</p>
<p>Ask students to find Mississippi (MS) and Chicago on the map and draw a line between the two. Explain that the <em>Up South</em> documentary they are about to see will show stories of people who went from Hattiesburg, Mississippi to Chicago, but as they can see from this map, this is part of a larger story of more than a million people who left different parts of the South for cities in the North. </p>
<p><strong>Step 2:</strong> Play chapters 1-3 (00:17-6:01) of <em>Up South</em>. Ask students to think about the following as they watch: One part of the story of life in the South is lack of economic opportunity; another part of the story is about oppression and segregation. What was so bad about sharecropping? </p>
<p>After watching, lead a brief shareout of students’ thoughts on “what was so bad about sharecropping.” (If you think your students need additional information in order to clarify their understanding of sharecropping, have them read and discuss Description of Sharecropping.)</p>
<p>Hand out the Active Viewing: <em>Up South</em> worksheet and ask students to write down examples of what life was like from the document and/or film in the Jim Crow and Sharecropping sections of the worksheet. </p>
<p><strong>Step 3:</strong> Hand out Bar Graph of Lynchings of African Americans, 1890-1929. Have student volunteers read aloud the description text above the graph and the text below it. </p>
<p>Ask students to write down three facts about lynching in the Lynching section of the worksheet. </p>
<p>Play chapters 4-5 (6:02-12:09) of <em>Up South</em>. Ask students to think about the following as they watch: What was the <em>Chicago Defender</em> and why is it important in this story? </p>
<p><strong>Step 4:</strong> Discuss the <em>Chicago Defender</em> and ask students to summarize why people left the South. Ask students to predict what they think will happen when migrants get to the North; record their answers. Either provide these categories or organize their responses on the board or chart paper into these categories: jobs, rights, community, housing. </p>
<p>Play chapters 6-7 (12:10-21:35) of <em>Up South</em>. Assign small groups of students to listen for information about one of the categories (jobs, rights, community, housing) as they watch.</p>
<p>Ask students to write examples from the documentary and from the survey about life in the North on the worksheet, making sure to fill in at least one example for each category (jobs, rights, community, housing) </p>
<p>Ask students to write examples from the documentary and from the survey about life in the North on the worksheet, making sure to fill in at least one example for each category (jobs, rights, community, housing) <br /> <br /><strong>Step 5:</strong> Revisit the predictions students made about life in the North and ask each group to report back what they learned from the film. </p>
<p> </p>
<p>Hand out Black Chicagoans Describe Their Migration Experiences and ask students to circle evidence that relates to what category they were listening for in the film. Briefly discuss their answers. </p>
<p>Play chapters 8-10 (21:36-29:18) of <em>Up South</em>. As students view the clip, ask them to think about: Who was the New Negro and how did he try to solve problems in the North? </p>
<p>After watching the clip, review students’ understanding of the New Negro.</p>
<p><strong>Step 6:</strong> Assign students to complete the Active Viewing: <em>Up South </em>Writing Prompt.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Up South</em>
Description
An account of the resource
In this activity, students watch the ASHP documentary <em><a href="http://ashp.cuny.edu/ashp-documentaries/up-south/">Up South: African-American Migration in the Era of the Great War</a></em> with documents and exercises designed to support and reinforce the documentary's key concepts of Jim Crow, lynching, sharecropping, migration, and life in northern cities. At the end of the activity, students complete a short writing task on how life changed and how it stayed the same for migrants, and how they tried to improve their lives in the North.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011
Rights
Information about rights held in and over the resource
American Social History Project/Center for Media and Learning <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Active Viewing
Common Core Reading
Common Core Writing
Delving into Data
Great Migration
Up South