1
10
20
-
https://shec.ashp.cuny.edu/files/original/reason_356b1d79c6.png
8f74c2fa2fd8dfb5f0968ff5f0b2a5ad
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Width
341
Height
468
Bit Depth
8
Cartoon
Original Caption
"The Reason"
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
"The Reason"
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
Description
An account of the resource
In the early twentieth century, African Americans had plenty of reasons to leave the rural South: disfranchisement, segregation, poverty, racial violence, lack of educational opportunities, and the drudgery of farm life. As the cartoon below from The Crisis magazine shows, lynching stood out as particularly horrific and unjust. Violently reinforcing the legal system of discrimination in the South, white mobs tortured and murdered black men for alleged wrongdoings or for the “crime” of prospering economically. More than 3,700 people were lynched in the United States between 1889 and 1932, the vast majority of them in the South.
Creator
An entity primarily responsible for making the resource
Albert A. Smith, “The Reason,” <em>The Crisis</em>, March 1920.
Source
A related resource from which the described resource is derived
Albert A. Smith, “The Reason,” The Crisis, March 1920.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1600
Date
A point or period of time associated with an event in the lifecycle of the resource
1920
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
Great Migration
-
https://shec.ashp.cuny.edu/files/original/railroadsmap_6cb0b521b2.png
73dacfe04aa1c0eae01cffc451abbf00
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Width
1771
Height
1047
Bit Depth
8
Map
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
Map of Railroad Routes Followed by Black Migrants
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
Description
An account of the resource
African-American migrants to the North chose their destinations primarily based on their state of origin: those from Georgia and the Carolinas headed to cities along the eastern seaboard like New York and Philadelphia; migrants from Alabama and Mississippi headed for the Midwestern cities like Chicago; and those from Texas, Louisiana, and Tennessee often headed west to California.
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, <em>Who Built America?: Working People and the Nation's History</em> (New York: Bedford/St. Martin's, 2008).
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1600
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
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
Great Migration
Up South
-
Teaching Activity
Objectives
<ul><li>
<p>Students will  determine why so many African Americans "voted with their feet" and moved north between 1910 and 1920.  (Cause and Effect)</p>
</li>
<li>
<p>Students will be able to describe how the Great Migration changed individual lives and the broader experiences of African Americans. Â </p>
</li>
</ul>
Materials
1601, 1599, 1598, 1597, 1596, 1595, 1594, 1593
Historical Context
<p>The years between 1910 and 1920 marked the beginning of a major shift of the African-American population within the United States. Â The nation's African-American population was transformed from a predominantly rural and agricultural people to a largely urban and industrial people. Â It has been estimated that nearly 500,000 to one million African-American men, women and children left the South before, during and shortly after World War I to settle in areas such as New York, Chicago, Detroit, Pittsburgh and other areas in the North and Midwest. Â </p>
<p>Historians contend that this mass movement of sharecroppers and wage workers commonly referred to as "The Great Migration" was spurred on by economic and social factors. Â These factors include the decline of cotton production, an increase in lynchings and other forms of racial violence and discrimination, recruitment of African Americans by northern industries and the influence of African-American newspapers in the North.</p>
<p>The movement "up South" created a large African-American population in northern cities, who faced new social, economic and political dilemmas. Â These dilemmas inspired the creation of new social and political movements within the African-American population to confront the new structures of institutionalized racism in the North.</p>
Lesson Plan Text
<p><strong>Step 1: </strong>Â Pass out the worksheet and project the map of the routes travelled by migrants during the Great Migration. Â Tell students that today they will be learning about the experiences of the men, women and children who left the South for better economic, political and social opportunities in the North between 1910 and 1920. Â They will be creating a character, a typical migrant, and a scrapbook for that character as they look through primary sources. Â Working individually or in pairs, students should fill out Part I of the worksheet. Â They should look at the map to determine where their characters are from and where their characters are headed. Â Students should make sure their characters' routes reflect historical reality (i.e., characters from Florida do not end up in Chicago). Â Discuss with students that migrants tended to follow routes set by railroads that connected urban areas. Â </p>
<p><strong>Step 2:</strong> Hand out a pack of the documents to each student/pair. Â Project each of the documents and discuss them with students. For some documents, ask students to read aloud portions of the text. Â As they read and view the documents, students should make notes in the graphic organizer about how evidence from the documents reflects the experiences of their characters. Â </p>
<p><strong>Step 3: </strong>(Optional) Before creating their scrapbooks, have students answer the questions in Part III of the worksheet. Â </p>
<p><strong>Step 4:</strong> Distribute art supplies. Â Tell students to create a scrapbook about their characters' experiences during the Great Migration. Â </p>
<ul><li>
<p>Scrapbooks must be at least 4 pages in length</p>
</li>
<li>
<p>Scrapbooks must include images and words that address why the person left the South and what happened to him or her in the North</p>
</li>
<li>
<p>Scrapbooks must include words and images that show what kind of work the person did in both places, what kind of community experiences he/she had in both places and how he/she was or was not able to exercise the rights of citizenship</p>
</li>
</ul><p><strong>Note:</strong> After analyzing documents in class, the teacher may assign the scrapbook-making activity as homework. Â </p>
<p><strong>Step 5: </strong>(Optional) Ask students to trade their scrapbooks with another student/pair and discuss the differences between them. Ask students to present their scrapbooks to the entire class. Â </p>
<!--StartFragment--><!--EndFragment-->
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
Create a Migrant's Scrapbook from the First Great Migration
Description
An account of the resource
In this activity students examine documents from the period of the First Great Migration of African Americans to the North. As they look at the documents, they take notes to build a character of a migrant. Then they create a scrapbook that shows their characters' personal journeys and experiences during the Great Migration. This activity can be part of a unit that includes the film <em><a href="http://ashp.cuny.edu/ashp-documentaries/up-south/" target="_blank" rel="noreferrer">Up South: African-American Migration in the Era of the Great War</a></em>. Â Students will need art supplies such as construction paper, tape or glue, scissors, and markers to make the scrapbooks.
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, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />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>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
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)
Great Migration
Interactive Knowledge Building
Up South
-
https://shec.ashp.cuny.edu/files/original/identityworksheet_f18112511b.pdf
a4ddc913ccb20f7824e50b0ecdf6f1e8
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
Great Migration Scrapbook worksheet
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
Description
An account of the resource
This worksheet helps students plan a character and takes notes on primary sources for the activity "Create a Migrant's Scrapbook from the First Great Migration."
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, 2010.
Rights
Information about rights held in and over the resource
American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1600
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
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)
Great Migration
-
https://shec.ashp.cuny.edu/files/original/lynching-chart_b776de6e07.png
f66b27c4799df2881c030e86466ccd02
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Height
361
Width
601
Quantitative Data
Statistics, Census Data
Text
Any textual data included in the document.
<p>Across the South, someone was hanged or burned alive every four days from 1889 to 1929, according to the 1933 book <em>The Tragedy of Lynching</em>, for such alleged crimes as "stealing hogs, horse-stealing, poisoning mules, jumping labor contract, suspected of stealing cattle, boastful remarks" or "trying to act like a white man." One was killed for stealing seventy-five cents.</p>
<p><br />Like the cotton growing in the field, violence had become so much a part of the landscape that "perhaps most of the southern black population had witnessed a lynching in their own communities or knew people who had," wrote the historian Herbert Shapiro. "All blacks lived with the reality that no black individual was completely safe from lynching."</p>
<p>—Isabel Wilkerson, <em>The Warmth of Other Suns: The Epic Story of America's Great Migration</em></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
Bar Graph of Lynchings of African Americans, 1890-1929
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
Description
An account of the resource
From 1890 to 1900, an average of 175 African Americans were lynched each year. Lynchings were attacks motivated by racism where white mobs brutally murdered black victims, sometimes in the night, but often in a public way with many witnesses. Lynch mobs often hung their victims, but also sometimes burned or tore apart the victim's body. African-American men were the most common targets of lynch mobs, but women were also hurt and killed. White public officials in the South did not criticize lynching, did not punish those responsible, and often supported the actions of lynch mobs. African Americans (most notably the journalist Ida B. Wells) fought back against lynching by trying to bring national attention to the issue.
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
“Lynchings by Year and Race,†University of Missouri Kansas City Law School, http://law2.umkc.edu/faculty/projects/ftrials/shipp/lynchingyear.html and Isabel Wilkerson, <em>The Warmth of Other Suns: The Epic Story of America’s Great Migration</em> (New York: Random House, 2010), 39.
Rights
Information about rights held in and over the resource
Graph copyright American Social History Project/Center for Media and Learning <br />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>.
Relation
A related resource
1894
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)
Great Migration
-
Article/Essay
Text
Any textual data included in the document.
<p>Sharecropping is a way of farming in which a landowner allows a tenant to use his land in return for a share of the crop produced on the land. This system developed in the South after the end of the Civil War. The freed slaves were not given any land by the government and most only knew how to farm cotton. The white landowners needed workers to continue raising cotton on their land. African-American families (and many white families as well) became sharecroppers on the white-owned land.<br />
<br />Each family began the agricultural cycle in the spring by getting seed, supplies, and food on credit from the landowner. They planted the seeds, tended the cotton plants as they grew, and picked the cotton when it was ready to be harvested. The landowner decided on a price and paid them for the crop, but first took out the amount they owed him for the seeds, supplies, and food they had bought on credit.<br />
<br />Even in the best of times, the family’s share might not be enough to cover these expenses. When the price for cotton was low, this became more and more the case. Sometimes landowners cheated the African-American sharecroppers. The result was more and more debt and dependency for sharecroppers in the 1880s and 1890s. The poverty of these families was remarkable even in this generally poor region: the typical African-American sharecropping woman kept house with only a straw broom, a laundry tub, a cooking kettle, and a water pail.<br />
<br />African Americans had no effective way to challenge this unfair system. Many had never learned to read or write. Because they were prevented from voting or serving on juries, they had little chance of fair treatment in the court system, which was dominated by whites.</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
Description of Sharecropping
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
Description
An account of the resource
This short essay describes the sharecropping system that supported the agricultural economy of the South after slavery.
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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">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
1894
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)
Subject
The topic of the resource
Work
Great Migration
-
https://shec.ashp.cuny.edu/files/original/surveyworksheet_7d1146e2a4.pdf
79d650cbcbdd7ba89aacb5304ec45f43
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
Black Chicagoans Describe their Migration Experiences worksheet
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
Description
An account of the resource
This worksheet is designed to help students draw historical understanding from the experiences of African Americans who moved north during the Great Migration.
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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">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
1888
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)
Great Migration
-
https://shec.ashp.cuny.edu/files/original/active-viewing-up-south-writing-prompt_bb4ad0ea3b.pdf
232770babef82e613a206a0036fb8dc0
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>WHSS.6-8.2. Write informative/explanatory texts, including the narration of historical events.</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
Active Viewing: Up South Activity Writing Prompt
Description
An account of the resource
This is a writing prompt for the Active Viewing: Up South activity.
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.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1894
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Active Viewing
Common Core Writing
Great Migration
Up South
-
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
-
https://shec.ashp.cuny.edu/files/original/vocab_a3ce9421de.pdf
f98ed4008bcbc69bf6a1776bf86b64f5
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
Active Viewing: <em>Up South</em> vocabulary sheet
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
Description
An account of the resource
These words and phrases from the <em>Up South</em> documentary may be unfamiliar to students.
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
<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><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 rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">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
1894
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
Great Migration
Reading Supports
Up South