1
10
4
-
https://shec.ashp.cuny.edu/files/original/e27b3a84cdefc090b8445a89a610b8c4.notebook
2a733ab241c322d9c52b288018a8e9ed
Teaching Activity
Objectives
<ul><li>
<p>Students will understand how race and national origins affected immigrants' access to political and economic opportunity throughout United States history. </p>
</li>
</ul>
Materials
1881, 1882
Lesson Plan Text
<p><strong>Note:</strong> The teacher should print out and cut apart the game cards before play. The teacher should also project the attached gameboard (if using Smartboard) or draw a gameboard on the chalkboard. If drawing, the "path" of the gameboard should have at least 20 spaces. </p>
<p><strong>Step 1:</strong> Pose, in turn, each of the following discussion questions to the class. Ask students to share out possible responses:</p>
<ul><li>
<p><strong>Why do people come to the United States?</strong> <em>(the "American Dream", for a better life and to improve their children's opportunities and welfare, to work and to make money, for freedom or to escape political or religious persecution, some are forced to come)</em></p>
</li>
<li>
<p><strong>Why does the United States want people to come?</strong> <em>(to fill labor needs [agriculture, factories]/don't want people who can't work, need mixture of unskilled and skilled workers, increase diversity, promote democracy at home and abroad)</em></p>
</li>
</ul><p>Discuss with students: One might say there is an implicit deal being made--now and historically--regarding immigration: if you come to the U.S. to work, you will improve your standard of living for you and your children, and enjoy the rights and freedoms of citizens. Some call this the American Dream; we're going to call it "Let's Make an Immigration Deal"!</p>
<p><strong>Step 2:</strong> Divide students into four or more groups; assign each group one of four immigrant identities (it is okay if some groups have the same identity): African female, Irish male, Chinese male, and Russian Jewish female. </p>
<p>Tell students that there will be four rounds; each round is a different era in U.S. history: the colonial era, the mid-1850s, 1910, and 1925. Explain that not every team will move every round. Â </p>
<p>Explain that in every round, each team will be dealt a Liberty card (what rights and freedoms you have) and a Labor card (what kind of job you have and how well it pays). Each card has dollar signs or torches to represent how much of either wages or rights the character has in each era.</p>
<p>The teacher should use the key to determine which card to assign in each round. </p>
<p><strong>Step 3:</strong> Begin play. A dollar sign or a torch represents one space on the game board. A representative from each team should move his player card forward (or backward) depending on the number of points indicated on the card in each round. </p>
<p>After Rounds 2 and 3 (mid-1850s and 1910), announce that each immigrant group can come up with a "survival strategy" to play in response to the cards they have been dealt. Survival strategies are whatever actions they might take in the year (mid-1850s or 1910) to improve their fortunes. They should write down their strategy on the cards provided and share it with the teacher/judge. The teacher should evaluate and award up to three spaces (moving forward on the gameboard) depending on the historical plausibility and its likely effectiveness of the strategy presented. Â </p>
<p><strong>Step 4:</strong> After play has concluded, lead a discussion of the following:</p>
<ul><li>
<p>Who has moved forward the farthest? Â Who has not moved very far? Â </p>
</li>
<li>
<p>Describe your experience...what kind of deal did you make? How did the deal for your immigration group change over time? Which do you thik was more important to your immigrant--labor or liberty?</p>
</li>
<li>
<p>Think about the "survival strategy" cards you played. Were there any common strategies among the different groups? </p>
</li>
</ul><p>Think about the following historical understandings and discuss how game speaks to these ideas:</p>
<ul><li>
<p>How have tensions between the nation's need for labor and its anxiety about new immigrant groups played out in different times and places?</p>
</li>
<li>
<p>In what ways has race (and racism) played a key role in the nation's immigration history?</p>
</li>
<li>
<p>What strategies did immigrant groups use to survive in a new home and challenge discrimination? </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
Let's Make an Immigration Deal
Description
An account of the resource
In this game, students are assigned different immigrant identities and advance based on their access to economic opportunity and religious, political, and social liberties at different times in U.S. history.
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
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Subject
The topic of the resource
Immigration and Migration
Slavery and Abolition
Chinese Immigration
Interactive Knowledge Building
Irish Immigration
Jewish Immigration
Smartboard
-
https://shec.ashp.cuny.edu/files/original/c3c79329e8079fe2d5dfd89d9fe11a9d.notebook
a7444d50422c1f9f605efafa827da395
https://shec.ashp.cuny.edu/files/original/bb3247ee35e34ef192fb31f55ce8f8fb.ppt
68267ee84533e438bcce1366c92af6cb
Teaching Activity
Objectives
<p>Students will be able to describe key ideas about the civil rights movement of the 1940s:</p>
<ul><li>
<p>The fight for civil rights happened all over the United States.</p>
</li>
<li>
<p>Ordinary people played an important role in the civil rights movement.</p>
</li>
<li>
<p>The need for labor led to conflict between black and white workers over jobs, housing, and transportation.</p>
</li>
<li>
<p>City, state, and federal governments began to pass laws banning discrimination.</p>
</li>
</ul><p>Students will be able to match specific information in a secondary source with broader categories and concepts. Â </p>
<p>Students will be able to write explanatory text that summarizes a series of historical events. </p>
Materials
1841, 1840, 1842, 2034
Lesson Plan Text
<p><strong>Preparation:</strong> To prepare materials for this activity, teachers should print out and cut apart a set of cards for each student or group of students in the class. The teacher may want to print the cards on cardstock and/or laminate materials for durability. There are 14 event cards and corresponding "who", "what", and "where" mini-cards. The teacher may wish to reduce the number of event cards depending on ability of students or time allotted. Â </p>
<p><strong>Step 1:</strong> Ask students to think about basic rights--what should a person in the United States be able to do? List the rights on the board: i.e., get hired for any job they are qualified for; live any place they can afford; vote if they meet age and citizenship requirements; eat in any restaurant they choose; sit anywhere they want at the movies; etc. After brainstorming some of these concepts, tell students that they will be looking at how African-American activists in the 1940s worked to gain those rights. </p>
<p><strong>Step 2:</strong> Review the "what" mini-cards representing fair housing; voting; fair employment; and segregation in public places so that students understand what each symbol represents. Then show the map and review the four shaded regions that are represented on the "where" mini-cards: Northeast, South, Midwest, and West. </p>
<p>Have a student select one event card from the deck and read it aloud. Ask the group for answers to the "who", "what", and "where" categories. Demonstrate that they will need to fill in the "who" on the blank line provided. </p>
<p>Divide students into small groups of 3-6 students. Hand out complete decks of event cards and sets of mini-cards to each group. Ask the students to work together in their groups to add the who, what, and where mini-cards to each event card. Allow time for students to work. </p>
<ul><li>
<p>The teacher can differentiate the activity by giving some students fewer cards. </p>
</li>
</ul><p><strong>Step 3:</strong> After students have completed their decks of cards, ask for volunteers to summarize the event and who/what/where details for each card. As they do, mark each location on the map (in Smartboard, if using) and note recurring themes in the events such as:</p>
<ul><li>
<p>The significance of World War II for creating conditions for conflict between black and white workers but also opportunities for black workers to make demands for equal treatment.</p>
</li>
<li>
<p>The gradual nature of the demands</p>
</li>
<li>
<p>The mixture of local direct action campaigns and federal court cases</p>
</li>
<li>
<p>The involvement of young people</p>
</li>
<li>
<p>When activism failed or succeeded</p>
</li>
<li>
<p>The geographic diversity of the movement and how demands were similar or different in different parts of the country</p>
</li>
</ul><p>Pass out the graphic organizer and review the four historical understandings on it. Ask students to review their cards and find examples of events that match each of the four historical understandings, making notes of those events in the space provided. Some events may match more than one historical understanding. </p>
<p><strong>Step 4:</strong> (Optional) Post or pass out one of the following writing prompts (also included in list of materials):Â </p>
<p>LETTER</p>
<p>It is a few years after World War II. You are an African American living in the United States. Your older brother joined the army back in 1942 and is now stationed overseas in Europe, where there is no legal racial segregation. On days off, black and white soldiers can eat together at restaurants, go to any movie theater or club, and sit anywhere on the local trains and busses. Your brother will be returning home soon and wants to know whether or not conditions have improved for African Americans. Specifically, he wants to know:</p>
<ul><li>
<p>Where are civil rights activists having success in fighting segregation?</p>
</li>
<li>
<p>Who is supporting their efforts and who is opposing them?</p>
</li>
<li>
<p>What effect has World War II had on race relations between whites and blacks in the United States?</p>
</li>
</ul><p>Write a letter to your brother in which you answer his questions and describe your own role in the civil rights activism of the 1940s. Â </p>
<p>PARAGRAPHS</p>
<p>Organize your cards by <span style="text-decoration:underline;">what</span> was being demanded (Jobs, Access to Public Places, Voting, Housing) What patterns do you see in this arrangement of cards by what? Write a paragraph using your own words to explain the patterns you see in the cards. You must write a topic sentence and provide at least three supporting details from the cards. </p>
<p>Organize your cards by <span style="text-decoration:underline;">where</span> the events took place. (North, South, Midwest, West). What patterns do you see in this arrangement of cards by where? Write a paragraph using your own words to explain the patterns you see in the cards. You must write a topic sentence and provide at least three supporting details from the cards. <br /><br /><strong>NOTE: </strong>These cards can be used to help open up discussions of various aspects of civil rights activism. For example, you could have students identify all of the cards that mention World War II and ask them to consider why that event might have played a role. You could also ask students to find all of the cards where the effort failed as a way of looking at why activism doesn't always succeed. Or you could prompt students to sort the cards based on where the activism was seeking change (e.g., courts, local government, federal government, local business, etc.) as a way of helping them understand the range variety of avenues that activists use to bring about social change.</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
The Movement Before the Movement: Civil Rights Activism in the 1940s
Description
An account of the resource
In this activity, students read cards about various civil rights protests and events during the 1940s. For each event, students match the issue (voting rights, fair employment, fair housing, or segregation in public places) at stake, identify the key people involved and what region of the country it took place in. After students have completed all the cards, an optional writing task asks students to synthesize the historical content by writing a letter to a relative serving overseas describing the efforts of civil rights activists in the 1940s. There is some assembly of materials required for this activity. This activity has optional Smartboard elements but can be completed without a Smartboard.
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
<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
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
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Civil Rights and Citizenship
Social Movements
Group Work
Interactive Knowledge Building
Smartboard
Social Movements
World War II
-
https://shec.ashp.cuny.edu/files/original/women-and-constitutional-change_10867bf744.notebook
818657dbb6afa23993ce9f14bea92518
Teaching Activity
Objectives
<ul><li>
<p>Students will construct a timeline of the women's suffrage movement.</p>
</li>
<li>
<p>Students will analyze primary sources in order to determine the significance of social movements in creating constitutional change. </p>
</li>
<li>
<p>Students will be able to describe the goals and tactics of the women's suffrage movement. Â </p>
</li>
</ul>
Materials
1697, 1694, 1693, 1691, 1689, 1687, 1685, 1684, 1682, 1677, 1698
Historical Context
<p>In the early republic, despite a few scattered pleas and a short period of suffrage in New Jersey, women were excluded from the franchise and from civic life generally. In the antebellum period, though, women significantly participated in many reform movements, testing the boundaries of socially and politically acceptable behavior for their gender. In 1848, a small group of women and men gathered in Seneca Falls, New York to call for full civic rights for women. After the Civil War, when the national discourse centered around constitutional change and expanding voting and civil rights to former slaves, suffragists were hopeful that their enfranchisement might also be accomplished. Republican leaders, as well as some suffrage activists who had previously been active in the abolition movement, however, worried that including "sex" as a provision of the 15th Amendment would weaken its chances of passage, scuttled the proposal. Although the first call for a women's suffrage amendment was introduced into Congress in 1878, it would not be until 1920 that the nation ratified the 19th Amendment, guaranteeing women's right to vote. </p>
<p>Throughout this long period, suffrage activists adopted many different tactics, including circulating petitions, holding parades, and acts of civil disobedience. They made their case in the courts, in newspapers and magazines, and in the public sphere. They organized supporters at the local and state levels to put pressure on politicians to enfranchise women locally and to ratify an amendment should the opportunity arise. They also maintained a headquarters in Washington, D.C. to pressure Congressional leaders, as well as to demonstrate in front of the White House for their basic civic rights. Â </p>
Lesson Plan Text
<p><strong>Note:</strong> This activity requires some preparation of materials ahead of time. The teacher should print out and cut apart the event cards and date cards, making enough sets for each group. The teacher should keep the date and event cards separate, so that the date cards can be passed out as "rewards" when the students finish analyzing each document. It is recommended to print cards on cardstock and laminate them, if possible, to improve sturdiness. In a professional development workshop for teachers, ASHP used sentence strips to create timelines and affixed the cards with velcro to the timelines.</p>
<p>The attached Smartboard Notebook file contains slides for each of the steps in the activity, as well as a completed timeline for reference. The Tic-Tac-Toe board numbered 1-9 allows students to pick at random a document to analyze, if the teacher wishes to introduce a more game-like element to the activity. </p>
<p><strong>Step 1:</strong> Divide students into small groups of 3-5. Ask students to put their desks together to create a table and to clear it completely. All students will need for the activity is a writing utensil, but they will need lots of space to arrange their timelines.</p>
<p><strong>Step 2: </strong>(Optional) Review the process for ratifying an amendment. Ask students to think about the role of activists and social movements in pressuring Congressional and state leaders to pass and ratify amendments. </p>
<p><strong>Step 3:Â </strong>Project or write on the board the four steps of social movements and change (in random order):</p>
<ul><li>
<p>DEMAND a change</p>
</li>
<li>
<p>ORGANIZE a movement</p>
</li>
<li>
<p>PERSUADE the public/officials</p>
</li>
<li>
<p>ACHIEVE the goal</p>
</li>
</ul><p>Ask students to decide what the correct order for achieving a social change is. Why do they think some things have to happen before others?</p>
<p><strong>Step 4:</strong> (Note: The teacher can modify the following steps by changing the number of documents in the activity.) Give each group a set of event cards and ask them to put them in the order they think they go, based on their prior knowledge or the logic of the DEMAND-ORGANIZE-PERSUADE-ACHIEVE rubric. After students have arranged their timelines, tell them they will use primary sources to determine the correct order of events.</p>
<p><strong>Step 5:</strong> Lead students through analysis of some or all of the documents. Depending on the level of the students, the teacher may want to lead students through all documents or allow students to be self-directed. </p>
<p><em>If students are working at a self-directed pace:</em></p>
<p>For each document, the group should read the document together, then answer the questions on the "document understanding check" worksheet. When the group has answered the questions, they should send a "runner" to the teacher. The teacher should check the answers and give them a "date card" to add to the event card if they are correct. (If students are incorrect, they should try again.) When the student retrieves the date card, he or she should also pick up a new document and worksheet. Allow students to pick which document they would like to work on next, though they should complete all documents by the end of the activity.</p>
<p><strong>Step 6: </strong>As groups finish, have them work independently to answer the following synthesis question:</p>
<p>Review the four steps of social movements and change: DEMAND a change, ORGANIZE a movement, PERSUADE the public/officials, ACHIEVE the goal. Write 1-2 paragraphs describing how the women's suffrage movement resulted in the 19th Amendment. Cite at least FOUR of the documents in the activity. </p>
<p>Allow students to work on the synthesis question as other groups finish the documents. Any students who don't complete the synthesis question in class should complete it for homework. </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
Social Movements and Constitutional Change: Women's Suffrage
Description
An account of the resource
In this activity, students analyze documents to arrange events on a timeline of women's suffrage. The timeline and documents will help students understand the intersection of social movements and constitutional change. This activity can be modified by reducing the number of documents. An optional Smartboard Notebook file is included to facilitate the 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 Projects/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)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Group Work
Interactive Knowledge Building
Reading Supports
Smartboard
Social Movements
Voting
-
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