Lesson 4, Day
Four: Computer Research
Lesson Title: Lesson 4,
Exploration of the “Black Experience of the 1920s-1940s
Time Frame: One
Day, 50 Minute Period
Unit Title: The Black Experience: 1920s-1940s
Grade Level: 10th and 11th
Subject: Language Arts
Submitted By: Alsandyra Essien
Language Arts Goal Two: Students will be able to read and understand
literature representative of various societies, eras, and ideas.
B.M.2.A.4c: Students will describe relationships between
the author’s style, literary form (e.g. short stories, novels, drama, fables,
biographies, documentaries, poetry, essays) and intended effect on the reader.
B.M.2.A.4d: Students will
describe the influence of the author’s language structure and word choice to
convey the author’s viewpoint.
Language Arts Goal Five: Students will be able to use the language
arts to acquire, assess and communicate information.
Standard A: As a result of their schooling, students will
be able to locate, organize, and use information from various sources to answer
questions, solve problems, and communicate ideas.
Standard B: As a result of their schooling, students will
be able to analyze and evaluate information from various sources.
Standard C: As a result of their schooling, students will
apply acquired information, concepts and ideas to communicate in a variety of
formats.
B M 5. C. 4a:
Students will plan compose, edit and revise information (e.g., brochures,
formal reports, proposals, research summaries, analysis, editorials, articles,
overheads, multimedia)
B M 5. C. 4b: Students will produce oral presentations and
written documents using supportive research and incorporating contemporary
technology.
Related Social Science Goal
16: Understand events, trends,
individuals, and movements shaping the history of the
B.M.16 B.4: Identify political ideas that have dominated
Social Studies Goal 18: Understand
Learning Standard A. Compare characteristics of culture as
reflected in language, literature, the arts, and institutions.
Learning Standard 18 B: Understand the roles and interactions of individuals and groups in society.
B.M. 18.A.4. Analyze the influence of cultural factors
including customs, traditions, language, media, art, and architecture in
developing pluralistic societies.
Materials:
Computers/laptop
Printer
Scanner
Projector
VCR
Film: The
Rise and Fall of Jim Crow
http://www.pbs.org/wnet/jimcrow/
Length: approximately 2 hours
Resources:
PBS Online:
http://www.pbs.org/wnet/jimcrow/
http://www.pbs.org/gointochicago/migrations/essayintro.html
http://www.pbs.org/gointochicago/art/index.html
Library of Congress, American
Memory:
The African American Mosaic, http://www.loc.gov/exhibits/african/afam011.html
The African American Experience in Ohio, http://memory.loc.gov/ammem/award97/ohshtml/aaeohome.html
Objectives:
To realize and understand
that there were differences in opportunities for Blacks and Whites during the
1920s-1940s.
To be made aware of the
cultural and societal experiences of Black Americans in the 1920s-1940s.
To understand the Jim Crow
system of segregation in the South
To understand the concept of
sharecropping.
To understand the phenomenon
of lynching
To understand the phenomenon
of Northern Migration
Methods:
Journal Entry: Have you ever experienced
discrimination? Yes? No? Explain.
1.
Students will
approach their research as a “jigsaw.”
The class will be divided into two groups. One group will research the Jim Crow system;
the other group will research the Northern Migration.
2.
After all the
research is completed, each group will “teach” the other group what it has
learned. This lesson will take the form
of brief oral reports, posters,
pictures, and PowerPoint
presentations.
3.
Computer stations
with the pertinent web site on each topic will have already been set up by the
teacher.
4.
Students
researching the Jim Crow system will be required to do the following:
·
Cite differences
in social, economic, political, cultural, and educational opportunities for
Blacks and Whites.
·
Define what is
meant by the Jim Crow system.
·
Identify the root
causes for its origination.
·
Identify elements
that sustained this system and explore reasons why the system existed for so
long.
·
Trace the
development of the Jim Crow System. Create a timeline illustrating this
development.
·
Complete a
concept map of the Jim Crow system.
Students researching the
Northern Migration will be required to do the following:
·
Define
“sharecropping.”
·
Define
“lynching.”
·
Define “Northern Migration
and answer the following questions:
o
Why did the
Migration begin?
o
How long did this
migration last?
·
Develop a
timeline for the Northern Migration.
·
Explore the
relationship that existed between sharecropping, lynching, and the Northern
Migration and answer the following questions:
o
What is
significant about the places to which the people migrated?
o
Why did racially
segregated neighborhoods develop in the North?
·
Compare and
contrast the economic, political, educational, and social experiences of Black
Americans in the South and in the North. Prepare a Venn Diagram for this.
·
Develop a concept
map for the Northern Migration.
·
Analyze the long
term effect this Migration has had on the demographics of American society.
Assessment/Evaluation:
Teacher observation of
engagement of students in research activities
Optional Activity: After research is completed, the students
will view The Rise and Fall of Jim
Crow. After they have seen it, they
will analyze the film and discuss the relevancy of it to their own individual
research. They will then write a journal
reflection on what they have learned from their research and the film.
