Lesson Title:        The East St. Louis Race Riot


Unit title:              The East St. Louis Community


Grade Level:        9th and 10th Grades


Submitted by:       Elena Badjie


Subject:                Social Studies


Timeframe:          90 minute block schedule



          Computer lab



Inspirational software




Classroom Assessments Microsoft Explorer, http://www.siue.edu/~deder/assess/cats/paraph1.html

Library of Congress Learning Page:  After Reconstruction - -Problems of African Americans http://memory.loc.gov/ammem/ndlpedu/lessons/rec/rgpwork.html   



Home Page The IBEX Archive:  ESLARP’s Social History Project



 Nunes East St. Louis History and Nostalgia by Bill Nunes http://www.eslarp.uiuc.edu/ibex/archive/nunes/nunes.htm


A A World  .Reference Room . Articles / PBS East Saint Louis Race Riot of 1917  http://www.pbs.org/wnet/aaworld/reference/articles/east_saint_louis.html


DEVELOPMENT OF BLOODY ISLAND - Microsoft Internet Explorer http://www.eslarp.uiuc.edu/ibex/archive/IDOT/idot17.htm


2.Cleveland Advocate

East St. Louis Inferno

Volume: 04
Issue Number: 11
Page Number: 08
07/21/1917 ohiohistory.org/The African Experience In Ohiohttp://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=6451


 African-American Experience in Ohio: 1850-1920 http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=6449


African-American Experience in Ohio: 1850-1920 http://dbs.ohiohistory.org/africanam/det.cfm?ID=6459


ohiohistory.org/The African American Experience in Ohio, 1850-1920 http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=6451

[African Americans walking on a sidewalk in East St. Louis, Illinois, during race riots on July 2, 1917].

            Chicago Daily News, Inc., photographer.

July 2, 1917.



Illinois State Goal, Standard, and Benchmark/Objective:


Social Science Goal 17 http://www.isbe.state.il.us/ils/socscience/sog17.html

STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

As a result of their schooling students will be able to:

A.   Locate, describe and explain places, regions and features on the Earth.

17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

Social Science Goal 18 http://www.isbe.state.il.us/ils/socscience/sog18.html

As a result of their schooling students will be able to:

B. Understand the roles and interactions of individuals and groups in society.

18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.

Cross – Curricular Goals

STATE GOAL 5: Use the language arts to acquire, assess and communicate information


A.   Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets).

5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources.

B. Analyze and evaluate information acquired from various sources.

.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.

5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals.

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience.

5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology.


1.     Write this historical event on the board to be researched:

 E. St. Louis Race Riot”

2.     3x5 cards with questions

3.     3x5 cards with websites

4.     These are questions that should be answered for each research topic:

a. When did the event take place?

b. Who was involved in this event?

c. Why did this event take place?

d. How did this event affect E. St. Louis?

4.  Display map from lesson one as a reference.



1.     Give test on the Black Southern Migration.

2.     Divide the class into groups of threes or fives (depending on the size of the class).

3.     Place each question on a 3x5 card placed face down on a desk or table.

4.     A representative from each group will pick a card.  The card picked is the question that group will research and answer.

5.     Each group will research their question using the websites listed.

6.     Save pictures and information for the final website project in a Word file.

7.     Allow 45 minutes to gather the information.

8.     Save pictures and information for your webpage in a word file.

9.     Each group will give a five minute oral report of their findings (about 40 minutes total).  The other groups will individually take notes on the above note sheet as each group reports.

10. Record the information on the following sheet:



The East St. Louis Race Riot

Use four or more sentences

Where did the event take place?





Who was involved in this event?





Why did this event take place?





How did this event affect E. St. Louis?





How does this event affect me and my life?







1.     Each group will give a five minute oral report of their findings (about 40 minutes total).  The other groups will individually take notes on the above note sheet as each group reports.

2.     Explain the “Oral Presentation Form”.

3.     The other groups will individually take notes on the above note sheet as each group reports.

4.     Announce:  Take your notes home to study.  You will be given a blank sheet like the ones on which you collected your information.  Your test will be to fill in information from “The East St. Louis Race Riot”.


Evaluation/Assessment:  Pass out the following group evaluation form for each student to fill out 5 minutes before class is over.



 Group Work Assessment


Classroom Assessments Microsoft Explorer http://www.siue.edu/~deder/assess/cats/paraph1.html


1. How many of the group members participated actively most of the time?







2. How many of the group members were fully prepared for group work most of the time?







3. Overall, how effectively did your group work together on this assignment?

Extremely Well





Not At All

4. Give one specific example of something you learned from the group that you probably wouldn't have learned on your own.



5. Give one specific example of something that other group members learned from you that they probably wouldn't have learned without you.


6. Suggest one specific, practical change the group could make that would help to improve everyone's learning.





Time (20 points)

Was the presentation the required assigned time?


Volume (20 points)

Did the student's speaking volume enhance or diminish the presentation?


Gestures (20 points)

Did hand movements enhance or detract from the presentation?


Articulation (20 points)

Did the student enunciate words or use word crutches "uh" or "you know" that detracted from the presentation?


Pronunciation (20 points)

Were all words correctly pronounced?


Total number of points out of 100 __________


Library of Congress Learning Page:  After Reconstruction - -Problems of African Americans http://memory.loc.gov/ammem/ndlpedu/lessons/rec/rgpwork.html  

Suggested small group roles and responsibilities.

5.      Keyboard Operator - This person is responsible for using the keyboard.

6.      Navigator- This person keeps track of where the group has been, where they need to go next, and so on.

7.      Recorder- This person takes notes on what the group has learned. Sometimes the recorder may find it useful to print out certain screens and makes notes or may make notes of useful information in a notebook.

8.      Timekeeper - This person makes sure the group members stay on task and on schedule.