LESSON
SEVEN
Lesson Title:
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
Materials:
Computer lab
Projector
Screen
Board and markers
TEACHER RESOURCES:
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
RESOURCES:
PBS: Goin’ To Chicago Documentary
Film by George King –Art and Poetry http://www.pbs.org/gointochicago/art/jacob1.html
PBS: Going To Chicago –a Documentary Film
by George Crosse http://www.pbs.org/gointochicago/art/crosse1.html
.PBS: Goin’ To Chicago –
A Documentary Film by George King – Classroom Resource http://www.pbs.org/gointochicago/learning/insights2.html
http://www.loc.gov/exhibits/african/afam011.html
Documentary
Film by George King –Art and Poetry http://www.pbs.org/gointochicago/art/hughes2.html
Migration
to the South Brings U.S, Blacks full Circle http://www.prb.org/Content/NavigationMenu/PT_articles/April-June_2001/Migration_to_the_South_Brings_U_S__Blacks_Full_Circle.htm
http://www.isbe.state.il.us/ils/socscience/sog16.html
STATE
GOAL 16: Understand events, trends, individuals and movements shaping the
history of
Learning Standards
As
a result of their schooling students will be able to:
A. Apply the
skills of historical analysis and interpretation.
16.A.4a
Analyze and report historical events to determine cause-and-effect
relationships.
16.A.4b
Compare competing historical interpretations of an event.
16.B.1
(W) Explain the contributions of
individuals and groups who are featured in biographies, legends, folklore and
traditions.
C. Understand the
development of economic systems.
16.C.1b
(US) Explain how the economy of the
students' local community has changed over time
16.C.4c (US) Describe how American economic institutions were shaped
by industrialists, union leaders
and groups including Southern migrants, Dust Bowl
refugees, agricultural workers from
16.C.5b (
D. Understand Illinois,
Cross – Curricular Goals:
STATE
GOAL 5: Use the language arts to acquire, assess and communicate information
http://www.isbe.state.il.us/ils/english/eng5.html
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.
Preparations:
1.
Write this
historical event on the board to be researched:
“Black
Southern Migration”
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
Methods:
1.
Divide the class
into groups of threes or fives (depending on the size of the class).
2.
Place each
question on a 3x5 card placed face down on a desk or table.
3.
A representative
from each group will pick a card. The
card picked is the question that group will research and answer.
4.
Each group will
use the same above process with the 3x5 cards to pick websites that will be
researched,
5.
Each group will
research their question using the websites on the card.
6.
Save pictures and
information for the website project in a word file.
7.
Allow 30 minutes
to gather the information. (Each group
member should research a different website.)
8.
Record the
information on the following sheet:
Black Southern Migration
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 |
|
|
How does this event affect me
and my life? |
|
|
Who do you know that
migrated from the south to |
|
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.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 Black Migration”
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?
|
5 |
4 |
3 |
2 |
1 |
0 |
2. How many of the group members were fully prepared for group work most of the
time?
|
5 |
4 |
3 |
2 |
1 |
0 |
3. Overall, how effectively did your group work together on this assignment?
|
Extremely Well |
Well |
Adequately |
Inadequately |
Poorly |
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.
Suggested small group roles and responsibilities.