Name: Jennifer Turner
Title: English/Test Intermediate School
Grade Level: 8th
Freedom-The Fight for Equality and Freedom in the Democracy We Call America
The Great Migration
SUMMARY OF THE UNIT
The students will study the Great Migration that occurred in the early 20th Century.
African Americans emigrated from the southern part of the United States after the Civil
War ended and slavery was outlawed. Unfortunately, Black Codes and Jim Crow laws
created unbearable living conditions for African- Americans in the predominantly the
South, but also many other parts of the country. They moved in hopes of finding less
prejudice, better opportunities for employment, more positive living conditions, and
brighter futures for the upcoming generations in their families-the basic human rights
promised by our Forefathers when they wrote the Declaration of Independence. Thomas
Jefferson, the other authors of the Declaration of Independence, and everyone who fought,
was injured, or died so we could have a free country surely did not mean for that country to
exist in hypocrisy.
Through the study of this movement, students will work with primary documents, many
genres of literature, various types of technology, and experience many different styles of
learning: individual, partner, small group, and whole group. They will focus on the theme
of migration. Within that theme, the students will explore the many concepts involved in
the migration of large groups of people and the variety of effects that occur as a result, some
of those being freedom, justice, and equality. Historical background information,
connections, and biographies are a part of this unit. Also, there are video clips, interactives,
possible field trips, suggested web sites for further interest, and a brief annotated
bibliography.
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Table of Contents
*Note: While the Understanding By Design Template is a Framework for the Unit, the individual
lesson plans and parts of the unit are saved on the RCS web site in separate sections out of
formatting necessity.
2
1. Suggested Resources-Books
pages 3-17
2. Materials
page 18
3. Indiana State History Standards 8th Grade
(covered in this unit in its entirety)
pages 19-23
4. Indiana State English/Language Arts Standards 8th Gr.
(covered in this unit)
pages 24-33
5. Indiana State Soc. Studies Core Standards Gr. 6-8
(covered in this unit)
pages 34-36
6. Enduring Understandings
page 37
7. Essential Questions
pages 38
8. Enabling Knowledge and Skills
pages 39
9. Specialized Vocabulary
pages 40-41
10. Description of Assessment Evidence
pages 42-43
11. GRASP-Primary Performance Task
pages 44-46
12. Description of Learning Activities
pages 47-48
13. Calendar of Learning and Assessments
pages 49-50
SUGGESTED RESOURCES
Causes of the Great Migration(1900-1930’s):
Incidents in the Life of a Slave Girl
Linda Brent
Published in 1861, this was one of the first personal narratives by a
slave and one of the few written by a woman. Jacobs (1813-97) was a
slave in North Carolina and suffered terribly, along with her family, at
the hands of a ruthless owner. She made several failed attempts to
escape before successfully making her way North, though it took years
of hiding and slow progress. Eventually, she was reunited with her
children. For all biography and history collections.
paper 210 pp. / 1973 / ISBN 0-15-644350-3 / $10.00
Order No. 981
 Purchases may be made via a visit to our office, by telephone (317-232-2535),
fax (317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
A Slave No More
David W. Blight
Slave narratives are extremely rare; very few are first-person accounts
by slaves who freed themselves. Now two newly uncovered
narratives, and the biographies of the men who wrote them, join that
exclusive group.Wallace Turnage was a teenage field hand on an
Alabama plantation, John Washington an urban slave in Virginia.They
never met. But both saw opportunity in the chaos of the CivilWar,
both escaped north, and both left remarkable accounts of their flights
to freedom. This book is more than their narratives: working from
painstakingly acquired records and sources for the lives of heretofore
unknown former slaves, the historian DavidW. Blight has discovered
and reconstructed their lives--from slave childhood to black workingclass stability in the North.
 paper 315 pp. / 2007 / ISBN 978-0-15-603451-7 / $14.95
Order No. 984 Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-2323728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
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Front Line of Freedom: African Americans and the Forging of the Underground
Railroad in the Ohio Valley
Keith P. Griffler
In turbulent antebellum America, the Ohio River was both a river of
slavery and a river of freedom. The Ohio was a crucial conduit for the
trade that linked farmers and merchants of the Northwest to the slave
plantations of the South, and it also carried African American men,
women, and children caught up in the slave trade downriver to Cotton Belt
markets.
cloth 206 pp. 2004/ISBN 0-8131-2298-8/$35.00
Order No. 2453

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
The Negro in Indiana before 1900: A Study of a Minority
Emma Lou Thornbrough
Indiana Historical Collections 37
Pioneering work traces the history of African Americans in a northern state
from their first arrival as slaves of 18th-century French traders through the
end of the 19th century.
Reissued by Indiana University Press.
cloth 412 pp. 1993/ISBN 0-253-35989-9/$31.95
Order No. 2102
 Purchases may be made via a visit to our office, by telephone (317-232-2535), fax
(317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
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Written by Herself: Literary Production by African American Women, 17461892
Frances Smith Foster
Insightful literary analysis and historical investigation of a wide range of
literature by African-American women prior to the 20th-century.
paper 206 pp. 1993/ISBN 0-253-20786-X/$13.95
Order No. 2132
Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here
Southeastern Indiana's Underground Railroad Routes and Operations
Diane Perrine Coon
Details Underground Railroad activity with photographs, maps, and reminiscences in the
counties of Southeastern Indiana.

paper 325 pp. 2001/$5.00 (no additional discount)
Order no. 6096

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
5
Slavery and the Law
Paul Finkelman
In this book, prominent historians of slavery and legal
scholars analyze the intricate relationship between slavery, race,
and the law from the earliest Black Codes in colonial
America to the passage of the Fugitive Slave Law and the Dred
Scott decision prior to the Civil War. Slavery & the Law's wide-ranging essays focus on comparative slave law, auctioneering practices, rules of
evidence, and property rights, as well as issues of criminality, punishment, and constitutional law.
paper 475 pp / 1997, 2002 / 9780742521193 / $37.95
Order No. 2829

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail (ihb @ history.in.gov). More
info on purchasing here.
Order No. 2105
The Underground Railroad and the Antislavery Movement in Fort Wayne and
Allen County, Indiana
Angela M. Quinn
"The antebellum story of African Americans in Fort Wayne is as grand and complex as the story
of the city itself."
paper (275) pp. 2001/$5.00 (no additional discount)
Order No. 6098
Bound for Canaan: The Underground Railroad and the War for the Soul of
America
by Fergus M. Bordewich
Bound for Canaan tells the stories of men and women like David Ruggles,
who invented the black underground in New York City; bold Quakers like
Isaac Hopper and Levi Coffin, who risked their lives to build the
Underground Railroad; and the inimitable Harriet Tubman. Interweaving
thrilling personal stories with the politics of slavery and abolition, Bound
for Canaan shows how the Underground Railroad gave birth to this
country’s first racially integrated, religiously inspired movement for
social change.
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cloth 560 pp. 2005/ISBN 0-06-052430-8/$27.95
Order No. 2532 Purchases may be made via a visit to our office, by telephone (317232-2535), fax (317-232-3728), or e-mail (ihb @ history.in.gov). More info on
purchasing here.
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The Role of Free Blacks in Indiana's Underground Railroad
Maxine F. Brown
The case of Floyd, Harrison, and Washington Counties.
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paper 23 pp. $5.00 (no additional discount)
Order No. 6095 Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-2323728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
Slavery and the founders: race and liberty in the age of Jefferson
Paul Finkelman
In this significant revision of his acclaimed work, Paul Finkelman places the
problem of slavery in the context of early American politics and the making
of the Constitution. He argues that slavery was a bone of contention from
the first days of the Constitutional Convention to the last, and demonstrates
persuasively that the debate on slavery in national politics and the problem
of fugitive slaves predated the antebellum period. Finkelman looks
unblinkingly at the ways that the founders failed to resolve the fundamental
contradiction between the notion that "All men are created equal" and their
own personal and political involvement in slavery. In particular, Finkelman
examines the case of Thomas Jefferson: how his personal beliefs made it
impossible for him to come to terms with slavery. In a new chapter,
Finkelman argues that the Federalists, long regarded as aristocrats, were actually a strong force
for emancipation. Clear, concise, and at times controversial, Slavery and the Founders is a
valuable contribution to the study of early America and the ways in which race has been at the
very heart of a national dilemma from the beginning.
paper 308 pp / 2001 / 9780765604392 / $29.95
Order No. 2833

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Underground Railroad
Hurley C. Goodall
The invisible road to freedom through Indiana as recorded by the Works Progress Administration
Writers Project.
paper 341 pp. 2001/$5.00 (no additional discount)
Order No. 6094
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
Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Slavery and the Meetinghouse: The Quakers and the Abolitionist Dilemma,
1820-1865
Ryan P. Jordan
This book explores the limits of religious dissent in antebellum America,
and reminds us of the difficulties facing reformers who tried to end slavery
through peaceful protest. Because the pacifist and anti-slavery beliefs of
the Society of Friends appeared closely to approximate the agenda of the
American Anti-Slavery Society, many abolitionists believed that the
Quakers would rally behind their cause. Their opponents meanwhile
feared that the Quakers might support a movement considered by many to
be seditious. Both were mistaken.
cloth 175 pp. 2007/ISBN 978-0-253-34860-9/$29.95
Order No. 2636

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Walkin' the Wabash
Marlene K. Lu
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An exploration into the Underground Railroad in west central Indiana.paper 134 pp./$5.00 (no additional discount)
Order No. 6097
Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Concerning Underground Railroad Activity in Southwestern Indiana
Randy Mills, et. al
This report locates Underground Railroad sites in southwestern Indiana and provides information about the people involved and locations of
activities.
paper 34 pp. 2001/$5.00 (no additional discount)
Order No. 6092
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Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
A Good Night for Freedom
Barbara Olenyik Morrow
Two runaway slaves take refuge at Katy and Levi Coffin's home - a
stop on the underground railroad. Based on historical events, this
powerful story reveals the courage it took for people to run for
freedom, and for one young girl to help them. Beautifully illustrated.
cloth 32 pp. 2004/ISBN 0-8234-1709-3/$16.95
Order No. 2455
 Purchases may be made via a visit to our office, by telephone (317-232-2535),
fax (317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
Interpretive Stories Associated with the Underground Railroad in the
Indianapolis Area
Dona Stokes-Lucas et al.
Several churches and other sites were visited and their Underground Railroad activities
researched.
paper 50 pp. 2001/$5.00 (no additional discount)
Order No. 6093

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Indiana's 28th Regiment: Black Soldiers for the Union
Indiana's 28th Regiment: Black Soldiers for the Union
Regimental Chaplain Garland H. White's letters to the Christian Recorder about this only black
regiment organized in Indiana provided eyewitness accounts of the service of the 28th.
16 pp. 1994/Order No. 7023
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Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Indiana in the Spanish-American War
Indiana in the Spanish-American War
The home front experience, Indiana volunteers, and the dilemma of black citizens and soldiers.
16 pp. 1998/Order No. 7045

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Underground Railroad Research in Select Indiana Counties
Jeannie Regan-Dinius et al.
Includes many images of documents and places and each chapter concludes with endnotes and a
bibliography. The following are the essay titles:
"Federal Court Cases: Holdings at the National Archives, Chicago" by Jeannie Regan-Dinius
"Gateway to Freedom: New Albany-Floyd County, Indiana" by Pam Peters
"Grant County" by Students at Marion High School
"Huntington and Wabash Counties" by Jeannie Regan-Diniius
"Kankakee & St. Joseph river Valleys of Indiana" by Terry Goldsworthy
paper 122 pp. 2004/$5.00 (no additional discount)
Order No. 6103
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Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
The Movement: The Great Migration(1900-1930’s)
A Little More Freedom: African Americans Enter the Urban Midwest, 1860-1930
Jack S. Blocker

Why did African Americans move from the rural South to the metropolitan North? Scholars have shown that African
Americans took part in the urbanization of American society between the Civil War and the Great Depression, but the racial
dimensions of their migration have remained unclear. A Little More Freedom is the first study to trace African American
locational choices during the crucial period when migrants created pathways that would shape mobility through the
twentieth century and beyond.
cloth 352 pp / 2008 / 9780814210673 / $24.95 Order number 2870
Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Indiana Avenue: Black Entertainment Boulevard
Rev. C. Nickerson Bolden
Indiana Avenue: Black Entertainment Boulevard is the story of how a
community functioned, prospered, declined and revitalized. It is a story with great
implications. On the one hand, this story is a localized history of a subculture. On
the other hand, to understand the Indiana Avenue story is to understand how
similar historical communities like Harlem in New York, Bourbon Street in New
Orleans and Beale Street in Memphis functioned and developed. All these
communities, like many more, had similar traits and parallel histories. These
communities became known nationally as stops on a Chitterlings Circuit, a
network of entertainment venues made famous due to Jim Crow and separatist
laws.
paper 99 pp. / 2009 / ISBN 978-1-4389-2826-5 / $14.99
Order No. 969
 Purchases may be made via a visit to our office, by telephone (317-232-2535),
fax (317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing
here.
"We don't intend to fall in anymore at the end of the parade."
"We don't intend to fall in anymore at the end of the parade."
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A history of blacks in Evansville from settlement to the 1940s.
16 pp. 1995/Order No. 7030

Purchases may be made via a visit to our office, by telephone (317-232-2535), fax (317-232-3728), or e-mail
(ihb @ history.in.gov). More info on purchasing here.
Indiana's African American Heritage: Essays from Black History News Notes
Wilma L. Gibbs, ed.
Topics include the church, education, cultural institutions, newspapers,
women's history, the history of communities, biographies, and sources.
cloth 243 pp. 1993/ISBN 0-87195-098-7/$27.95
Order No. 2008
paper 243 pp. 1993/ISBN 0-87195-099-5/$14.95
Order No. 2009
 Purchases may be made via a visit to our office, by telephone (317-232-2535), fax
(317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
Gone But Not Forgotten
O. James Fox and Wilma L.Gibbs
Featured are black-and-white photos and poems of O. James Fox. This book presents a dramatic look at the
history of Indianapolis's black community.
 paper 53 pp. 2000/ISBN 0-87195146-0/$10.95
Purchases may be made via a visit to our office, by telephone (317-232-2535), fax
(317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
12
Black Settlers in Indiana
Black Settlers in Indiana
Focuses on settlements of free blacks; emphasis on the Roberts Settlement in early Hamilton
County in central Indiana.
12 pp. 1993/Order No. 7015
Issues of The Indiana Historian - African-Americans in Indiana
paper/ISSN 1071-3301/$1.00 (1-19 copies); $.30 (20 or more copies - no additional discount)
"We don't intend to fall in anymore at the end of the parade."
A history of blacks in Evansville from settlement to the 1940s.
16 pp. 1995/Order No. 7030
North Webster: A Photographic History of a Black Community
Ann Morris and Henrietta Ambrose
A black, upper middle-class suburb, begun at the end of the Civil War
in St. Louis, provides a look at life through more than 140 period
photographs from family albums and collections.
cloth 192 pp. 1993/ISBN 0-253-33895-6/$36.95
Order No. 2399
paper 192 pp. 1993/ISBN 0-253-28601-8/$24.95
Order No. 2105
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Effects of the Great Migration:
Curveball: The Remarkable Story of Toni Stone the First Woman to Play
Professional Baseball in the Negro League
Martha Ackmann

From the time she was a girl growing up in the shadow of
Lexington Park in Saint Paul, Minnesota, Toni Stone knew she
wanted to play professional baseball. There was only one
problem--every card was stacked against her. Curveball tells
the inspiring story of baseball’s "female Jackie Robinson," a
woman whose ambition, courage, and raw talent propelled her
from ragtag teams barnstorming across the Dakotas to playing
in front of large crowds at Yankee Stadium.
cloth 274 pp. / 2010 / ISBN 978-1-55652-796-8 / $24.95
Order No. 964 Purchases may be made via a visit to our office, by
telephone (317-232-2535), fax (317-232-3728), or e-mail (ihb @
history.in.gov). More info on purchasing here.
Major: A Black Athlete, a White Era, and the Fight to be the World's Fastest
Human Being
Todd Balf
Major is the gripping story of a superstar nobody saw coming--a classic
underdog, aided by an unlikely crew: a disgraced fight promoter, a broken
ex-racer, and a poor upstate girl from New York who wanted to be a
queen. It is also the account of a fierce rivalry that would become an
archetypal tale of white versus black in the 20th century. Most of all, it is
the tale of our nation's first black sports celebrity-- a man who transcended
the handicaps of race at the turn of the century to reach the stratosphere of
fame.

cloth 306 pp. 2008/ISBN 978-0-307-23658-6/$24.00
Order No. 2684
 Purchases may be made via a visit to our office, by telephone (317-232-2535), fax
(317-232-3728), or e-mail (ihb @ history.in.gov). More info on purchasing here.
14
Africanisms in American Culture
Joseph E. Holloway, ed.
New interpretations of the impact of African origins on North American
history and culture presented in ten scholarly essays.
cloth 249 pp. 1991/ISBN 0-253-32839-X/$39.95
Order No. 2163
paper 249 pp. 1990/ISBN 0-253-20686-3/$14.95
Order No. 2326
Songs of Freedom: Music from Ordinary People, Extraordinary Courage
Produced by Solid Light, Inc. for the Carnegie Center for Art
History, Inc.
"Songs of Freedom was created to complement the permanent
exhibit Ordinary People, Extraordinary Courage: Men and
Women of the Underground Railroad at the Carnegie Center
for Art History in New Albany, Indiana."
"Nobody Knows the Trouble I've Seen" (play)
"Steal Away" (play)
"Follow the Drinking Gourd" (play)
"Wade in the Water" (play)
"O, Canaan" (play)
"Swing Low, Sweet Chariot" (play)
"Go Down Moses" (play)
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River Jordan: African American Urban Life in the Ohio Valley
Joe William Trotter, Jr.
Cloth 200 pp. 1998/ISBN 0-8131-2065-9/$32.50
Order No. 2285
paper 200 pp. 1998/ISBN 0-8131-0950-7/$25.00
Order No. 2284
Five Plays by Langston Hughes
Webster Smalley, ed.
Harlem life, pictured as fresh today as it was when these plays were first
written.
paper 258 pp. 1968/0-253-20121-7/$14.95
Order No. 2051
A Shared Heritage: Art by Four African Americans
William E. Taylor and Harriet G. Warkel, eds.
Work ranging from impressionism and social realism to cubism and
abstract expressionism.
paper 195 pp. 1996/ISBN 0-9336260-629/$29.95
Order No. 2182
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For Gold and Glory: Charlie Wiggins and the African-American Racing Car
Circuit
Todd Gould
The never-before-told story of "the Negro Speed King" and the AfricanAmerican racing car circuit.
cloth 212 pp. 2002/ISBN 0-253-34133-7/ $27.95
Order No. 2382
paper/$19.95
Order No. 2660
The Black Women in the Middle West Project: A Comprehensive Resource
Guide, Illinois and Indiana
Darlene Clark Hine
This final report contains historical essays, oral histories, biographical
sketches, and descriptions of document collections gathered by this
project, which was headquartered at Purdue University.
paper 238 pp. 1986/ISBN 1-885323-47-6/$6.75
Order No. 4005
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MATERIALS NEEDED
All materials will be listed within each lesson plan.
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STAGE 1 – Identify desired results
Competencies/Standards included in this unit-(State and Core are listed)
SS.8.1 2007 - History
Students will examine the relationship and significance of themes, concepts, and movements in the development
of United States history, including review of key ideas related to the colonization of America and the revolution
and Founding Era. This will be followed by emphasis on social reform, national development and westward
expansion, and the Civil War and Reconstruction period.
SS.8.1.28 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and
Decision-Making: Recognize historical perspective and evaluate alternative courses of action by describing the
historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day
norms.
Example: Use Internet-based documents and digital archival collections from museums and libraries to compare
views of slavery in slave narratives, northern and southern newspapers, and present-day accounts of the era.
SS.8.1.29 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and
Decision-Making: Differentiate between facts and historical interpretations, recognizing that the historian's
narrative reflects his or her judgment about the significance of particular facts.
SS.8.2 2007 - Civics and Government
Students will explain the major principles, values and institutions of constitutional government and citizenship,
which are based on the founding documents of the United States and how three branches of government share
and check power within our federal system of government.
SS.8.2.2 2007
Foundations of Government: Identify and explain the relationship between rights and responsibilities of
citizenship in the United States.
Example: The right to vote and the responsibility to use this right carefully and effectively, and the right to
free speech and the responsibility not to say or write false statements
SS.8.2.3 2007
Foundations of Government: Explain how and why legislative, executive and judicial powers are distributed,
19
shared and limited in the constitutional government of the United States.
Example: Examine key Supreme Court cases and describe the role each branch of the government played in
each of these cases.
SS.8.2.4 2007
Foundations of Government: Examine functions of the national government in the lives of people.
Example: Purchasing and distributing public goods and services, coining money, financing government
through taxation, conducting foreign policy, providing a common defense, and regulating commerce
SS.8.2.5 2007
Functions of Government : Compare and contrast the powers reserved to the federal and state government
under the Articles of Confederation and the United States Constitution.
SS.8.2.6 2007
Functions of Government : Distinguish among the different functions of national and state government
within the federal system by analyzing the United States Constitution and the Indiana Constitution.
Example: Identify important services provided by state government, such as maintaining state roads and
highways, enforcing health and safety laws, and supporting educational institutions. Compare these services
to functions of the federal government, such as defense and foreign policy.
SS.8.2.7 2007
Roles of Citizens: Explain the importance in a democratic republic of responsible participation by citizens in
voluntary civil associations/non-governmental organizations that comprise civil society.
Example: Reform movements such as the abolitionist movement, women's suffrage and the Freedman's
Bureau
SS.8.2.8 2007
Roles of Citizens: Explain ways that citizens can participate in political parties, campaigns and elections.
Example: Local, state and national elections; referendums; poll work; campaign committees; and voting
SS.8.2.9 2007
Roles of Citizens: Explain how citizens can monitor and influence the development and implementation of
public policies at local, state and national levels of government.
Example: Joining action groups, holding leaders accountable through the electoral process, attending town
meetings, staying informed by reading newspapers and Web sites, and watching television news broadcasts
SS.8.2.10 2007
Roles of Citizens: Research and defend positions on issues in which fundamental values and principles
related to the United States Constitution are in conflict, using a variety of information resources.
Example: Powers of federal government vs. powers of state government
SS.8.3 2007 - Geography
Students will identify the major geographic characteristics of the United States and its regions. They will name and
locate the major physical features of the United States, as well as each of the states, capitals and major cities, and
will use geographic skills and technology to examine the influence of geographic factors on national development.
20
SS.8.3.1 2007
The World in Spatial Terms: Read maps to interpret symbols and determine the land forms and human features
that represent physical and cultural characteristics of areas in the United States.
SS.8.3.3 2007
Physical Systems: Identify and locate the major climate regions in the United States and describe the characteristics
of these regions.
SS.8.3.4 2007
Physical Systems: Name and describe processes that build up the land and processes that erode it and identify
places these occur.
Example: The Appalachian Mountains are a formation that has undergone erosion. The Mississippi Delta is made
up almost entirely of eroded material.
SS.8.3.5 2007
Physical Systems: Describe the importance of the major mountain ranges and the major river systems in the
development of the United States.
Example: Locate major U.S. cities during this time period, such as Washington, D.C.; New York; Boston; Atlanta;
Nashville; Charleston; New Orleans; Philadelphia; and Saint Louis, and suggest reasons for their location and
development.
SS.8.3.6 2007
Human Systems: Identify the agricultural regions of the United States and be able to give reasons for the type of
land use and subsequent land development during different historical periods.
Example: Cattle industry in the West and cotton industry in the South
SS.8.3.9 2007
Human Systems: Analyze human and physical factors that have influenced migration and settlement patterns and
relate them to the economic development of the United States.
Example: Growth of communities due to the development of the railroad, development of the west coast due to
ocean ports and discovery of important mineral resources; the presence of a major waterway influences economic
development and the workers who are attracted to that development
SS.8.3.11 2007
Environment and Society: Identify ways people modified the physical environment as the United States
21
developed and describe the impacts that resulted.
Example: Identify urbanization, deforestation and extinction or near extinction of wildlife species; and
development of roads and canals
SS.8.4 2007 - Economics
Students will identify, describe and evaluate the influence of economic factors on national development from
the founding of the nation to the end of Reconstruction
SS.8.4.1 2007
Identify economic factors contributing to European exploration and colonization in North America, the
American Revolution and the drafting of the Constitution of the United States.
Example: The search for gold by the Spanish, French fur trade and taxation without representation
SS.8.4.2 2007
Illustrate elements of the three types of economic systems, using cases from United States history.
Example: Traditional economy, command economy and market economy
SS.8.4.3 2007
Evaluate how the characteristics of a market economy have affected the economic and labor development of
the United States.
Example: Characteristics include the role of entrepreneurs, private property, markets, competition and selfinterest
SS.8.4.4 2007
Explain the basic economic functions of the government in the economy of the United States.
Example: The government provides a legal framework, promotes competition, provides public goods and
services, protects private property, controls the effects of helpful and harmful spillovers, and regulates
interstate commerce.
SS.8.4.7 2007
Trace the development of different kinds of money used in the United States and explain how money helps
make saving easier.
Example: Types of money included wampum, tobacco, gold and silver, state bank notes, greenbacks and
Federal Reserve Notes.
22
SS.8.4.8 2007
Examine the development of the banking system in the United States.
Example: The central bank controversy, the state banking era and the development of a gold standard
SS.8.4.9 2007
Explain and evaluate examples of domestic and international interdependence throughout United States
history.
Example: Triangular trade routes and regional exchange of resources
SS.8.4.10 2007
Examine the importance of borrowing and lending (the use of credit) in the United States economy and list
the advantages and disadvantages of using credit.
SS.8.4.11 2007
Use a variety of information resources to compare and contrast job skills needed in different time periods in
United States history.
23
EL.8.1 2006 - READING: Word Recognition, Fluency, and Vocabulary
Development
Students use their knowledge of word parts and word relationships, as well as context (the meaning of the
text around a word), to determine the meaning of specialized vocabulary and to understand the precise
meaning of grade-level-appropriate words.
EL.8.1.3 2006
Verify the meaning of a word in its context, even when its meaning is not directly stated, through the
use of definition, restatement, example, comparison, or contrast.
Example: Understand the meaning of pickle in a sentence, such as The pickle was an important part of
metal working. Use a dictionary to help clarify the use of the word pickle in this context.
EL.8.2.1 2006
Structural Features of Informational and Technical Materials:
Compare and contrast the features and elements of consumer materials to gain meaning from
documents.
Example: Compare examples of a variety of instructional or technical manuals, such as those for
a computer, hair appliance, camera, or electronic game, brought to class by different students.
Describe what features make certain instructions easier than others to understand and follow.
EL.8.2.2 2006
Analyze text that uses proposition (statement of argument) and support patterns.
Example: Read and analyze the organization of the "pro" and the "con" editorials on a topic of
interest in USA Today. In each, decide if the argument is simply and clearly stated. Decide if there
are at least three major points in support of the argument, with the strongest argument given
first.
EL.8.2.3 2006
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
Find similarities and differences between texts in the treatment, amount of coverage, or
organization of ideas.
Example: Read articles or biographies about cultural or historical figures with Indiana
connections such as Supreme Court Justice Sherman Minton or leaders in the Underground
Railroad movement Levi and Catharine Coffin. Compare the amount of or types of coverage such
figures received.
EL.8.2.4 2006
Compare the original text to a summary to determine whether the summary accurately describes
the main ideas, includes important details, and conveys the underlying meaning.
Example: After writing summaries or creating graphic organizers on an informational text read
for class, exchange the summary or organizer with another student. Evaluate this classmate's
24
summary, based on how well the student describes the most important elements of the text.
EL.8.2.5 2006
Use information from a variety of consumer and public documents to explain a situation or
decision and to solve a problem.
Example: Decide which is the most practical and economical wireless telephone to purchase by
reading articles, brochures, Web pages, and other consumer sources, such as Consumer Reports.
EL.8.2.6 2006
Expository (Informational) Critique:
Evaluate the logic (inductive or deductive argument), internal consistency, and structural
patterns of text.
Example: Read The Brooklyn Bridge: They Said It Couldn't Be Built by Judith St. George and
evaluate the techniques and the effectiveness of the development of the main idea of the book.
EL.8.2.7 2006
Analyze the structure, format, and purpose of informational materials (such as textbooks,
newspapers, instructional or technical manuals, and public documents).
EL.8.2.9 2006
Make reasonable statements and draw conclusions about a text, supporting them with accurate
examples.
EL.8.3 2006 - READING: Comprehension and Analysis
of Literary Text
Students read and respond to grade-level-appropriate historically or culturally significant works
of literature, such as the selections in the Indiana Reading List, which illustrate the quality and
complexity of the materials to be read by students. At Grade 8, students read a wide variety of
fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction,
mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres.
EL.8.3.2 2006
Analysis of Grade-Level-Appropriate Literary Text:
Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the
plot's development; and the way in which conflicts are (or are not) addressed and resolved.
25
Example: Read a book, such as Holes by Louis Sachar, and discuss how the plot is developed,
including the climax and its resolution and how different subplots are incorporated into the
story.
EL.8.3.3 2006
Compare and contrast the motivations and reactions of literary characters from different
historical eras confronting either similar situations and conflicts or similar hypothetical
situations.
Example: Compare literary works that deal with the theme of the impact of war, both on those
who fight in the battles and those who remain at home. Works could include Walt Whitman's
poem "Drum-Taps" from the Civil War period, John Hersey's novel A Bell for Adano from World
War II, or Graham Greene's novel The Quiet American, set in Vietnam at the beginning of the
Vietnam conflict.
EL.8.3.4 2006
Analyze the importance of the setting to the mood, tone, or meaning of the text.
Example: Discuss the importance of the setting, including the place, the time period, and the
customs, to books, such as Friendly Persuasion by Jessamyn West or Stranded by Ben Mikaelsen.
EL.8.3.5 2006
Identify and analyze recurring themes (such as good versus evil) that appear frequently across
traditional and contemporary works.
Example: Explore the theme that heroism demands unusual courage and risk-taking. Read classic
myths found in Alice Low's The MacMillan Book of Greek Gods and Myths or dramatic literature
such as Rod Serling's television play Requiem for a Heavyweight to identify what both real and
imaginary heroes have done.
EL.8.3.6 2006
Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and
irony, which define a writer's style and use those elements to interpret the work.
• Metaphor: an implied comparison in which a word or phrase is used in place of another, such
as He was drowning in money.
• Symbolism: the use of an object to represent something else; for example, a dove might
symbolize peace.
• Dialect: the vocabulary, grammar, and pronunciation used by people in different regions.
• Irony: the use of words to express the opposite of the literal meaning of the words, often to be
26
humorous.
Example: Read several short stories by Mark Twain and discuss his use of dialect in his stories.
Watch Alan Jay Lerner and Frederick Loewe's musical My Fair Lady, an adaptation of Bernard
Shaw's Pygmalion, and discuss how the musical presents dialect and how this dialect is important
to the conflict in the story.
EL.8.3.7 2006
Literary Criticism:
Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its
author.
Example: Read books by Charles Major such as The Bears of Blue River or Uncle Tom Andy Bil to
analyze how he incorporates his understanding of frontier Indiana attitudes.
EL.8.3.8 2006
Contrast points of view - such as first person, third person, third person limited and third person
omniscient, and subjective and objective - in narrative text and explain how they affect the overall
theme of the work.
• First person: the narrator tells the story from the "I" perspective.
• Third person: the narrator tells the story from an outside perspective.
• Limited narration: the narrator does not know all thoughts of all characters.
• Omniscient narration: the narrator knows all thoughts of all characters.
• Subjective: the point of view involves a personal perspective.
• Objective: the point of view is from a distanced, informational perspective, as in a news report.
EL.8.3.9 2006
Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.
EL.8.4 2006 - WRITING: Processes and Features
Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays.
Students progress through the stages of the writing process and proofread, edit, and revise writing.
EL.8.4.1 2006
Organization and Focus:
Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
27
EL.8.4.2 2006
Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and
end with a clear and well-supported conclusion.
EL.8.4.3 2006
Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts,
and similar devices.
EL.8.4.6 2006
Use a computer to create documents by using word-processing skills and publishing programs;
develop simple databases and spreadsheets to manage information and prepare reports.
EL.8.4.7 2006
Evaluation and Revision:
Review, evaluate, and revise writing for meaning and clarity.
EL.8.4.8 2006
Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules,
with specific examples of corrections of frequent errors.
EL.8.4.9 2006
Revise writing for word choice; appropriate organization; consistent point of view; and transitions
among paragraphs, passages, and ideas.
EL.8.4.10 2006
Create an organizational structure that balances all aspects of the composition and uses effective
transitions between sentences to unify important ideas.
EL.8.4.11 2006
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Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and
research.
EL.8.5 2006 - WRITING: Applications (Different Types of
Writing and Their Characteristics)
At Grade 8, students continue to write narrative, expository (informational) , persuasive, and descriptive
essays (research reports of 700 to 1,000 words or more). Students are introduced to writing technical
documents. Student writing demonstrates a command of Standard English and the research, organizational,
and drafting strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an
awareness of the audience (intended reader) and purpose for writing.
EL.8.5.2 2006
Write responses to literature that:
• demonstrate careful reading and insight into interpretations.
• connect response to the writer's techniques and to specific textual references.
• make supported inferences about the effects of a literary work on its audience.
• support statements with evidence from the text.
Example: After reading The Giver by Lois Lowry, write a final chapter to the book, describing what happens
to the main character after the point where Lowry ends the book. Then, plan a class presentation explaining
the new ending and how it is supported by the rest of the book.
EL.8.5.4 2006
Write persuasive compositions that:
• include a well-defined thesis that makes a clear and knowledgeable appeal.
• present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals.
• provide details, reasons, and examples, arranging them effectively by anticipating and answering reader
concerns and counterarguments.
Example: Using the research completed on public transportation, write a persuasive letter to the mayor on
29
why the community should or should not invest more resources into public transportation.
EL.8.5.6 2006
Write using precise word choices to make writing interesting and exact.
Example: Write stories, reports, articles, and letters using a variety of word choices. (Use adequately
instead of enough. Use encyclopedia or mystery novel instead of book.)
EL.8.5.7 2006
Write for different purposes and to a specific audience or person, adjusting tone and style as necessary.
Example: Write a letter to the editor in response to an opinion column in your school or community
newspaper.
EL.8.6 2006 - WRITING: English Language Conventions
Students write using Standard English conventions appropriate to this grade level.
EL.8.6.1 2006
Sentence Structure:
Use correct and varied sentence types (simple, compound, complex, and compound-complex) and
sentence openings to present a lively and effective personal style.
EL.8.6.2 2006
Identify and use parallelism (use consistent elements of grammar when compiling a list) in all writing
to present items in a series and items juxtaposed for emphasis.
• Correct: Students having difficulty and needing help should stay after class.
• Incorrect: Students having difficulty and who need help should stay after class.
EL.8.6.3 2006
Use subordination, coordination, noun phrases that function as adjectives (These gestures - acts of
friendship - were noticed but not appreciated.), and other devices to indicate clearly the relationship
between ideas.
EL.8.6.4 2006
Grammar:
Edit written manuscripts to ensure that correct grammar is used.
EL.8.6.5 2006
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Punctuation:
Use correct punctuation.
EL.8.6.6 2006
Capitalization:
Use correct capitalization.
EL.8.6.7 2006
Spelling:
Use correct spelling conventions.
EL.8.6.8 2006
Identify and use infinitives (the word to followed by the base form of a verb, such as to understand or
to learn) and participles (made by adding -ing, -d, -ed, -n, -en, or -t to the base form of the verb, such
as dreaming, chosen, built, and grown).
EL.8.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and
interests of the audience. They evaluate the content of oral communication. Students deliver well-organized
formal presentations using traditional speech strategies, including narration, exposition, persuasion, and
description. Students use the same Standard English conventions for oral speech that they use in their
writing.
EL.8.7.1 2006
Comprehension:
Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's
content, delivery, and attitude toward the subject.
EL.8.7.2 2006
Organization and Delivery of Oral Communication:
Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience
and purpose.
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EL.8.7.3 2006
Outline the organization of a speech, including an introduction; transitions, previews, and summaries; a
logically developed body; and an effective conclusion
EL.8.7.4 2006
Use precise language, action verbs, sensory details, appropriate and colorful modifiers (describing words,
such as adverbs and adjectives), and the active (I recommend that you write drafts.) rather than the passive
voice (The writing of drafts is recommended.) in ways that enliven oral presentations.
EL.8.7.5 2006
Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal
presentations.
EL.8.7.6 2006
Use audience feedback, including both verbal and nonverbal cues, to reconsider and modify the
organizational structure and/or to rearrange words and sentences for clarification of meaning.
EL.8.7.7 2006
Analysis and Evaluation of Oral and Media Communications:
Analyze oral interpretations of literature, including language choice and delivery, and the effect of the
interpretations on the listener.
EL.8.7.8 2006
Evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted
or biased material.
EL.8.7.9 2006
Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators,
and news photographers) communicate information and affect impressions and opinions.
32
EL.8.7.1 2006
Comprehension:
Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's
content, delivery, and attitude toward the subject.
EL.8.7.10 2006
Speaking Applications:
Deliver narrative presentations, such as biographical or autobiographical information that:
• relate a clear incident, event, or situation, using well-chosen details.
• reveal the significance of the incident, event, or situation.
• use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific
action, physical description, background description, and comparison or contrast of characters.
EL.8.7.11 2006
Deliver oral responses to literature that:
• interpret a reading and provide insight, connect personal responses to the writer's techniques and to
specific textual references.
• make supported inferences about the effects of a literary work on its audience.
• support judgments through references to the text, other works, other authors, or personal knowledge.
EL.8.7.13 2006
Deliver persuasive presentations that:
• include a well-defined thesis (position on the topic).
• differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and
persuasive language.
• anticipate and effectively answer listener concerns and counterarguments through the inclusion and
arrangement of details, reasons, examples, and other elements.
• maintain a reasonable tone.
33
Core Standards
Indiana Social Studies Grades 6-8
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, an
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include form
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
g. among ideas and concepts.
h. Use precise language and domain-specific vocabulary to inform about or explain the topic.
i. Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented
3. Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences.
a. Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and clauses
to convey sequence, signal shifts from one time frame
or setting to another, and show the relationships
among experiences and events.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
e. Provide a conclusion that follows from and reflects on
the narrated experiences or events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
5. With some guidance and support from peers and adults,
34
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including
grade 8 on page 53.)
6. Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas efficiently as well as to interact and
collaborate with others.
7. Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Reading Standards for Literacy in History/Social Studies 6–12
[RH]
1. Cite specific textual evidence to support analysis of
primary and secondary sources.
2. Determine the central ideas or information of a primary or
3.
35
secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process
related to history/social studies (e.g., how a bill becomes
law, how interest rates are raised or lowered).
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains
related to history/social studies.
5. Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of
view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
Integration of Knowledge and Ideas
7. Integrate visual information (e.g., in charts, graphs,
8.
photographs, videos, or maps) with other information in
print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in
a text.
9. Analyze the relationship between a primary and secondary
source on the same topic.
Range of Reading and Level of Text Complexity
10. By the end of grade 8, read and comprehend history/social
studies texts in the grades 6–8 text complexity band
independently and proficiently.
Enduring Understandings (“Students will understand THAT…”)
Overarching Enduring Understandings

Societies are in a constant state of change-political, resources, economic, religious, etc…

As a result of change, population shifts occur.

People move to find solutions.

There are always benefits and repercussions to all choices.
Topical Enduring Understandings
36

There were many causes for the Great Migration.

Although slavery had long been outlawed, the black population in America still
encountered numerous obstacles in the South and across the country when it came to
equality.

There were numerous other reasons for the black population to believe migration to the
north would solve most, if not all, of its problems.

The North offered many opportunities to the African Americans, but not everything they
were promised.

With this Great Migration came positive and negative outcomes.
Essential Questions (“How…” “Why…” “To what extent…”)
Overarching Essential Questions
 What kinds of catalysts were involved in the Great Migration of the
African Americans during the early 20th Century?
 What kinds of obstacles were encountered during the Great Migration of
the early 1900’s?
 What kinds of problems does this migration hope to solve in the 20th
Century?
 What kinds of new problems does the Great Migration of the early
1900’s create?
 What positive things were a result of the Great Migration in America
during the time frame of approximately 1900-1930?
37
Topical Essential Questions
 What kind of impact did slavery have on the mindset of the southern
states during this time? The northern? The black population? The
white population?
 How were these issues being dealt with during this time period?(States
have control….Jim Crow, Black Codes, Segregation, Education,
Social issues, Religion, etc…)
 What kinds of stereotypes were prevalent within different groups of
people? What effected their opinions?(Plantation owners in the
South, Quakers, Democrats, Republicans, Union Workers whose jobs
had just been taken by newly immigrated blacks, soldiers who had
fought in WWI but could not receive respect from white prejudice
officers, etc…)
 To what extent did advertising play a role in summoning southern
blacks to the north?
 How did the population in the north react to the new immigrants as
they arrived? What kind of impact do you think this had upon the
new arrivals? Do you think it would have been easier if the reception
was better? Explain.
 Despite prejudice, the African Americans in the United States, with
the help of many sympathetic supporters, shattered presumptions
about their capabilities and conquered violent opposition. What are
some examples of successful contributions we have seen in our
country as a result of the Great Migration that occurred in the early
20th Century?
Enabling Knowledge and Skills (“What skills and conceptual
knowledge must students possess in order to demonstrate understanding –
especially on performance tasks?”)
Students will know
Students will be able to

Events leading up to the Great Migration *Analyze primary sources

What the Great Migration was

The struggles, Jim Crow laws, Black Codes,
*Form opinions with facts and
evidence
Declaration of Independence, and other legal *Participate in a socratic
documents involved in this movement
38
seminar discussing these
issues and support opinions

Where they settled
*Write about an issue in a

New problems they encountered
persuasive/argumentative

How these events pertain to Richmond

Why this information is important
opinions, facts, statistics,
today
and data

How they can apply this knowledge
in a way that allows them to help
essay supporting it with
*write in journal showing an
an understanding of events by
people in their community who have
putting things into own words
similar obstacles
and making connections be-

What a primary source is,
how to locate one, and how to use it
tween ideas
Vocabulary For This Unit:
1. Abolitionist- someone who opposes and fights against slavery.
2. Black codes- local or state legal restrictions on black people, free or slave; attested by
1840, American English.
3. Declaration of Independence- the public act by which the Second Continental
Congress, on July 4, 1776, declared the Colonies to be free and independent of England.
4. Democracy- government by the people; a form of government in which the supreme power is
vested in the people and exercised directly by them or by their elected agents under a free electoral system.
5. Emancipation Proclamation- the proclamation issued by President Lincoln on January
1, 1863, freeing the slaves in those territories still in rebellion against the Union.
6. Execution- capital punishment, death penalty, executing.
39
7. freedmen- a man who has been freed from slavery.
8. Freedom- personal liberty, as opposed to bondage or slavery: a slave who bought his freedom.
9. Fugitive- a person who is fleeing, from prosecution, intolerable circumstances, etc.; a
runaway: a fugitive from justice; a fugitive from a dictatorial regime.
10. Jim Crow laws- The Jim Crow laws were state and local laws enacted primarily but not
exclusively in the Southern and border states of the United States, between 1876 and 1965. They mandated
de jure segregation in all public facilities, with a "separate but equal" status for black Americans and
members of other non-white racial groups.
11. Justice- rightfulness or lawfulness, as of a claim or title; justness of ground or reason: to
complain with justice.
12. Ku Klux Klan-(mocked as the Knights of the Kerosene Kan)a secret terrorist organization, the
Ku Klux Klan led underground resistance against the civil rights and political power of newly freed slaves
during the Reconstruction period after the American Civil War. The Klan’s goal was to reestablish the
dominance of the prewar plantation aristocracy. It was revived in an altered form in the 20th century.
13.
Lynch law-the practice of punishing people by hanging without due process of law.
14.
Lynching-to punish a person without legal process or authority, especially by hanging, for a
perceived offense.
15.
16.
Migration-to move from one country, place, or locality to another.
Mob violence-a disturbance of the peace by several persons, assembled and acting with a
common intent in executing a lawful or unlawful enterprise in a violent and turbulent manner.
17.
NAACP-National Association for the Advancement of Colored People ◊The NAACP is an
American organization that works to protect the rights of African-Americans.
18.Post-Reconstruction-In American history, post-Reconstruction refers to something that
happened after the Reconstruction (1863 - 1877). Particularly it may refer to:

the post-Reconstruction era, the period right after Reconstruction, also known as Redemption
o
Policies of this period:

The Nadir of American race relations

Disfranchisement after the Civil War
19. Prejudice-an adverse judgment or opinion formed beforehand or without knowledge or
examination of the facts.
20.
Racial violence-to inflict harm upon; damage or violate based upon race.
21.
Racism-a belief or doctrine that inherent differences among the various human races
determine cultural or individual achievement, usually involving the idea that one's own race is
superior and has the right to rule others.
22.
Segregation-the practice or policy of creating separate facilities within the same society for
the use of a minority group.
23. Slaying-to kill violently.
24.
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Vigilantism-the actions of a vigilance committee in trying to enforce the laws.
25.
White Caps-people primarily in southern Indiana who lynched criminals or suspected
criminals, from the era following the Civil War to the end of the 19th century.
26.
White Supremacy-the belief that white people are superior to people of other racial
backgrounds.
27.
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“without sanctuary”-being without a safe place or haven.
STAGE 2 – Determine acceptable evidence
Overview of assessment evidence
Briefly describe the types of assessment activities you will use throughout this unit to ensure
students are gaining the enabling conceptual knowledge and skills they need so that ultimately they
can demonstrate understanding through the major performance task.
TYPE OF
EVIDENCE
Primary
performance
task
Written prompts/
journals
DESCRIPTION OF THE ASSESSMENT
ACTIVITY
Mock Trial: Details are included in lesson
plan.
WHICH
FACET OF
UNDERSTANDING IS
EMPHASIZED?
Explanation,
Interpretation, Perspective,
Empathy, Application,
Self-Knowledge
Journaling, essay, discussion, socratic Explanation,
seminar, partner, small group, and
Interpretation, Perspective,
whole class questions, prompts, and
Empathy, Self-Knowledge
journals are included throughout the
lesson plans.
Analyzing stereotypes in media;
Explanation,
Interpretation, Perspective,
Analyzing primary sources;
Empathy, Application,
Creating Brochure, website, or guide: How to Self-Knowledge
be Successful if You are New to (Test,
Richmond, Indiana, etc…)
Webquest about Emmett Till;
Small
projects/skill
demonstrations/
supporting
performances
Timeline of African American History;
Top Ten Ways to Improve School Society
Posters-to post around school;
Myths vs. Facts Analyzing;
Investigating Jim Crow and the Black Codes;
Service Learning;
Role Playing;
Reader’s Theater;
Pre-test over Af.-American Historical
knowledge and post-test.
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Student selfassessments
Observing
/conferencing
Quizzes/ tests
Other
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Rubrics used to assess discussions,
participation, writing, and more included.
Explanation;
Interpretation; Perspective;
Self-Knowledge; Empathy;
Application
Rubrics, conferences, discussions, and
immediate feedback.
Application; SelfKnowledge; Perspective;
Explanation; Empathy;
Application
Entrance and exit tickets used for daily
formative data, rubrics, discussions,
observance, socratic seminar, essay questions,
journal entries, and multi-faceted tests.
Application; Selfknowledge; Perspective;
Explanation; Empathy;
Application
GRASPS details for the primary performance task
Use the GRASP format to provide more detailed information about the primary performance task
through which you will assess students’ growing understanding.
GRASPS
Use of GRASPS in this Unit
Goal
 Provide a statement of
the task.
 Establish the goal,
problem, challenge, or
obstacle in the task.
The students will perform a mock trial. They will each have roles and
will put on trial the issues raised when the African Americans migrated
during the time period in question. The issue is: Was the Great
Migration a positive thing or a negative thing?
Role
 Define the role of the
students in the task.
 State the job of the
students for the task.
Prosecuting Party: Three-Five people will gather the information
from all the notes, video clips, articles, and research they have
done throughout this unit. One will be the leader. They will argue
that is was a Negative thing.
Defending Party: Three-Five people will gather the information
from all the notes, video clips, articles, and research they have
done throughout this unit. One will be the leader. They will argue
that is was a Positive thing.
Judge: This person will have a plus/delta sheet and take notes
while the argument goes on. They will make the final reading once
the jury decides.
Jury: They should also take notes on plus/delta sheet, have time to
discuss, then make a decision who won the argument based on
proof!
Bailiff: Teacher
Witnesses: the students will choose significant people from African
American history they feel are important to this case.
Timekeeper: Keeps track of pre-determined times
Audience
 Identify the target
audience within the
context of the
scenario.
 Example audiences
might include a client
or a committee.
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The audience could be the class, but you could do this for younger
kids, parents, at the Test Expo(my home school), etc…
Within the mock trial, the audience is the judge and the jury. The
opposing law teams present to one another, but they are doing it in
front of the judge and jury.
Situation
 Set the context of the
scenario.
 Explain the situation.
Product
 Clarify what the
students will create
and why they will
create it.
During the early twentieth century (1900-1930’s) there was a great
migration of African Americans predominantly from the South to the
North. There were a variety of causes: Jim Crow laws, Black codes,
employment opportunities, ‘Ole Southern segregation, hopes of
equality for future generations, stories of the grand living conditions in
the North, etc…While this migration was made in ebbs and flows,
there were unforeseen problems and many effects of this movement,
some positive and some negative.
Small groups will use the data and information from the unit of study
we have worked on and new research to prove their side of the
argument in the mock trial. The other participants will take care of
their jobs. They will take notes and judge the arguments presented with
a rubric.
Standards and Criteria The standards that are met by this activity are:
 Provide students with
Included in the lesson itself
a clear picture of
Rubric also
success.
 Identify specific
standards for success.
 Issue rubrics to the
students.
45
The Rise Standards are met by this activity. A copy of the rubric is
attached to the web site I have created.
The Rubric I will use to judge this Mock Trial is included in the lesson
plan.
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STAGE 3 – Design learning activities
Use the WHERETO model to identify the type – but not the sequence – of instructional activities
required to promote the desired results. Following the WHERETO model is an optional calendar
for actually scheduling the sequence of learning activities. Note that assessment activities (the
second “E” and to some extent the “R” in WHERETO) are embedded throughout the unit.
WHERETO
W
H
How will you ensure that all
students know where they are
headed in the unit, why they
are headed there, and how
they will be evaluated?
“W” Ideas
How will you hook students at
the beginning of the unit?
“H” Ideas
What events will help
students experience and
explore the big ideas and
questions in the unit? How
will you equip them with
needed skills and knowledge?
“E1” Ideas
How will you cause students
to reflect and rethink? How
will you guide them in
rehearsing, revising, and
refining their work?
“R” Ideas
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge,
“E2” Ideas
E
R
E
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Lesson Plans with daily objectives
Exit tickets
Rubrics
Tests
Conferences
Discussions/Socratic Seminar
Lesson 1-Stereotypes
Lesson 2-Local Immigration Issues
Mock Trial
Socratic Seminars
Video Clips
Emmitt Till Web Quest
Study of African American History-Timeline
Field Trip to the Muhammad Ali Freedom Center
Analyzing Stereotypes in the Media
Creating a brochure, website, or guide…How to be
Successful if You are New to Test Middle School,
Richmond, Indiana, 8th Grade, etc…
Top Ten Ways to Improve School Society-a poster
Service Learning
Role Playing
Reader’s Theater
Journals
Conferences
Formative and Summative Assessments
The overarching questions, enduring questions,
topical understandings, and topical questions will all
be used to focus, guide, and re-direct students
throughout this unit in the form of journaling,
discussions, conferences, tests, questioning, selfevaluations, peer edit and revise, peer discussion,
and formative daily assessments-often entrance/andor exit tickets.
Classroom discussions, socratic seminars,
journaling, self-evaluation with rubrics,
conferences, partner and group discussions, quizzes,
and tests.
and understanding throughout
the unit?
48
“T” Ideas
T
How will you tailor
instruction to meet student
need in readiness, learning
style, and interest while
remaining true to the desired
result?
“O” Ideas
O
How will you organize
learning experiences to
maximize engagement and
understanding and minimize
misconceptions?
All activities will allow for learning differentiation
and preference. RISE and Indiana State Standards
are the priority as well.

This unit will be organized into a six week unit.
Sequence of unit learning and assessment activities
Calendar: Don’t Forget about Trip to Muhammad Ali Freedom Center
Monday
1
Stereotypes lesson
Pre-test: African Am.
Knowledge
Exit Slip
Tuesday
2
Wednesday
3
Journaling about a time Entrance slip
when they may have
Primary documents on
been treated with prethe African American
judice.
condition in U.S.Stereotypes Les. Cont. Slavery, Jim Crow,
Black Codes,
Video Slavery
Lynchings
Slave Pen at Und. RR.
Stereotypes les. Cont.
Freedom Center
Interactive
Exit slip
Thursday
Friday
4
5
Projector-history of
lynching in America
Fill in timeline so far.
Read articles over
Webquest : Emmett topic.
Till*Need computers
Reader’s Theater(ReExit slip
enact) to review
vocabulary, people,
events, etc…they pick,
write, do
Exit ticket
6
7
8
9
10
Video clip-Af.-Am.
History
Journal: R.A.F.T.
Cause and Effect
graphic org.-G.M.
Journal-respond to a
primary doc. From
Richmond news…
Add to timeline.
Do the Extending the
Read about and discuss
Timeline lesson. Have
problems migrants
Top Ten Ways to
kids reflect.
The Great Migration- Primary Doc. On G.M.
faced when they
Improve School
video with note-taking
Finish Posters…hang.
Society Posters
Myths and Facts about moved north.
form
Lynching
Exit ticket: How can Discuss and begin plan
Exit ticket
we use this information for Service Learning
today?
K-W-L
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Newly freed slave
migrating north…
11 Vocabulary Bingo
Video clip on famous
African AmericansMuhammad Ali, Oprah
Winfrey, Madame CJ
Walker, Michael
Jordan…They must
have 3 notes on each!
12
13 Continue
14 Continue
15 Continue
18
19
20
Go over open book
test-use as a study
guide.
Service Learning
Service Learning
Paper
Paper….Finals due
next Tues.
Begin the Great
Migration Books
ordered from National
Geographic.
Exit Ticket with
question
16
17
Analyze stereotypes in Entrance ticket
the media-the role of
Open book test in
the father in sitcoms.
National Geo. Great
Service Learning
Migration books
Vocabulary
connections
Add to time line
Test on Great
Migration
Inform of test on Fri.- Review vocabulary
will not be open book terms
Introduce
argumentative paperWhy the African slave
trade was not a good
choice for the United
States. Plan
21
22
Final
Paper due
Project….brochure,
project
website, or guide:
How to be Successful
if You are New to ….
Test Intermediate
School, Richmond,
Indiana, the 8th grade,
…
Due in one week-must
include knowledge
from entire unit…pass
out rubric
50
23
24
25
Project
Project
Project-Final due
Monday!
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