Alnazir Blackman
December 4, 2019
Grade: 12th Grade U.S. History
Content: The Great Migration & It’s Effects in the early 20th Century
In the first lesson of this unit, I will teach my students about the driving factors that led to the Great Migration of Black Americans in
the early 20th century. After the lesson is over, the students will be able to understand why the Great Migration culminated in ethnic
and cultural conflicts. In the second lesson, I'll teach my students about, novels, poetry and jazz during the Harlem Renaissance. The
students are going to watch two short videos about the Harlem Renaissance. The videos will identify and address the Harlem
Renaissance's main historical figures. After the lecture, students will be able to understand the influence of African American leaders
and organizations on the growth of free Black communities in the North in the 1920's and 30's. In the third lesson, students will use
both the knowledge they gained in the first and second lessons to relate it to how it influenced the Great Depression. In the third lesson
plan, students will learn about the global context of the Great Depression and causes for the global economic collapse. Students will
also learn about farming practices, overproduction and the Dust Bowl. Not only will the students learn about the Great Migration and
its impact in the early twentieth century, students will also learn valuable reading and writing techniques.
Stage 1 Desired Results
ESTABLISHED GOALS
Priority Standards:
6.1.12.D.3.b: Explain how immigration
intensified ethnic and cultural conflicts
and complicated the forging of a national
identity.
6.1.12.D.3.e: Determine the impact of
religious and social movements on the
development of American culture,
literature, and art.
6.1.12.D.2.e: Determine the impact of
African American leaders and institutions
in shaping free Black communities in the
North.
Transfer
Students will be able to independently use their learning to…
TG1: Determine the driving factors associated with the Great Migration of the early
twentieth century and explain why ethnic and cultural conflicts arose.
TG2: Define key terms that are essential to learning about the Harlem Renaissance.
Students will also have the opportunity to explain the impact of the Harlem Renaissance.
In addition, students will be able to recognize and discuss key historical figures in the
Harlem Renaissance.
TG3: Take a look at how the Great Depression happened. They will also be able to
assess how the Great Depression resulted from government economic policies, business
practices, and individual decisions, and how it affected businesses, society, and
agriculture.
UNDERSTANDINGS
Students will understand that…
Meaning
ESSENTIAL QUESTIONS
Alnazir Blackman
December 4, 2019
1. EU1: Factors that led to the Great
1. EQ1: What were the driving forces
6.1.12.D.3.e: Determine the impact of
Migration of Black Americans in
that contributed to the Great
religious and social movements on the
the early 20th century and caused
Migration of Black Americans in
development of American culture,
ethnic and cultural conflicts.
the early 20th century?
literature, and art.
2. EU2: African American leaders
2. EQ2: What African American
and institutions had an impact on
leaders and organizations had an
6.1.12.B.9.a: Determine how agricultural
the shaping of free Black
influence on the development of
practices, overproduction, and the Dust
communities in the North in the
free Black societies in the North in
Bowl intensified the worsening economic
late 1920s and early 1930s.
the late 1920s and early 1930s?
situation during the Great Depression.
3. EU3: Agricultural practices,
3. EQ3: How did farming,
overproduction and the Dust Bowl
overproduction, and the Dust Bowl
6.1.12.D.9.a: Explore the global context of
have worsened the deteriorating
intensify the deteriorating
the Great Depression and the reasons for
economic situation during the
economic situation during the
the worldwide economic collapse.
Great Depression and the causes
Great Depression?
for the global economic collapse.
Support Standards:
Acquisition
● Standards that may not be directly Students will know…
Students will be skilled at…
addressed or specifically taught,
1. The driving factors that led to the
1. Historical data analysis and
but may be touched on in some
early 20th century Great Migration
integration and evaluation of
way, even briefly.
of Black Americans and the causes
verbal, quantitative or visual
of ethnic and cultural conflicts.
evidence.
CCSS.ELA-LITERACY.RH.11-12.2
2. The main African American
2. Reflective writing and the ability to
Determine the central ideas or information
leaders and organizations that had
describe, select, and evaluate
of a primary or secondary source; provide
an influence forming free Black
relevant past evidence from many
an accurate summary that makes clear the
societies in the North during the
different sources.
relationships among the key details and
late 1920s and 30s.
3. Identify, compare and evaluate
ideas.
3. How agricultural practices,
multiple perspectives on a given
overproduction, and the Dust Bowl
historical event and draw an
CCSS.ELA-LITERACY.RH.11-12.3
intensified the deteriorating
accurate conclusion.
Evaluate various explanations for actions
economic situation during the
or events and determine which explanation
Great Depression and the causes of
best accords with textual evidence,
the global economic collapse.
Alnazir Blackman
December 4, 2019
acknowledging where the text leaves
matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and
phrases as they are used in a text,
including analyzing how an author uses
and refines the meaning of a key term over
the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view
on the same historical event or issue by
assessing the authors' claims, reasoning,
and evidence.
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively, as
well as in words) in order to address a
question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse
sources, both primary and secondary, into
a coherent understanding of an idea or
event, noting discrepancies among
sources.
Stage 2 - Evidence
Alnazir Blackman
December 4, 2019
Evaluative Criteria
● List the types of assessments you may
be using, (i.e. teacher created tests,
rubrics, student self-evaluation,
teacher anecdotal notes and
observations, etc…)
Lesson Plan 1: Storyboard about the
Great Migration
Lesson Plan 2: Harlem Renaissance
Poetry Project
Lesson Plan 3: Venn Diagram
Assessment Evidence
How are you going to assess and measure student understanding of the enduring
understandings?
Lesson Plan 1: The students will build a Great Migration storyboard. I'm going to judge
them on how accurately they identify four driving factors. I'm also going to grade them
on if they could include selections from the artwork, photographs, letters and poems
used in the previous group activity.
Lesson Plan 2: Students will have to create a biography for one of the artists of the
Harlem Renaissance. This biography must include the impact the artist had on American
culture. Then the students will recite one of the artist’s works in front of the class with
their own spin on it. All of the information from the biography will be displayed on a
student created website dedicated to their artist.
Lesson Plan 3: I'm trying to assess the students on how effectively they've been able to
compare and contrast the past time they've studied in a particular unit we've gone
through in the school year so far. They should be able to draw a Venn diagram to
compare and contrast the economic, agricultural, and global impacts that occurred
during the Great Depression with the economic, agricultural, and global impacts that
occurred during the Second World War, First World War, Civil War, etc. They will have
to make connections to other lessons or units that we have already learned throughout
the school year in order for the student to get the full points available for the exit slip.
The students will then have to relate accurately the effects of the Great Depression on
their families today, business today, and the American society we live in today.
Stage 3 – Learning Plan
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Sequence
NJSLS
I Do/We Do
You Do
Alnazir Blackman
Lesson 1
6.1.12.D.3.b:
Explain how
immigration
intensified ethnic
and cultural
conflicts and
complicated the
forging of a
national identity.
6.1.12.D.3.e:
Determine the
impact of
religious and
social movements
on the
development of
American culture,
literature, and art.
Lesson 2
6.1.12.D.2.e:
Determine the
impact of African
American leaders
and institutions in
shaping free Black
December 4, 2019
Objective:
Given a powerpoint presentation on the
Great Migration and a guided classroom
discussion. Students will use the knowledge
that they composed from the powerpoint to
thoughtfully articulate how segregation,
racist ideology, widespread violence
towards African and Americans, and lack
of social and economic opportunities in the
South lead to the Great Migration. The
students will also contextualize the impact
of the Great Migration on American
culture.
After the students finish the Do Now we will
discuss their answers. This will allow me to see
how much the students know about the topic. Then
I will create groups based on subject knowledge.
Grouping the kids who knew the least about the
topic with kids who knew the most about the topic
to allow the kids with more subject knowledge to
help the kids who are ignorant to the topic. Then I
will put a powerpoint presentation about The Great
Migration on the projector for the students to view.
I will break down each slide to further their
knowledge on the topic. I will be sure to emphasize
the main causes of the Great Migration which are
segregation, racist ideology, widespread violence
towards African and Americans, and lack of social
and economic opportunities in the South. Next
students will be given an assignment to create a
poster board with their group. I will give them the
rest of the time in class to complete the storyboard
but if they do not finish they will have time next
class to complete the board. On this board I want
the students to emphasize the 4 major causes of the
Great Migration. Their grade is dependent on how
effectively they can convey these points. The best
storyboards will be hung up around the classroom
and in the hallway.
Objective: Given two videos on the
Harlem Renaissance and a worksheet
describing many of the leaders of the
Renaissance and their works. Students will
use the knowledge that they composed from
the videos and worksheet to describe what
Next I will introduce the topic to them and begin to
show two videos presentation on the causes of the
Harlem Renaissance and the effects it had on
American culture. Throughout the videos I will stop
to answer questions to keep the students engaged.
Then after the videos, I will hand out worksheets
Alnazir Blackman
communities in
the North.
6.1.12.D.3.e:
6.1.12.D.3.e:
Determine the
impact of
religious and
social movements
on the
development of
American culture,
literature, and art.
Lesson 3
6.1.12.B.9.a:
Determine how
agricultural
practices,
overproduction,
and the Dust Bowl
intensified the
worsening
economic
situation during
December 4, 2019
the Harlem Renaissance is and how it along
with its leaders have contributed to
American society. the Harlem Renaissance
connects to the Great Migration. Also, how
the Harlem Renaissance connects to our
previous lesson on the Great Migration.
for the students. These worksheets will be about the
various leaders of the Harlem Renaissance, like
Josephine Baker, Langston Hughes. These will be
the people the students are going to be presenting
on. After they have read the worksheet I am going
to ask them to fill out the L in the KWL sheet. This
way I can gauge how much they have learned and
see if they understand the key points of the lesson.
Next I will give their main assignment. The students
will be assigned a Harlem Renaissance Poetry
Project. This project will require the students to
form groups and work together. The project will ask
them to create a biography for a selected Harlem
Renaissance artist. Then the students will recite one
of the artist’s work, but the students must put a
creative spin on the work, the more creative the
better. Students must also annotate and discuss the
literal and philosophical meaning of the artist’s
work they intend to recite. Finally the students will
create a website on Weebly that includes the
autobiography they made and recited and annotated
work as well.
Objectives:
Given three document based questions or
two short essays about the Great
Depression, the students will use the
knowledge that they composed from the
document text to thoughtfully articulate
how agricultural practices, overproduction,
and the Dust Bowl intensified the
worsening economic situation during the
Great Depression. The students will also
After the students complete the Do Now, I will
hand out either the three DBQ'S or the short essays
depending on which group wants to do which
activity. Each group will have 20 minutes to answer
their questions. Before the students start working on
the DBQs or the short essays, I will go over how to
effectively analyze documents in the DBQ's. I will
project the BDQ on the smart board. I will circle
each word of the question and listing the variety of
possible ways to address each part of the question, I
Alnazir Blackman
the Great
Depression.
6.1.12.D.9.a:
Explore the global
context of the
Great Depression
and the reasons
for the worldwide
economic
collapse.
December 4, 2019
contextualize the global impact of the Great will work to prevent students from writing too
Depression and the reasons for the
quickly, addressing only part of the question. By
worldwide economic collapse.
breaking down the question, they can develop
annotation codes which they can then write next to
each document. If the question asks for cause and
effect of an economic action, students can use a “C”
next to a “$” sign for each document and the
specific corresponding evidence. Students can look
for details in an image or art piece, they can read
words slowly and carefully, shouting out when they
find something interesting or a word that causes
confusion. I will model note-taking and annotation
on the projected documents so the students can
follow what I am doing. There will be a student
with a mild learning disability in the class. The
student likes social situations, but he is about a
grade level below the rest of the class. This student
and his partner (a student who does not have a
learning disability) will both have the same choices
as the other students. Whichever choice the group
chooses, they will be given the same documents as
the other students and they will be given a modified
one. The modified one will have the same amount
of questions but the reading material support the
students disability. I did this so the student who has
a learning disability can work on the modified one
and the other student can work on the one that the
rest of the students were working on. When they are
both done, they can compare their answers with one
another. I did this so the student with a learning
disability will not feel singled out and the student
can also view someone else's answer to see if they
Alnazir Blackman
December 4, 2019
are on track. While the students are in their groups
working, I will make sure that they are staying
focused and not getting distracted. I will also be
walking around to see if any of the groups have any
questions or if they are having trouble with any of
the documents. When the 20 minutes are up, I will
call on each group and ask them if they either
choose to complete the three DBQs or if they
completed the questions for the short essay. I will
then ask each group to tell me what one DBQ was
about and the answer to their to one of the
questions. Even though each group had to complete
all of the questions that were given, each group will
only give me the answer to one of the questions
because I want all of the groups to speak. While one
group is giving their answer, the other students will
be listening and comparing the answer that they
have written to that same question to the answer
that the group speaking is giving. I will also be
providing feedback.When the group with the
student with a learning disability goes, both
students will answer the regular questions and the
modified questions. The student with the disability
will follow the same steps as the other students so
he/she doesn't feel left out. I will also provide
feedback to the student with a learning disability as
well.` By assigning the students the DBQ's or short
essay questions, it will show me if they were able to
apply what I have already taught them about
effectively analyzing documents in their DBQ
answers or their answers for their short essay
questions.
Alnazir Blackman
December 4, 2019