​rethink.

Lesson Overview:

As an introduction to the Harlem Renaissance, students will learn about The Great Migration.  In order to organize their thoughts regarding The Great Migration, we will use a venn diagram to compare and contrast the reasons people move today to the reasons people moved during The Great Migration. Using this information and previous knowledge, students will write a diary entry putting themselves in a family moving North during the Great Migration.

 

Preparation:

This will be the last lesson in a two-day introductory lesson on The Great Migration As a class, we will have previously read a book on moving discussed the reasons people move and the students will have written a diary entry in their journals set in the present day where they are part of a family who is moving. We will have also discussed information about what happened during the Great Migration and why it took place. We will have talked about important people during this time and discussed the reasons African-Americans moved.

 

Materials:

• The Great Migration-Jacob Lawrence

• Poster paper and markers

• Students’ writing journal

 

Instruction:

• 1.) Students will discuss as a class the things they already know about the Great Migration

  • a. Students will write these facts and ideas on the board

• 2.) Introduce Jacob Lawrence book, “The Great Migration”

  • a. Mention that students should look closely at the artwork-think about how it makes them feel

  • b. Mention that students should keep Jacob Lawrence in mind because we will be discussing him later

  • c. Tell students to listen for the descriptive language Lawrence uses in the book

• 3.) Read the book to the students

  • a. Stop throughout to mention particularly descriptive language-ask students how the language makes them feel and how they think the African-Americans felt during this time.

• 4.) Class discussion about the reasons people move today and the reasons people moved during The Great Migration

  • a. Students will use previously written narrative about moving

  • b. What are/were people trying to gain or by moving to a new place

  • c. Create a venn diagram which can be hung in the room

• 5.) Class will be asked to write a narrative diary entry in their personal writing journal using information from the venn diagram and any other information they know about the Great Migration.

  • a. Students will imagine they are a child in an African-American family during the time of the Great Migration.

  • b. They will be asked to write a journal entry about why exactly their family is moving, how they feel about it and anything else they want to include about the Great Migration

  • c. Students will be given copies of Jacob Lawrence’s paintings to look at for inspiration

  • d. Students will be told to focus more on content rather than grammar and spelling

• 6.) Teacher will give students ample time to share their stories with each other in pairs

  • a. Students will offer positive and critical feedback to their partner

• 7.) Teacher will begin a final class discussion about The Great Migration

  • a. Have we learned anything new?

  • b. How do we think people felt during the time of The Great Migration

  • c. Did the pictures in the book help you write your story? How?

• 8.) With help from the class, teacher will add any new ideas about The Great Migration to the venn diagram

• 9.) The venn diagram will be posted in the classroom for the students to reference

 

Standards:

• 8.3.3.D: Identify and describe how conflict and cooperation among groups and organizations have impacted the history and development of the US.

• 8.1.3.B: I dentify fact, opinion, multiple points of view, and primary sources as related to historical events.

• 1.4.3.A: Write poems and stories.

  • Include detailed descriptions of people, places, and things.

  • Include literary elements.

​Assessment:

• Students will be assessed by the quality of their content within their writing. The writing does not need to be perfect in grammar or spelling but should display that the student understands the reasoning behind The Great Migration and the need for African-Americans to move North in search of more freedom and better life.