Unit 4: 1877 to World War I grade: 9-12 Subject: African American Studies The Black Experience 1877-World War I

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• Knowledge and Skills Time Frame: 9-12 Days Prior Knowledge
• The Reconstruction was not successful at establishing economically stable black communities
• Assessment Limits: VOCABULARY
• ENDURING UNDERSTANDINGS
• Suggested Learning Plan Learning Activities and Strategies
• Race Riots in American History
• Research history of Black sororities/fraternities
• All of the sororities /fraternities have websites with a written history. Lesson on Black Panthers

Unit 4: 1877 to World War I Grade: 9-12 Subject: African American Studies The Black Experience 1877-World War I Knowledge and Skills Time Frame: 9-12 Days Prior Knowledge: Background knowledge of the causes and consequences of the Industrial Revolution Nationalism Causes and consequences of WWI The Reconstruction was not successful at establishing economically stable black communities SC Indicator: SC Objectives: Assessment Limits: VOCABULARY Integration Segregation Jim Crow Era Plessy v Ferguson Lynching Race Riot Niagara Movement National Urban League National Association for the Advancement of Colored People Historically Black Colleges and Universities Great Migration Progressive Movement Tuskegee Machine American Negro Academy National Association of Colored Women Afro American League Dyer bill Urban League New Era Club 19th Amendment Ugly Club Boule’ ENDURING UNDERSTANDINGS: Racial violence was widespread and deeply impacted the black community. New Black organizations (political, religious, educational, social and trade organizations) were founded to promote black opportunities and advance the cause of equality. ESSENTIAL QUESTIONS: How can a minority group respond when it is targeted by violence? What was the impact of the African-American response to racial discrimination during the period leading to WWI? Have the new black organizations met their goals (past and present) of promoting black opportunities and advancing equality and how? Suggested Learning Plan Learning Activities and Strategies Essential Question: How can a minority group respond when it’s targeted by violence? SC Objective: Activity Description Materials/Resources Comparing Philosophies Students will read about the accomplishments and philosophies of Booker T Washington, Ida B Wells, and W.E.B. Dubois. In groups have students (or the whole class) complete a triple Venn diagram to compare and contrast them, in preparation for an essay describing and analyzing the work of all three leaders. African American History, Prentice Hall Black Art of the Late 19th and early 20th Century Students will analyze visual art, and poetry in order to consider how each work reflects the life and changing roles of African Americans from the late 19th century to the Harlem Renaissance and the Great Migration. Note – this lesson presents an excellent opportunity to use jazz songs, which can illustrate many of the same central points about violence and northern-ward migration. Jacob Lawrence's Migration Series: Removing the Mask Dual Identities Students will examine the emotional tension experience by African Americans as they struggled to establish a identity based on American principles in the midst of a society that was at best ambivalent towards them, and at worst, violently tried to impose an inferior definition upon them. Two Unreconciled Strivings - Library of Congress Lesson Plan Essential Question: What was the impact of the African-American response to racial discrimination during the period leading to WWI? SC Objective: Activity Description Materials/Resources The Great Migration Students will study the impact of the Great Migration on African Americans and society by completing the Great Migration lesson activity Great Migration Lesson Plan Slide Show of Jacob Lawrence Paintings on the Great Migration AAH, pp. 575-582 Race Riots in American History Students will work in groups to research a series of race riots taking place during the time period leading up to world war I. Students will place information found in a graphic organizer. Students will then answer a writing prompt analyzing the overall catalysts for these riots, noting patterns in the behaviors of blacks and whites before, during, and after the riots. AAH, pp. 567-574 Chicago Race Riots http://encyclopedia.chicagohistory.org/pages/ 1032.html Tulsa Race Riot of 1921 http://www.montgomerycollege.edu/ Departments/hpolscrv/VdeLaOliva.html Atlanta Race Riot of 1906 http://www.georgiaencyclopedia.org/nge/ Article.jsp?id=h-3033 Rosewood Massacre of 1922 http://www.africanaonline.com/ rosewood.htm St Louis Riots of 1917 http://www.eslarp.uiuc.edu/ibex/archive/ nunes/esl%20history/race_riot.htm Omaha Race Riot of 1919 http://www.nebraskastudies.org/0700/ frameset_reset.html?http://www.nebraskastudies.org/0700/stories/ 0701_0134.html The Talented Tenth, 1903 Students will read DuBois’ 1903 essay on the Talented Tenth and will use the analysis question that follow to begin a class discussion on whether the talented tenth theory remains relevant today. Prentice Hall Documents in African American History Pg 166 Essential Question: Have the new black organizations met their goals (past and present) of promoting black opportunities and advancing equality and how? SC Objective: Activity Description Materials/Resources Research history of Black sororities/fraternities Students will pick one black sorority and fraternity and research the history and purpose of the organization. Students should highlight reasons for starting the groups as well as highlight past and current issues within the organizations. All of the sororities /fraternities have websites with a written history. Lesson on Black Panthers Students will use primary source documents and oral histories to explain why the Black Panther Party described black communities as “colonies” within the United States and how they attempted to empower those communities in response. http://depts.washington.edu/civilr/teach_BPP_intro.htm Must use Internet Explorer to view Powerpoint Analysis of past/present effectiveness of Black Political/lega/civil rights organizations Students will write an essay analyzing how the purpose of groups such as the NAACP, Urban League, Black Panthers has changed if at all over the last century. They will also form an opinion based on evidence of how effective the leadership was and is in these organizations using historical material and current events articles. http://www.msnbc.msn.com/id/13877821/ http://www.cbsnews.com/stories/2010/07/29/national/main6724776.shtml http://www.nul.org/who-we-are/mission-and-history DIFFERENTIATION Accommodations Arts Integration Classroom Management G.A.T.E./Enrichment Graphic Organizers Library Integration Reading Strategies Teacher Definitions Technology Integration Vocabulary Activities Baltimore City Public Schools Office of Humanities African American History Unit 3 , Indicator XX- GRADE 9-12 DRAFT Directory: NTI%20Documents -> High%20School%20Social%20Studies -> 4%20-%20Wednesday%20AM%20-%20Know%20Your%20Content -> Blackboard Blackboard -> Maryland Voluntary State Curriculum (vsc) Download 42.16 Kb. Share with your friends: