Lesson 6

We will participate in a class discussion to express and synthesize our understandings of the unit texts and the social context that precipitated and perpetuated the migration out of the South. To prepare for the discussion, we will compose quick-writes using guiding questions.

Lesson Goals

Reading and Knowledge

Analyze Perspective: How well do I analyze how the authors’ perspectives influence the position, purpose, and ideas of their texts as they relate to slavery and the Great Migration?
Compare and Connect: How well do I recognize points of connection among the texts in this section and their textual elements and perspectives to make logical, objective comparisons?
Determine Meaning and Purpose: How well do I use connections among details, elements, and effects to make logical deductions about the authors’ perspective, purpose, and meaning in texts?
Summarize: How well do I express an accurate understanding of the central ideas of the section’s texts?

Writing

Develop Ideas: How well do I use devices, techniques, descriptions, reasoning, evidence, and visual elements to support and elaborate on coherent and logical narratives, explanations, and arguments?
Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?

Speaking and Listening

Collaborate: How well do I work productively in various roles with other participants?
Listen: How well do I pay attention to and acknowledge others while thoughtfully considering their ideas?
Question: How well do I formulate and use questions to establish and deepen my understanding of texts and topics?
Refine and Revise: How well do I revisit, refine, and revise my understanding, knowledge, and work based on discussions with others and feedback and review by myself and others?
Remain Open: How well do I change my ideas or perspective based on new, credible information and experiences?

Texts

Core

- The Warmth of Other Suns, Isabel Wilkerson, Vintage Books, 2010

- “Between the World and Me,” Richard Wright, John Hawkins and Associates, Inc., 1935
- Excerpts from “A Theory of Migration,” Everett Lee, Demography, 1966
- “One-Way Ticket,” from The Collected Poems of Langston Hughes, Langston Hughes, Estate of Langston Hughes. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division of Penguin Random House LLC., 1994
- “The Lynching,” Claude McKay, Public Domain, 1922
- “The Migration of Negroes,” W.E.B. Du Bois, Public Domain, 1917
- “The South,” from The Collected Poems of Langston Hughes, Langston Hughes, Estate of Langston Hughes. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division of Penguin Random House LLC., 1994

- “The Great Migration and the Power of a Single Decision,” Isabel Wilkerson, TED Talk, 2017
- “The Great Migration, 1900–1929,” Michael Siegel, New York Public Library, 2005
- “The Great Migration, 1910 to 1970,” US Census Bureau, US Census Bureau, 2012

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read – Write

We will prepare for our Section Diagnostic discussion.

Individually, review your notes from the previous lesson, your Sources Note-Taking Tool, your Vocabulary Journal, and the unit texts.

Compose a quick-write in response to the following discussion questions in order to prepare for the discussion:

What is the relationship between the end of slavery and the Great Migration?
What were the most significant factors that impacted the lives of African Americans in the South between 1915 and 1975?
Which of these most deeply influenced Ida's, George's, and Robert's desires to leave the South?
How do the texts from this section enhance our understanding of the decision to migrate?

Activity 2: Discuss

We will discuss the guiding questions to synthesize our understanding of the unit texts and the social context that precipitated and perpetuated the migration out of the south.

Participate in a whole-class discussion about the following questions:

What is the relationship between the end of slavery and the Great Migration?
What were the most significant factors that impacted the lives of African Americans in the South between 1915 and 1975?
Which of these weighed most heavily on Ida’s, George’s, and Robert’s decisions to leave the South?
How do the texts from this section enhance our understanding of the decision to migrate?

Activity 3: Discuss

We will reflect on our work on the Section Diagnostic and assess our progress toward the Culminating Task.

Choose at least three of the following questions regarding the Section Diagnostic and respond to them in your Learning Log:

How well did you take necessary actions to prepare for this task?
What went well for you during the completion of this task?
With what did you struggle during the completion of this task? How did you push through those struggles?
How well did you actively focus your attention during this independent task?
How well did you develop and use an effective and efficient process to maintain workflow during this task?
What would you do differently during the next Section Diagnostic?

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

Add or refine any skills and content knowledge required for the Culminating Task.
Evaluate how well you are mastering skills and knowledge required for the Culminating Task.

Engage in a reflective whole-class discussion as time allows.

Activity 4: Read

For homework, watch the TED Talk, “The Great Migration And The Power Of A Single Decision.”

For homework, watch the TED Talk, “The Great Migration and the Power of a Single Decision,” and review the transcript while viewing. As you watch, identify two to three claims that Wilkerson makes about the Great Migration.