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Lesson 3

We will synthesize our understanding and bring closure to our study of the Great Migration and the unit texts in preparation for the Section Diagnostic and Culminating Task.

Lesson Goals

  • Can I use connections among details, elements, and effects to make logical deductions about Wilkerson’s perspective, purpose, and meaning in The Warmth of Other Suns and other unit texts?

  • Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of The Warmth of Other Suns and the Great Migration, to support claims, and to develop ideas?

Texts

Core

  • Tradebook
    • The Warmth of Other Suns, Isabel Wilkerson, Vintage Books, 2010
  • Unit Reader
    • “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
    • “Penalties of Migration,” Unknown, Public Domain, 1916
    • “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
    • “Where We Are Lacking,” Unknown, Public Domain, 1919
  • Digital Access
    • “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
    • The Migration Series, Jacob Lawrence, The Phillips Collection, 2019

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read

We will continue to track the additional texts in this unit using the Structure Note-Taking Tool.

Work with your jigsaw home group to deepen your understanding of the supplemental texts we’ve studied in this unit. Use your Learning Log notes, Visual Analysis Tools, and Reading Closely Tools to respond to the following guiding questions on the Structure Note-Taking Tool:

Establishing Understanding:

  1. What knowledge do I gain from this section of the text? (Include page numbers for each note.)

  2. What questions do I still have after reading this section of the text?

Deepening Understanding:

  1. How does the organization of the ideas and information in this section of the text enhance my understanding?

  2. What stylistic elements stand out in this section of the text? How does the style enhance my understanding?

  3. What do the organization and style convey about the point of view and purpose of this section of text?

Activity 2: Read

We will refine and revise our tracking of Ida’s, George’s, and Robert’s experiences in the Jigsaw Note-Taking Tool.

Working with your jigsaw home group, complete any outstanding questions from your Structure Note-Taking Tool or your Part 5 Question Set to deepen your understanding of the three focus figures’ journeys and the impact and effects of their decision to migrate.

Activity 3: Read

We will familiarize ourselves with the Culminating Task.

Listen and read silently along as your teacher or one of your peers reads aloud the Culminating Task Checklist.