Lesson 6

Lesson Goals

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
  • “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

• • “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

• Grade 12: Application Unit Potential Topics Tool

• Culminating Task Progress Tracker

Editable Google Docs

• Grade 12: Application Unit Potential Topics Tool

• Culminating Task Progress Tracker

Activity 1: Discuss

Individually and as a class, we will review and evaluate what we have learned in the unit about its topic and about argumentation.

Using the Culminating Task Progress Tracker for this unit, assess your own learning, work, and improvement within the unit.

Discuss with the class what you have learned about the Great Migration, the unit’s Central Question and Framing Questions, and the skills you developed in this unit.

Activity 2: Discuss

We will engage in a whole-class discussion to share our understanding of the unit and consider questions that we might further explore.

This unit’s Central Question is: How do we construct the story of a complicated history?

Engage in a reflective whole-class discussion centered on the following questions:

1. How did the texts in this unit help you understand or think about this Central Question?

2. What avenue of analysis did you take for your Culminating Task, and how did it relate to the Central Question?

3. What about this text or topic do you still want to know?

4. Was there any particular topic or text that captured your attention? Why?

Activity 3: Read

We will examine and discuss possible connections among the unit, other units from the year, and the research we might choose to do in the final Application Unit.

Follow along as your teacher overviews the Application Unit and the collaborative and independent research project you will be doing to complete the year’s learning. Ask questions about what will be expected of you and what options you will have for completing the culminating project.

Individually, reflect on what interested you during this unit and what you might want to explore further. Capture these reflections on the Application Unit Potential Topics Tool. Use the following questions to help guide your reflection:

1. Were there any particular topics or texts that captured your attention? Why?

2. What about each text or topic do you still want to study? What questions do you still have? Write these down in the Questions or Subtopics to Explore column.

3. How would you begin to research each text or topic?

As a class or in groups, have a final discussion about what engaged you in this unit as well as what and how you might want to study further for the final Application Unit.