(The Negro in Chicago, 1779-1929, Washington Intercollegiate
Club of Chicago, Inc., 1929.)
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Bronzeville, Engine of Progress |
Bronzeville Map, 1948 |
(The Negro in Chicago, 1779-1929, Washington Intercollegiate
Club of Chicago, Inc., 1929.)
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Bronzeville, Engine of Progress |
Bronzeville Map, 1948 |
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JOY COMPTON. TERRY JONES. VEATRICE PHELPS
JULY, 1999
Introduction Aim Rationale Audience Prerequisites Subject Matter Goals and Objectives Instructional Plan Materials Assessment and Evaluation Appendices Resources
ILLINOIS STATE GOALS (5, 15, 18)
CHICAGO ACADEMIC STANDARDS (CAS)
CHICAGO FRAMEWORK STATEMENTS (CFS)
LANGUAGE ARTS
6th Grade: GOAL 5
CFS
1. Construct questions to guide research.
2. Collect and record information to answer a controlling research question: ideas/concepts, direct quotes, paraphrase, summarize, footnote.
3. Conduct general overview of content to locate relevant information.
4. Organize and record information using appropriate visual organizers.
5. Distinguish between primary and secondary reference sources and cite properly.
6. Write and present reports about key ideas, issues, or situations with relevant evidence generated from the formal research.
7th Grade: GOAL 5
CFS
1. Generate written reports from key information (e.g., concepts, generalizations, conclusions, themes) obtained from two or more primary and/or secondary sources that develop and support ideas clearly to convey a controlling perspective on the subject.
2. Credit sources for both quoted and paraphrased information, using a consistent and sanctioned format methodology for citations.
3. Research and report on the impact of media and the role of advertising upon the formulations of trends and opinions and the role of advertising in contemporary life.
4. Use technology to plan, write, edit, and revise research documents (e.g., spreadsheets, graphics).
5. Research and report on both sides of an issue, using supporting information and evidence.
6. Use a variety of visual media to access, organize, and evaluate data (e.g., television, laser disc, film, CD-ROM, on-line systems).
7. Use various sources to gather data and support claims, integrating them in oral, written, and visual presentations.
8. Create a report that analyzes similarities and differences of historical records of a single event.
9. Organize and report information in oral, written, visual, and/or electronic formats.
8th Grade: GOAL 5
CFS
1. Generate written reports from key information (e.g., concepts, generalizations, conclusions, themes) obtained from two or more primary and/or secondary sources that develop ad support ideas clearly to convey a controlling perspective on the subject.SOCIAL SCIENCE
2. Create a report that analyzes similarities and differences of historical records of a single event, using information derived from primary and secondary sources.
3. Credit sources for both quoted and paraphrased information, using a consistent and sanctioned format and methodology for citations.
4. Research and report on the impact of media and the role of advertising upon the formulations of trends and opinions and the role of advertising in contemporary life.
5. Use technology to plan, write, edit, and revise research documents (e.g., spreadsheets, graphics).
6. Research and report on both sides of an issue, using supporting information and evidence.
7. Use a variety of visual media to access, organize, and evaluate data (e.g., television, laser disc, film, CD-ROM, on-line systems).
8. Use various sources to gather data and support claims, integrating them in oral,
written, and visual presentations.
9. Conduct interviews and take notes to organize and report information in oral,
written, visual, and/or electronic formats.
6th Grade:
GOAL 15
CAS A..
CFS
1. Compare and contrast provisions for needs and wants offered by rural (farm), urban (town), and suburban communities in a variety of cultural settings.
7th Grade:
GOAL 18
CAS B.
CFS
1. Evaluate roles of social institutions (e.g., educational, military, charitable, and governmental) and describe the interactions of people with such institutions.
2. Evaluate the impact of specific historical events, people, and decisions on world cultures today (e.g., regional wars, nuclear disarmament, and human rights movements).
8th Grade:
GOAL 18
CAS A.
CFS
3. Describe how people throughout United States history have created places that reflect cultural ideals (e.g., statuary, shrines and places of worships, monuments, and museums).
GOAL 18
CAS B.
CFS
1. Analyze the causes that have led to the changing structure of American society in the twentieth century.Click here to return to Menu
2. Describe the socioeconomic struggle which African Americans
and other under-represented racial and ethnic groups have experienced in striving for equality under the law.
Students should have basic knowledge of Bronzeville.
We suggest that students visit the online resources
listed below, before they are assigned any of these activities. The
resource links are also listed and linked on the Welcome page. After touring
the online presentations, we suggest a bus tour of the sites, with appropriate
activities involving written descriptions of landmarks, reactions, emotions,
etc. (Lunch somewhere is popular.)
Construction of models or dioramas of the area may be considered.
Research and reports about the famous residents of Bronzeville are appropriate,
as are interviews of those who have first hand knowledge of the area and
culture.
These assignments may each take approximately more
than two computer class days to complete. For the most part, students
groups will work independantly on each activity. The teacher may
provide guidance and coaching as necessary.
Treasure Hunt:
Introduction & Preparation: The teacher
may want to print the activity page before making the assignment.
Students are expected to work in cooperative groups, with as much discussion
and collaboration as they need. The activity may be introduced as
a treasure hunt for knowledge. Students can view the hunt as a challenge
to find all the answers. They will need clear instructions as to
the purpose of the activity, which is to visit the list of web sites to
find the answers to the questions. There is a hint in most questions that
helps identify the web site to visit for the answers. Answers can
be recorded on the printed activity pages. Additional enrichment:
Students may also be asked to pick a favorite place described on one of
the sites, and to write an essay describing the site, listing reasons for
their choice. These essays could be presented orally, and posted
prominently in the classroom.
A printable questions only page is at this link:
Treasure Questions and answers are at: Treasure
Answers.
The Great Migration:
This page is an introduction to a set of three National
Parks Service activities using a map of the main railroad route, and maps
of the destination of many of the migrant African Americans who settled
in Bronzeville. It requires some skill in using and reading
maps. The National Parks Service Locating
the Sites lists their suggested teacher actions for these
pages.
These suggestions are in addition to those
offered by NPS. Before opening and introducing the web page,
have discussion of the question "Where did many of the migrant African
Americans come from?" and if necessary, ask students to collaborate in
their groups for a short time and to make speculations as to the answer.
When the answer, "from the South" is arrived at, ask "How did they get
here?". Allow collaboration and speculation, as necessary.
Have groups open the web page, "Great Migration", and read the page.
There are activities listed at the bottom of the page.
At the bottom of the page, Activity 1 links to a railroad map, and
directions to trace the route used by many African Americans to migrate
to Bronzeville. Groups should do all the activities on this linked page.
For activities 2 & 3, students can either access them from the "Great
Migration" page, or, starting from the Illinois Central page, click the
continue
link
at the bottom of the page to go to the Bronzeville map page and then
to the Historic Sites page.
Teachers may want to have the maps for these
activities preprinted, or allow the groups to print copies as needed.
For teacher printing purposes, this link, Locate
1, connects to the first of the three activities. Click continue
at the bottom of that page to go to the second and third pages.
North or South:
This is related to the topics of the "Great
Migration" pages. This activity works with the question: "Why did
they come?". Introduce this question, and do some collaboration as
a class as to answers, or have groups do collaborative speculation as to
its answer. A written report of results of group collaboration
may be helpful. Introduce the web page, and give clear instructions
as to procedures. Students are to access the North or South Web page from
the navigation menu, and read the instructions. Teachers may want
to go over the instructions with them. Students will go to the web
pages on the Illinois State Museum sites, identified as North? and South,
at the top of the page. After reading both pages, they should complete
the chart of questions. After the chart is completed, the answers
may be used to answer the questions below the chart.
A page for printing just the chart and questions
is at North-South
Chart, and answers are at North
South Answers.
Newcomers & Natives:
This Illinois State Museum activity highlights
the immigration from Europe that occurred along with the African American
migration from the south. Similarities and differences in the situations
of migrants, immigrants and "natives" are emphasized. The museum's
teacher notes are found at At
Home 1890 Teacher Resources. The pages used in the activity identify
two groups: Newcomers and Natives The Museum activity requires
moving back and forth between descriptions of these two groups to form
opinions and and discover facts.
The activity we have prepared uses the museum's
exhibit as follows. We have created a four column table with questions
in the left column. We ask students to answer each question as it
pertains to the group in the top row, Natives, European Immigrants, and
African American Migrants. The objective is to identify similarities
and differences for the three groups. After completing the table,
student groups should answer the questions below. The teacher may
want to discuss European immigration as an introduction. A printable
page of our activity is at Newcomer's
Chart and answers are at Newcomer's
Answers.
Voices and Choices:
From the Illinois State Museum Site, these
activities discuss what kinds of important decisions people had to make
a hundred years ago. The museum's teacher resources for these pages
are at the links: Level
One, Level
Two, and Level
Three The activities also provide information about life styles
and living conditions. As introduction, ask, "Do you wonder
how people live an hundred years ago?" The class or groups may engage
in speculative discussion of this topic. Discussion may also include
the topic of important decisions, as they relate to students' everyday
lives, and as to how they might relate to people who lived a hundred years
ago. The students may read the introductions to the people
described in the activity, or the teacher may introduce them.
Our activity uses a 4 column chart, with
character names in the top row, and questions about them in the first column.
Students
are to answer the questions for each of the characters,
and to use
the information they have placed into the chart as part of the discussion
exercise. A supplemental museum activity involving another decision
has a link after the exercise.
You may want to print the chart from the Voices
Chart Page. Answers are at the Voices
Answer Page.
Performance Based:
Cooperative groups will prepare an oral presentation. Each group
may choose their favorite site (person(s) or places) to present to their
classmates. Based on available technology, students may choose to
do a written/oral report or prepare a project using available technology.
Click here to return to MenuResources
Our activities use links to pages that are found online at the following institutions. The Chicago Historical Society and its Photo Tour of the Douglas/Grand Boulevard Neighborhood.
The Illinois State Museum and its online exhibit: At Home in the Heartland, 1890-1920.
The National Park Service and its online Tools for Teachers exhibit: Chicago's Black Metropolis
The City of ChicagoHome page and its online exhibit: Chicago Landmarks: African American History.
Bronzeville Online and its Past and the Promise exhibit.
The Chicago Public Library and its Windows on our Past exhibit.
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