Monday: Introduction to Book Club: Finding Langston

Finding Langston by Lesa Cline-Ransome will be our book club for this unit! This is a fictional story based a young boy's move from Alabama to Chicago during the Great Migration.

1. Listen to https://www.teachingbooks.net/book_reading.cgi?id=14970

2. Read Tea Cup (Young)

3. Discuss as a class: What does it mean to move? What kinds of emotions are involved with moving? What do people do to survive difficult historical events and situations?

Tuesday & Wednesday: Definitions

1. Define migration, forced migration, displacement, removal, genocide

2. What are examples of each - write in columns.

3. In small groups - write out the following questions and your thoughts:

What are reasons people have to move from one land to another?

Which communities were moving across the U.S. between 1820- 1890?

Thursday & Friday: Start Im/Migration Timeline project

1. Draw large, foundational USA map using a range of materials, support resources

2. Map visualization for the US that that shows where people started and where they moved to. Each migration has a different color if all on same map. Or different transparent pages for each sub project.

3. Determine which communities/groups you will trace across turtle island and over time, especially between 1860-1890.

4. Browse as a resource: http://www.inmotionaame.org/migrations/index.cfm.html

Monday: Book Club: Finding Langston

Tuesday: Indian Removal Act

1. Study: https://prologue.blogs.archives.gov/2017/03/16/on-exhibit-the-indian-removal-act/

2. Write on padlet How did Andrew Jackson and many Americans justify forcibly removing Native Americans from their lands?

3. Read Takaki Ch. 4 The Road to the Reservation

Wednesday: Forced Migration

1. Read: Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom

2. Post on padlet - make a video sharing three things that surprised or were new to you.

Thursday & Friday: Trail of Tears

1. Explore: https://www.nps.gov/trte/learn/historyculture/index.htm

2. Explore and use maps to fill in details for timeline project: https://www.nationalgeographic.org/thisday/may28/indian-removal-act/

Monday: Book Club - Finding Langston

Tuesday: Mormons Moving West

1. Read: https://www.learningforjustice.org/classroom-resources/texts/no-promised-land

Wednesday and Thursday: Gold Rush

1. Scan: https://www.pbs.org/wgbh/americanexperience/features/goldrush-california/

2. Make a video and post to padlet: How did the discovery of gold entice people to move to California? How did these moves impact indigenous people?

Friday: Add to timeline project

Monday: Book Club - Finding Langston

Tuesday: Where is the U.S./Mexico Border

1. Start a new column on your Padlet. In this new column, answer these questions: What do you know about the United States' relationship with Mexico? What do you know about borders?

2. Watch video, "History of US Mexico Border"

3. Browse the timeline, "US-Mexico Relations"

Wednesday and Thursday: How does War impact borders?

1. Read Takaki Ch. 7, "War with Mexico"

2. Take notes as you read. mark things that stick out to you, new things that you're learning, and questions that you have

3. Read the Washington Post article, or listen to the podcast version

4. Watch: Coyotlalli Techpanoltih (The Border Crossed Us) short video

Friday: What are borderlands?

1. Explore the virtual exhibit at the Mexicarte Museum, "Life and Experiences in the US/Mexico Borderlands"

2. Class discussion and add to the timeline project

Monday: Industrialization*

1. Watch the Flocabulary Industrialization video

2. Get a paper and a pen! Put these slides in present mode (this is important! You will want it full screen so that the lines will show up one by one as you click through)

3. Follow the instructions on the slide to draw your industrialized town.

4. Reflect (write down on paper or on your Padlet): how did your town change during this process of industrialization?

*Today's lesson on industrialization written by Pamela Mathai, a high school social studies teacher at Navarro Early College High School, and is informed by the 2009 AP Institute at Rice University.

Tuesday: What were the causes of the Great Migration?

1. Watch Isabelle Wilkerson's TED Talk, "The Great Migration and the Power of a Single Decision"

2. Reflect (write down on paper or on your Padlet): what was the "single decision" that these migrants made? How did it change their lives and the lives of their children/grandchildren/great grandchildren?

3. Start reading Takaki Chapter 13, "Blacks Move North" (have the chapter read by Friday, but you don't have to read the whole thing today)

Wednesday: How did the Great Migration happen? (Hint: People made it happen!)

1. Read Aloud: The Overground Railroad, by Lesa Cline-Ransome (you can check it out from the library or watch this read aloud video)

2. Look at the artist Jacob Lawrence's Migration Series.*

3. Choose one painting from the series. On your Padlet, or on a Google Doc, paste the painting you have chosen. Find one line from The Overground Railroad storybook to pair with the painting. Write this line as a caption underneath the painting. Be prepared to share on Friday!*

*activity based on work by Dr. Katherina Payne at The University of Texas at Austin and Dr. Anna Falkner at the University of Memphis.

Thursday and Friday: Trying to Find Loved Ones During the Great Migration

1. Finish reading Takaki Chapter 13, "Blacks Move North"

2. On your Padlet, write down a few things you learned from the chapter.

3. Browse hundreds of ads that families posted to find family members sold away during enslavement: https://informationwanted.org/mapping-the-ads/

4. Choose one ad and read it carefully. What do you learn about the people placing the "information wanted" ad? Why did they need to post ads? What do these ads tell you about how people cared for one another?

5. Post your add and the questions to padlet.