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History lesson


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History lesson

  1. 1. Martha VasquezBeatriz SarabiaAlma VacaHeidi MiedeckeGeography 300March 7, 2013 Human Settlement and Civil Rights MovementGrade level: 9-12Subject area: geographyStandard:Understand the patterns of human settlement and their causes.Benchmarks:Understand the physical and human impact of emerging urban forms in the present-day world(e.g., the rise of megalopolis, edge cities, and metropolitan corridors; increasing numbers ofethnic enclaves in urban areas and the development of legislation to protect the rights of ethnicand racial minorities; improved light-rail systems within cities providing ease of access to ex-urban areas).Subject area: U.S. historyStandard:Understand the struggle for racial and gender equality and for the extension of civil liberties.Benchmarks:Understand significant influences on the civil rights movement (e.g., the social and constitutionalissues involved in Plessy v. Ferguson (1896) and Brown v. Board of Education (1954) courtcases; the connection between legislative acts, Supreme Court decisions, and the civil rightsmovement; the role of women in the civil rights movement and in shaping the struggle for civilrights).Objectives Students will understand the following: 1. Oral interviews can be a significant source of historical insights. 2. Since the 16th century, immigration has played a major role in the United States. 3. In addition to being, except for Native Americans, a country of immigrants, the United States is also now remarkable for the frequency with which people move around the country, from region to region.
  2. 2. Materials Atlases, encyclopedias, almanacs, and other sources of information about interviewees original homes. scale model materials…Procedures 1. After students learn about what African Americans experienced in the 20th century as a result of moving from the South to the North, invite student to explore the general issue of leaving ones home to improve ones life somewhere else. Explain to students that they will research through interviews to see if todays newcomers to an area have experiences similar to or different from the experiences of the people who were caught up in the Great Migration. Later, students will convert the interviews into written reports. 2. Brainstorm with students to determine where the class can find people who have immigrated to your town or area from another part of the country or from another part of the world for improved economic and social conditions. You and students may come up with the following suggestions: Students who themselves are recent immigrants Students parents or other relatives who came to your town before the students were born Religious or other community organizations that help new arrivals to an area Clubs that immigrants establish to help them keep in touch with other people who moved to this town or area from the same place 3. If your students plan to interview someone who came here recently from a place where English is not the first language, you may have to figure out with your class how to conduct an interview in a language other than English. Is one or more students in the class fluent in the interviewees language and able to do immediate translations? Will the class have to invite a translator to accompany the interviewee? Or will you decide to interview people only if they have acquired a certain proficiency in understanding and speaking English? 4. Organize groups of, say, five students who will work as a committee to conduct a successful in-class interview with a person who moved to your town or area from elsewhere in the hope of improving his or her lifestyle. Allow the committee to choose a spokesperson who will approach an individual regarding an interview or will contact an organization that can suggest an individual who would make a good interview subject. The spokesperson may make the request for the interview by phone or in writing. (The invitation to the individual or group should make clear that a group of students will conduct the interview and that the interviewee will have to come to the school building.) This spokesperson will also lead off the in-person interview and draw it to a conclusion later. Make sure the other students on the committee understand they must contribute to
  3. 3. the research that precedes the interview, help to generate prepared questions, ask follow- up questions during the interview, and collaborate on the final, written report about the interview.5. Once students find out whom they will be interviewing, they should do research on the place the subject comes from so that they may understand more readily why the person chose to move away.6. Teach students the general guidelines for conducting an effective and courteous interview with someone they may not have met before: 1. The interviewer must accommodate the interviewees schedule, inconveniencing the interviewee as little as possible. Once the interviewee agrees to be interviewed, the interviewer should make a specific appointment and then confirm the appointment as the date approaches. During the interview, the interviewer must watch the clock and not exceed the agreed-upon duration for the interview. 2. The interviewer must find the right balance between showing genuine respect for the interviewee and not letting the interviewee duck critical questions. 3. The interviewer must do his or her homework and completely avoid asking questions of facts about the interviewees original home. As noted previously, students should do their own research about the place the interviewee left to come to your town or area. 4. The interviewer should go to the interview with four or five substantive questions thought out in advance. Then the interviewer must listen carefully to the interviewees response so that he or she can ask a follow-up question or two based on the response instead of slavishly following the list of questions he or she brought to the interview. 5. As much as possible, the questions should be built around Who? What? Where? When? and How? so that answers provide substantive information rather than simply yes or no. 6. The interviewer must take careful notes or, with permission from the interviewee, tape- record the interview. 7. As soon after the interview as possible, the interviewer should write up the interview, contacting the interviewee if necessary to clarify or verify facts. 8. Without being obsequious, the interviewer should thank the interviewee for agreeing to the interview and for responsiveness during the interview. The interviewer should offer to show the interviewee the write-up of the interview before publishing or otherwise using the interview.7. Help each committee generate questions that will elicit the interviewees thoughts about leaving a home to move here and adjusting to this town or area. These questions should reflect to some degree what the students learned about the Great Migration of African Americans from the South to Chicago in the 20th century. Questions may concern the following: Expectations versus realities of living here Homesickness Goals already accomplished by moving here Additional goals the interviewee has The best and the worst parts of moving here Advice the interviewee might give to other people moving here
  4. 4. Review each committees first draft of questions, giving them advice for revisions if necessary.8. Have students conduct practice interviews with each other so that you and classmates can offer constructive criticism on interview content and style.9. As each committee appears ready to conduct its interview, make any arrangements that are necessary in your school for guests.10. After the interviews, give the committees instructions about what to include in their written reports based on the interviews. You may tell them to include the following: A generalization about the subjects experiences in moving here Plenty of examples to support the generalization A comparison-contrast of the subjects experiences with the experiences of people who moved to Chicago during the Great Migration A statement of what students learned about preparing for and conducting personal interviews; a statement of what, if anything, they would do differently next time11. If any students have not taken part on the interview committees, have them act as peer editors of the committees written work, calling for revisions as appropriate.