Congratulations! You have just been hired by Time magazine. Today is your first assignment. As a reporter you will need to find and use both primary and secondary sources primary secondary to complete your project. You are about to get your first assignment. Let’s head to the newsroom to see what is coming your way! Should you need any assistance throughout your assignment please me at: Teacher Page

You have been asked to compose a piece for Time magazine about the “Great Migration” of the“Great Migration” twentieth century. To compose this project you will need to find secondary sources, pictures, primary source documents, and government records. After collecting your resources you will join other new hires to combine your knowledge and create a final project together. This piece will provide your interpretation of the “Great Migration” and can be expressed in the form of an article, video, or blog post for Time magazine’s website.

STEP 3: Source 3: primary source STEP 1: Source 1: secondary source STEP 4: Source 4: government document STEP 2: Source 2: picture STEP 5: Source 5: Choose a source that helps to explain how the “Great Migration” changed the United States STEP 6: Find a group (minimum 2) and compose an article, video, or blog about your research findings Teacher Page As you click on each step to progress through the assignment, download a copy of one of each of the required sources and save them to your flash drive

Background Image Primary Source Government Document Discovery of Change Required Documents (saved to your flash drive) Article Video Blog Post Teacher Page

Congratulations! Your project has made the cover of Time magazine! You showed your ability to use primary and secondary sources to compose an original piece. For Extra Credit: You can draw OR computer animate the magazine cover where your story is published. Click on the magazine cover to download a template. For further reading check out: The National Archives

Primary Source: A document which was written or created during the time when the event took place. These sources were present during a historical time period and offer an inside view of a particular event. Examples: Speeches Letters Official Documents

Secondary Source: A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Examples: Textbooks Encyclopedias Magazine Articles

STEP 1: Click on a key to select a secondary source

STEP 2: Click on the image to find a picture (Do not choose the first one you see. Explore!)

STEP 3: Click on a scroll to choose a primary source

STEP 4: Click on a clipboard to choose a government document

STEP 5: Click on the student to find at least one document explaining how the “Great Migration” changed the United States A few questions to start with: What were the personal, economic, social, demographic, and geographic changes that may have affected the African Americans who moved north and west? What about those who were already living in those northern and western cities?

STEP 6: Final Product  Find a group of two to four classmates.  Make your project selection together: article, video, or blog about your research findings  Compare notes and discuss your plan.  Map out your group’s final product.  Create your Time magazine piece!

Article 4321 OrganizationInformation is very organized with well- constructed paragraphs. Information is organized with well- constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. SourcesAll sources (information and graphics) are incorporated into the document. The majority of the sources (information and graphics) are incorporated into the document. Some of the sources (information and graphics) are incorporated into the document. None or few of the sources (information and graphics) are incorporated into the document. MechanicsNo grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.

Video 4321 ContentAll content is in the students' own words and is accurate. Almost all content is in the students' own words and is accurate. At least half of the content is in the students' own words and is accurate. Less than half of the content is in the students’ own words and/or is accurate. Use of TimePresentation time is used very well during each part of the film. Presentation time is used well during most of the film. Presentation time is used acceptably during some of the film. Presentation time is misused during the film. SourcesAll sources (information and graphics) are incorporated into the video. The majority of the sources (information and graphics) are incorporated into the video. Some of the sources (information and graphics) are incorporated into the video. None or few of the sources (information and graphics) are incorporated into the video. Spelling & Grammar No spelling or grammatical mistakes on a storyboard with lots of text. No spelling or grammatical mistakes on a storyboard with little text. One spelling or grammatical error on the storyboard. Several spelling and/or grammatical errors on the storyboard.

Blog Post 4321 Content AccuracyAll information provided by the student on the blog is accurate. Almost all the information provided by the student on the blog is accurate. Some of the information provided by the student on the blog is accurate. There are several inaccuracies in the content provided by the students on the blog. InterestThe student has made an exceptional attempt to make the content interesting and accessible. The student has tried to make the content interesting and accessible. The student tried to make information in an interesting and accessible. The author has not transformed the information to make it more interesting and accessible. SourcesAll sources are incorporated into the blog. The majority of the sources are blog. Some of the sources are incorporated into the blog. None or few of the sources are incorporated into the blog. Spelling and Grammar There are no errors in spelling, punctuation or grammar in the final draft of the blog. There are 1-3 errors in spelling, punctuation or grammar in the final draft of the blog. There are 4-5 errors in spelling, punctuation or grammar in the final draft of the blog. There are more than 5 errors in spelling, punctuation or grammar in the final draft of the blog.

Introduction Learners Standards Process Resources Evaluation Conclusion Introduction The Great Migration A WebQuest for High School United States History Designed by Hannah McConnell Last Updated on June 12, Based on the template from The Webquest PageThe Webquest Page

Introduction Learners Standards Process Resources Evaluation Conclusion Learners This lesson is based on the Kentucky Core Content for high school social studies. It falls into the Jefferson County Public School curriculum map schedule [see map for prior requiredsee map for prior required knowledge knowledge] during the unit “The Roaring Twenties.” It helps to answer the question: “How were the 1920’s defined by rapid cultural shifts?” This lesson is easily adaptable for students with special needs. Depending on student physical and/or mental ability they may need extra assistance. Students may work with a partner or a larger group during the whole research process, instead of just during the collaboration portion. Some students may also need be read to, provided with a shorter research assignment, or be given more time to complete the assignment.

Introduction Learners Standards Process Resources Evaluation Conclusion Standards  SS-HS Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).  SS-HS Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement and the impacts in the modern world and United States.

Introduction Learners Standards Process Resources Evaluation Conclusion Process For general information see the student process pages.process This lesson should take several class periods. I would provide at least one class for individual student research, one class for collaboration and planning, and one to three class periods for completion of the project. Working in a computer lab is the ideal situation for this project. However, if computers are limited students can complete the initial research in groups. The main focus of this assignment should be students use of multiple types of sources to create one product. Most of the lesson is fairly straightforward, but students may need assistance during “Step 5” when they are asked to do individual research.

Introduction Learners Standards Process Resources Evaluation Conclusion Resources In order to complete this lesson you will need: Computers for each student or group A flash drive for each student or group Computers with audio capability Computers with word processing capability At least one video camera Important Resources: Staff: Teacher must have basic computer skills Parent/teacher-aide assistance (2-3 people) is beneficial, but not necessary

Introduction Learners Standards Process Resources Evaluation Conclusion Evaluation The evaluation section states the basic requirements of thisevaluation assignment. It is necessary for students to become acquainted with all types of sources, so the general requirements are important. The way in which the students use and interpret the information that they collect will determine their understanding of different types of sources as well as their general understanding of the “Great Migration.”

Introduction Learners Standards Process Resources Evaluation Conclusion This lesson provides students with the opportunity to develop their online research skills. This project gives students the opportunity to explore an increasing number of databases, websites, and online libraries. As technology continues to play a more dominant role in society, students need to perfect their online skills. This lesson is also significant in a more traditional sense. The value of historical photographs, letters, documents, and other resources are important in students understanding of history. These resources can make history come to life and become relatable in ways in which a traditional textbook cannot. Finally, this lesson provides information on a significant geographic shift that continues to affect the United States today.

The “Great Migration”

The Great Migration was the widespread migration of African Americans in the 20th century from rural communities in the South to large cities in the North and West. At the turn of the 20th century, the vast majority of black Americans lived in the Southern states. From 1916 to 1970, during this Great Migration, it is estimated that some six million black Southerners relocated to urban areas inrelocated the North and West.