Race in 1920s America: Hellfighters, Red Summer, and Restrictive Immigration
Subject / Content area: US History
Unit of Study: Interwar Years / Race Relations
Length: 2 class periods
|Central Focus for the learning segment: Students will get an overview of race relations in the interwar period in America, specifically looking at the Great Migration, Red Summer of 1919, and Immigration in the 1920s.
|Discussion Questions: How were African Americans treated differently by the American Army vs. the French Army in World War 1?What was the Great Migration? What was its historical significance?What was the New Negro Movement? Garveyism?What was the Red Summer of 1919? What are some specific examples?What was the Tulsa Race Massacre?How did immigration policies transform in the 1920s?
|Class-wide Learning Objective(s): Students will be able to identify what the Great Migration was and its causes Students will be able to analyze primary sources and successfully extract information to build argumentsStudents will be able to understand what the Red Summer of 1919 was and specifically what the race riot in Chicago wasStudents will be able to identify how and why immigration policies changed in the 1920s
|Instructional Resources and Materials to engage students in learning: Students will be given the following resources/materials: https://digpodcast.org/2022/03/27/race-in-1920s-america/
Red Summer Race Riots – Google My MapsClass Activity Worksheet (1).docx
|Instructional Strategies and Learning Tasks that support diverse student needs. (What teacher and students will be doing.): *Students will have already listened to the podcast prior to coming to class* This is a student-centered lesson plan; students are working on their independent study skills and their abilities to work with classmates. What teacher will be doing: Teacher will relay to students that the activity for the next two class periods will be done with direct little teacher input. Students will be working on their independent skills and their interdependent skills when checking their answers. Teacher will make sure students are working on “The Great Migration” section of the worksheet and are discussing their answers with classmates after. Teacher is answering any questions students, or the class may have. Teacher will make sure students transition to the “Red Summer of 1919” section of the worksheet are answering the questions. Teacher is making sure students are checking and discussing their answers with their classmates and helping students or the class with any questions. Teacher is making sure students are answering the essay prompt of this section on their own. Teacher is making sure students transition to the “Restrictive Immigration in the 1920s” section of the worksheet, answering the questions on their own and checking and discussing answers with their classmates. Prior to the end of the second-class period, Teacher is bringing the class together to discuss the final summative assessment and making sure students know what they are doing and answering any questions students, or the class, may have. What students will be doing: Students will move through the worksheet at their own pace but making sure they are discussing answers with their classmates and clarifying any other questions they have with the teacher. Students are answering the essay prompt in the “Red Summer of 1919” section of the worksheet on their own. Students will work through the “Restrictive Immigration of the 1920s” section of the worksheet on their own and they are discussing answers with their classmates. Student is listening to the teacher when the class is brought together to discuss the Final Summative Assessment of the worksheet. Student will answer the final essay prompt on their own before turning in their worksheet.
|Type of Student Assessments and what is being assessed: Informal Assessment: Analysis questions and discussions Students are being assessed on their ability to answer analysis questions based off documents and use evidence to support their ideas. They are also being assessed on their ability to work with classmates to discuss answers. Formal Assessment: Summative assessment: (2) answers to short essay prompts Students are writing (2) short essays in which they will be assessed on their ability to provide evidence to support their claims and their ability to use and interpret primary source materials into their arguments.
|Lesson Timeline: 2 class periods
Lesson Plan by Michael Bilby, SUNY Brockport