The students will analyze five primary resource images. A Jamboard activity focuses on the African American Great Migration and its push /pull factors (an attached slide show may be used as an alternative). The Jamboard activity allows for student participation, so it can be used as an observation teacher formative assessment.
Woodson Collaborative US History II Resources
Resources from the Woodson Collaborative
Students will match the name, phrases and picture. The cards focus on the specific VDOE SOL essential knowledge, adapts to the required SOL 1 Primary resource learning components, and activates the multiple learning styles. The Task Cards allow multiple SOL strand concept review. The teacher can use them in a small group, tiered groupings, and independent study.
This activity explores the push and pull of moving from Richmond, Virginia to Philadelphia, Pennsylvania for 4 siblings during the 1920s by examining primary and secondary sources and using a decision-making model. This activity includes topics such as the impact of segregation and discrimination against African Americans, and the impact of Black migration from the south to the north.
The student will use the poetry of Phillis Wheatley, Jacqueline Woodson, Countee Cullen, and Amanda Gorman to draw conclusions about the historic eras in which they wrote.
The students will analyze the 6 primary resource image frames. The Jamboard activity focuses on the Civil Rights Movement’s Freedom Riders. In 1961, this group of volunteer participants rode interstate buses throughout the segregated southern United States. Their goal was to challenge the United States Supreme Court ruling “Separate but Equal” which was used to mandate separate black and white waiting rooms at the interstate bus stations. The last frame connects the fight for Civil Rights to the massive Black Lives Matter movement in Richmond, Virginia.
Students will read two secondary sources. The first is on Ida B. Wells and the second on Malala Yousafzai. Once they’ve read and analyzed these documents, they will create in collaborative groups a definition of “changemaker.” They will use that definition to identify and celebrate a changemaker in their world or in their community
Students will read General Order #3, the order that notified enslaved people in Texas that the Civil War had ended and they were to be emancipated. They will then analyze a primary source broadside from the Virginia Museum of History and Culture related to the earliest celebrations of Juneteenth. They will then be asked to write a letter to a member of their division’s central office regarding the celebration of Juneteenth.
The students will learn the reason for the creation of HBCUs in the United States. The students will analyze primary resource image frames through the two Google Jamboards: KWL and drag and drop the Virginia HBCUs and Fraternities and Sororities.
The students will analyze the rise of violent lynchings against African Americans after the Civil War which lead to the addition of the 13th, 14th, and 15th amendments. This activity contains a Jamboard (Jamboard Lessons can be printed in a PDF format) with a KWL chart and primary resource lynching analyzing slides and a day two travel itinerary extension activity using the Negro Green Book (free PDF links versions) as a travel reference guide. The objective of the lesson is to have the students understand the perils faced by US citizens of color during the Jim. Crow Era and how prevalent the dangers were in some areas of the United States at that time. This will be an observation teacher formative assessment, along with the Jamboard format which will allow for student participation.
This three-day lesson is intended to guide students through the difficult history topic of lynching through the Billie Holliday song “Strange Fruit.”
Students will explore primary and secondary sources to investigate the origin, purposes, and vitality of Historically Black Colleges and Universities.
The student or small groups will compare and contrast the major events of World War I and II, as a review activity. The student(s) will sort the responses to show the similarities and differences between the 2 World Wars and their outcomes. This Learning Experience can be implemented individually, in a small group, or “draw a random student in class” type of learning experience.