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Statue of Liberty Foundation Website - Passenger Search

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Statue of Liberty Foundation Website - Passenger Search

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Media: Text, Website

Summary: This webpage is connected to the documents from Ellis Island. With a first and/or last name, you can seach the sites Passenger each and find out specfic information about any immigrant that came through Ellis Island.

Theme Connection: Many different people came to America and were processed through Ellis Island. This website allows people to search for any family or friends that they can connect to this databse and find out information such as their age at the time, where they came from, the ship they traveled on, etc.

Complexity: With many different types of information on this site, we need to make sure the students are using it responsibly. Otherwise, this is a pretty simple webpage to use and the information is fairly easy to understand. Students may need help with locating the countries that they come across though.

Instructional Uses: Students will have time during class to search for any relatives they may think may be in the database. They will also be assigned an oral history person for another assignment and wil have time to try and find their information in the database.

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Media: Text, Literary Picture Book

Summary: This text is about all the many different ways that people try to get to America and make a life for themselves here. The book looks into all the many different groups and cultures that have came here, past and present.

Theme Connection: This book is about various different groups of people coming to America if many types of ways. It also has a section of the book that explains the cocept of Ellis Island and the people that came here that way. By discussing all of the groups that make up America with their origin story, it really showcases the diverse groups that try to immigrant here.

Complexity: Although the text is fairly simple for a 4th grade student, there is some vocabulary (immigrant, nomad, etc.) that may need an explantion if not aready known by the students.

Instructional Uses: This book would be an introduction to immigration to America. It showcases all of the ways and reasons that people come here. It also has an entire section about Ellis Island in order to briefly introduce that significant topic.

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Media: Text, Literary Picturebook

Summary: Jacob Lawrence was a famous African American painter. He used his art to portray African American life. In this story, alongside his art, Lawrence tells the story of his journey through the great migration from the south to the north and depicts the journey that many African Americans took in the late 1800s to early 1900s.

Theme Connection: The Great Migration led to a rise in African American people moving North and West. This led to more diverse communities forming. This book depicts the movement of these people to these communities. One well known community from this migration was Harlem.

Complexity: This book has some images without text so it is crucial that, although I allow students time to interpret, I also explain the meaning behind these pictures. I would also need to explain certain concepts such as the living conditions of African Americans down south after the Civil War and the struggles they went through prior. I would also show students on the map the places the migrants were going. The story itself does not seem complex but the concepts and geography behind it may be unknown to some 4th graders.

Instructional Uses: This book would be used as an introduction to the unit on The Harlem Renaissance. In order to explain the sudden boost in African American culture in Harlem during the early 1900s, students must learn about how the African American people arrived there.

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In Her Hands: The Story of Sculptor Augusta Savage

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In Her Hands: The Story of Sculptor Augusta Savage

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Media: Text, Literary picturebook

Summary: This picture book is about the life of Augusta Savage. She was a famous sculptor apart of the Harlem Renaissnace and was one of the many influences during this time.

Theme Connection: Augusta Savage was apart of the Harlem Renaissance, one of the most historical movements for the Black community throughout history. It opened up spaces where African Americans could freely express themselves and creat a community that their people felt represented in. By adding their influence to America's society, the Harlem Renaissance helped to represent the Black Community and spread their thoughts and art throughout the country.

Complexity: Although not challenging in terms of vocabulary, students must be able to make inferences about her thoughts and feelings at certain points in the books. They must also try to understand how hard it was for Augusta to be a sculptor after her fathers disapproval and her conflict in regards to moving away from home to pursue her career.

Instructional Uses: For my unit on the Harlem Renaissance I will create small group stations for the students to travel to wiht their table groups and work on each activity. The groups will be based around the different types of art displayed in the Harlem Renaissance. For the table relating to Augusta Savage, I wil have the students read the story as a group to learn about this famous sculptor and her influence. Then the students will get a chance to sculpt their own piece of art using the clay provided. The students will write a one paragraph description of what they made and why. They will display this piece during our diversity fair.

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Media: Text, Literary

Summary: After fleeing Russia in 1919 due to harsh treatment of Jews, Rifka must face that she is now moving to an entirely new country and is saying goodbye to all she has known. Wiht her book of poetry by Alexander Pushkin, Rifka begins to document her thoughts as letters to her cousin that she left behind. The novel looks into the realities of the boat ride to Ellis Island, the examinations from doctors, and the harsh relaity of detainment. Rifka must deal with all these stressful events while adjusting to her life in a new country.

Theme Connection: This book is an account of a young immigrant girl going through the process of immigrating to Ellis Island and starting a new life in America. It highlights the struggles immigrants had to face in order to come to the accepting and promising country that they were hoping for. Due to the lack of acceptance from her old country, the main character must deal with her new life in America and the added difficulties that she faced at Ellis Island.

Complexity: This book is a level S on the F&P scale, which is considered high 4th grade. With assitace from the teach, the whole class will read and discuss this book. I will also go over any difficult vocabulary and discuss the specific words that may be used from the russian culture or the Jewish religion.

Instructional Uses: This book would be used as a whole class, read aloud book. This is so everyone in the class can experience this amazing story no matter which reading level they are. I would also make sure to scaffold enough for my strugging readers and ENL students, as well as allow time for questions and discussions.

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It Don't Mean a Thing (If It Ain't Got That Swing)- Duke Ellington 

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It Don't Mean a Thing (If It Ain't Got That Swing)- Duke Ellington 

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Media: Audio - Song

Summary: Duke Ellington was one of the many famous jazz musicians during the Harlem Renaissance. This is one example of the the type of music he composed.

Theme Connection: When learning about different groups of people, it is important to look at the contributions made by the significant figures of that time.

Complexity: This is a very simple text as students will just be listening to the audio of this musicians music.

Instructional Uses: For my unit on the Harlem Renaissance I will create small group stations for the students to travel to with their table groups and work on each activity. The groups will be based around the different types of art displayed in the Harlem Renaissance. For this specific musical group, students will listen to the music they are given and then create paintings based on how the music made them feel or what they feel best depicts each song. They will then write a small paragraph describing why they made their paintings the way that they did. They will display their work at the diversity fair, as well as having them displayed outside the classroom afterwards.

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It Don't Mean A Thing (If It Ain't Got That Swing) - Duke Ellington & His Famous Orchestra (1932)

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National Geographic Readers: Ellis Island by Elizabeth Carney

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National Geographic Readers: Ellis Island by Elizabeth Carney

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Media: Text, Informational Tradebook

Summary: This is a kid friendly book designed to explain the most imortant information in regards to Ellis Island. Through pictures, documents and other interesting information presented in the text, students can read and learn about the place that a large portion of the country has connections to.

Theme Connection: Ellis Island was a place where many diverse groups came over by ship to enter a fulfilling new life in America. This place saw various types of groups of people, each with their own unique story and reason behind coming to America.

Complexity: This text is full of information but on the easier side for 4th graders to easily follow and pick up a lot of amazing information about Ellis Island.

Instructional Uses: Students will read over the information in this text and another informational text and be given a writing prompt. They will try to convince other immigrants to come over to America and come through Ellis Island. Almost like a travel guide, they will explain all of the great things that can come from being processed throough Ellis Island and traveling like any future American would.

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Media: Audio- Song

Summary: Louis Armstrong was a famous jazz musician during the Harlem Renaissance. This is one of the many songs he contributed to jazz music and diplays the type of music that he made.

Theme Connection: When learning about different groups of people, it is important to look at the contributions made by the significant figures of that time.

Complexity: This is a very simple text as students will just be listening to the audio of this musicians music.

Instructional Uses: For my unit on the Harlem Renaissance I will create small group stations for the students to travel to with their table groups and work on each activity. The groups will be based around the different types of art displayed in the Harlem Renaissance. For this specific musical group, students will listen to the music they are given and then create paintings based on how the music made them feel or what they feel best depicts each song. They will then write a small paragraph describing why they made their paintings the way that they did.They will display their work at the diversity fair, as well as having them displayed outside the classroom afterwards

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Louis Armstrong & His Hot Five: Hotter Than That  1927

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Media: Audio, Oral History

Summary: This is a webpage that is connected to the Ellis Island museum. This foundation wanted to store pieces of this important history in this website by interviewing any remaining immigrants that went through Ellis Island. There are over 1900 oral interviews from actual immigrants that passed throuhg Ellis Island on their way to America.

Theme Connection: Each immigrant has their own unique story. These oral histories allow us to hear thier stories from years to come and listen to their personal experiences. These stories are important becasue they helped to shape the diverse place that is America.

Complexity: Overall, this page is easy for a 4th grader to decipher. The students will be listening to assigned recordings so I would suggest they take notes for their assignment.

Instructional Uses: I would have the students write a narrative story based on the story that they just heard. They would make it look like a picture book and have both the story written with images to support it. Not only will they be able to share this story with their guests at the diversity event, but they will also be allowed to travel to classrooms of younger grades (with permission from those teachers) to read aloud their story to the class.

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Oral Histories - The Statue of Liberty & Ellis Island

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Media: Audio, Recording of Reading

Summary: This is a recording of Langston Hughes reciting his famous poem, I, Too. It is a poem portraying how he also feels that he contributes to American culture even though he may be seen as  race that is considered lesser than. This piece also makes references to certain situation black slaves had to face and the struggle blacks may face during the period of the Harlem Renaissance.

Theme Connection: When learning about different groups of people, it is important to look at the contributions made by the significant figures of that time. This piece specifically describes the viewpoint many African Americans had during this time.

Complexity: The vocabulary is simple for 4th grade but students must decipher the message of the piece. Although fairly short, students tend to have a hard time with poetry so it is crucial they listen very carefully and may need to listen a few time.

Instructional Uses: For my unit on the Harlem Renaissance I will create small group stations for the students to travel to wiht their table groups and work on each activity. The groups will be based around the different types of art displayed in the Harlem Renaissance. For this piece, I would like the students to decipher the message that Langston Hughes is trying to portray in his poem. Students will then find 2 details from the poem (may need to relisten) to support their claim.

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The Iroquois: The Six Nations Confederacy by Mary Englar

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The Iroquois: The Six Nations Confederacy by Mary Englar

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Media: Text, Informational Tradebook

Summary: This book is full hostorical facts, documents, images, and a timeline to present to the reader all of the amazing information connected this large group of Native Americans. It answers many questions and discusses many topics regarding the Irquois.

Theme Connection:  The Iroquois were one of the two major groups of Native Americans that lived in the NY area. Due to their diverse culture and influence on this state, it is crucial to acknowledge them as a diverse group that has a rich culture.

Complexity: Much like the Algonquin website, this book is full of facts about the Iroquois and be hard to follow if one does not read carefully. There are also content specific words relating to the Iroquois that can seem confusing if misinterpreted or not explained properly.

Instructional Uses: As part of the lesson for NYS Native Americans, students will focus on both the Algonquin and Iroquois tribes. After filling out graphic organizers for both, children will then take this information and write a compare and contrast essay between the two groups. The students will also use this information to create a poster board to present their facts with the help of visuals. Students will present this assignment plus other projects in this Theme during our classroom diversity fair where they will invite students of other classes/grades, faculty and friends/family to come in to see their work.

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Media: Text, Informational Tradebook

Summary: This book has information all about the good and the bad behind Ellis Island. It gives a lot of interesting facts about the major immigration processing center and helps the reader to fully learn more about the Ellis Island experience.

Theme Connection: Ellis Island was a place where many diverse groups came over by ship to enter a fulfilling new life in America. This place saw various types of groups of people, each with their own unique story and reason behind coming to America.

Complexity: This informational tradebook is full of information about Ellis Island. Recommended for grades 3-5 and a level Q, this seems like the perfect book for someone exactly at the grade 4 reading level. Students on the lower end of the reading scale may need extra scaffolding from the teacher in the process of reading.

Instructional Uses: Students will read over the information in this text and another informational text and be given a writing prompt. They will try to convince other immigrants to come over to America and come through Ellis Island. Almost like a travel guide, they will explain all of the great things that can come from being processed throough Ellis Island and traveling like any future American would.

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Media: Text, Informational Tradebook

Summary: This book has information about the Women's Suffrage movement. It has pictures, facts and a timeline. The book is seperated into different sections and discusses important figure, shows a timeline of events and then goes over the gist of the history behind this movement.

Theme Connection: Women getting the right to vote created a more diverse voter outcome and and later, a more diverse government. This movement helped to make women heard more in society and bring them more into the world and not just in the home for the time. Seneca Falls was held in NY and the major convention that is known for the Women's Suffrage movement. By discussing women fighting for their rights and discussing the significance of a fmaous event held in NYS, the students are learning about the diversity of our government and society in regards to gender, as well as significant NYS events in history.

Complexity: This book is full of a lot of crucial information in regards to Women's Suffrage.

Instructional Uses: Students will write a brochure to highlight the key details of the women's suffrage movement. They will have a section for important people, a section for the timeline presented in the book and a section for important facts which they will bullet. The students will also add in a bonus section to discuss Seneca Falls in a brief paragraph.

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South Unable to Put Stop To Negro Exodus: Newspaper Article

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South Unable to Put Stop To Negro Exodus: Newspaper Article

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Media: Text, Newspaper Article

Summary: In relation to the Great Migration and the viewpoints of white people from the south, the south was growing more annoyed at the thought of the blacks moving up North and leaving behind a multitude of jobs that are now not filled. They felt as though it was an attack on their economy and way of living.

Theme Connection: When studying different groups of people and their movements, it is always important to look at the different viewpoints of other groups and how they thought of the movement in the groups from the outsiders viewpoint.

Complexity: There are some vocabulary words that they may not know the meaning such as negro, exodus, and labrorer. They may also need help understanding the geogrpahy of the places mentioned.

Instructional Uses: As an explanatory writing piece, students will take the two viewpoints of the white Americans and the African Americans of this time. They will read articles with their opinions and concerns and then write their own newspaper article explaining the information they read in the original articles. The students will sent out their classroom newspaper to the other 4th grade classes, publish it on the school website and display it for guests at the diversity fair.

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Media: Video, Youtube Video

Summary: This is a video of Count Bassie, a famous pianist from the Harlem Renaissance, playing his song, Bassie Boogie.

Theme Connection: When learning about different groups of people, it is important to look at the contributions made by the significant figures of that time.

Complexity: This is a very simple text as students will be listening and watching this musicians play his music.

Instructional Uses: For my unit on the Harlem Renaissance I will create small group stations for the students to travel to with their table groups and work on each activity. The groups will be based around the different types of art displayed in the Harlem Renaissance. For this specific musical group, students will listen to the music they are given and then create paintings based on how the music made them feel or what they feel best depicts each song. They will then write a small paragraph describing why they made their paintings the way that they did. They will display their work at the diversity fair, as well as having them displayed outside the classroom afterwards

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Media: Text, Website
Summary: This website explains the entire history behind Sneneca falls, as well as some notable facts surounding the early women's suffrage movement. The most important parts are about the figures that came together to hold this event and the reasoning behind it. It also breaks down the convention into an explanation of each day.

Theme Connection: Seneca Falls is not only a major event in NYS history but also in American history. This event brought both men and women together to discuss and fight for a cause to help women be heard and be apart of the United States government. The movement for Women's Suffrage was a major turning point in allowing women to have a voice in a society that expected them to be complacent and obey their husbands. Seneca Falls is noted as one of the earliest events of this movement and was a major turning point.

Complexity: This article is very in-depth about the event and all the components surrounding it. Although it may not seem complex for a older reader, this text is still quite a complex for a 4th grader and may require some close reading/ scaffolding. There are also a lot of major figures metioned throughout the piece, which may be confusing to remember.

Instructional Uses: As a class, we will read this article together and make sure the students understand the text. I will go over any questions with the students. The students will then use this article to help them with their brochure. This will be an especially helpful tool for the Seneca Falls section of the brochure.

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The roots of the Seneca Falls Women's Rights Convention, the first women's rights convention in history, go back to 1840, when Lucretia Mott and Elizabeth Cady Stanton were attending the World's Anti-Slavery Convention in London as delegates, as were their husbands. The credentials committee ruled that women were "constitutionally unfit for public and business meetings." After a vigorous debate on the role of women at the convention, the women were relegated to a segregated women's section which was separated from the main floor by a curtain; the men were permitted to speak, the women were not. Elizabeth Cady Stanton later credited conversations held with Lucretia Mott in that segregated women's section for the idea of holding a mass meeting to address the rights of women. William Lloyd Garrison arrived after the debate about women speaking; in protest of the decision, he spent the convention in the women's section.

Lucretia Mott came from a Quaker tradition in which women were able to speak in church; Elizabeth Cady Stanton had already asserted her sense of women's equality by refusing to have the word "obey" included in her marriage ceremony. Both were committed to the cause of abolishing slavery; their experience in working for freedom in one arena seemed to solidify their sense that full human rights must be extended to women, too.

Becoming a Reality

But it was not until an 1848 visit of Lucretia Mott with her sister, Martha Coffin Wright, during an annual Quaker convention, that the idea of a women's rights convention turned into plans, and Seneca Falls became a reality. The sisters met during that visit with three other women, Elizabeth Cady Stanton, Mary Ann M'Clintock, and Jane C. Hunt, at the home of Jane Hunt. All were also interested in the anti-enslavement issue, and slavery had just been abolished in Martinique and the Dutch West Indies. The women obtained a place to meet in the town of Seneca Falls and on July 14 put a notice in the paper about the upcoming meeting, publicizing it mainly in the upstate New York area:

"Woman's Rights Convention

"A Convention to discuss the social, civil and religious condition and rights of woman, will be held in the Wesleyan Chapel, at Seneca Falls, N.Y., on Wednesday and Thursday, the 19th and 20th of July, current; commencing at 10 o'clock, A.M.

"During the first day the meeting will be exclusively for women, who are earnestly invited to attend. The public generally are invited to be present on the second day, when Lucretia Mott of Philadelphia, and others, ladies and gentlemen will address the convention."

Preparing the Document

The five women worked to prepare an agenda and a document to be considered for passage at the Seneca Falls convention. James Mott, Lucretia Mott's husband, would chair the meeting, as many would consider such a role for women to be unacceptable. Elizabeth Cady Stanton led the writing of a declaration, modeled after the Declaration of Independence. The organizers also prepared specific resolutions. When Elizabeth Cady Stanton advocated for including the right to vote among the proposed actions, the men threatened to boycott the event, and Stanton's husband left town. The resolution on voting rights stayed in, though the women other than Elizabeth Cady Stanton were skeptical of its passage.

First Day, July 19

On the first day of the Seneca Falls convention, with over 300 people in attendance, the participants discussed women's rights. Forty of the participants at Seneca Falls were men, and the women quickly made the decision to allow them to participate fully, asking them only to be silent on the first day which had been meant to be "exclusively" for women.

The morning didn't begin auspiciously: when those who had organized the Seneca Falls event arrived at the meeting place, Wesleyan Chapel, they found that the door was locked, and none of them had a key. A nephew of Elizabeth Cady Stanton climbed in a window and opened the door. James Mott, who was supposed to chair the meeting (it still being considered too outrageous for a woman to do so), was too ill to attend.

The first day of the Seneca Falls convention continued with a discussion of the prepared Declaration of Sentiments. Amendments were proposed and some were adopted. In the afternoon, Lucretia Mott and Elizabeth Cady Stanton spoke, then more changes were made to the Declaration. The eleven resolutions -- including the one that Stanton had added late, proposing that women get the vote -- were debated. Decisions were put off until Day 2 so that men, too, could vote. In the evening session, open to the public, Lucretia Mott spoke.

Second Day, July 20

On the second day of the Seneca Falls convention, James Mott, Lucretia Mott's husband, presided. Ten of the eleven resolutions passed quickly. The resolution on voting, however, saw more opposition and resistance. Elizabeth Cady Stanton continued to defend that resolution, but its passage was in doubt until an ardent speech by formerly enslaved man and newspaper owner, Frederick Douglass, on its behalf. The closing of the second day included readings of Blackstone's Commentaries on the status of women and speeches by several including Frederick Douglass. A resolution offered by Lucretia Mott passed unanimously:

"The speedy success of our cause depends upon the zealous and untiring efforts of both men and women, for the overthrow of the monopoly of the pulpit, and for securing to women of equal participation with men in the various trades, professions, and commerce."

The debate about men's signatures on the document was resolved by permitting men to sign, but below the women's signatures. Of about 300 people present, 100 signed the document. Amelia Bloomer was among those who did not; she had arrived late and had spent the day in the gallery because there were no seats left on the floor. Of the signatures, 68 were of women and 32 were of men.

Reactions to the Convention

The story of Seneca Falls wasn't over, however. Newspapers reacted with articles mocking the Seneca Falls convention, some printing the Declaration of Sentiments in its entirety because they thought it was ridiculous on its face. Even more liberal papers like that of Horace Greeley judged the demand to vote to be going too far. Some signers asked to have their names removed.

Two weeks after the Seneca Falls convention, a few of the participants met again, in Rochester, New York. They resolved to continue the effort, and organize more conventions (though in the future, with women chairing the meetings). Lucy Stone was key in organizing a convention in 1850 in Rochester: the first to be publicized and conceptualized as a national women's rights convention.

Two early sources for the Seneca Falls Women's Rights Convention are the contemporary account in Frederick Douglass' Rochester newspaper, The North Star, and Matilda Joslyn Gage's account, first published in 1879 as National Citizen and Ballot Box, later becoming part of A History of Woman Suffrage, edited by Gage, Stanton, and Susan B. Anthony (who was not at Seneca Falls; she did not become involved in women's rights until 1851).

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How the Seneca Falls Women's Rights Convention Became a Reality

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The roots of the Seneca Falls Women's Rights Convention, the first women's rights convention in history, go back to 1840, when Lucretia Mott and Elizabeth Cady Stanton were attending the World's Anti-Slavery Convention in London as delegates, as were their husbands. The credentials committee ruled that women were "constitutionally unfit for public and business meetings."

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Media: Text, Newspaper Article

Summary: With a description of all the great successes waiting for African Americans up North, this article, written by a man of color, persuades the reader about the multiple benefits of blacks moving out of the south and the future this holds for the African American. In comparison to the anti-rhetoric of the articles written by white americans, this one explains all the positive outcomes for the African Americans in places throughout America and the bright futures they could have.

Theme Connection: When learning about groups of people and their movements, it is crucial to have primary sources from the people of that movement. This piece specifically tries to persuade more blacks to seek out a brighter future and move to more diverse places throughout the U.S. so that they can thrive and contribute in multiple ways to American society and culture.

Complexity: This text is meant for much higher readers so it would need a lot of scaffolding in terms of vocabulary. Words and phrases such as negro, Divinity, grave fears, hitherto, etc. may cause some confusion in the reading. I will look through the extensive article and create a helpful word list with definitions for the words that I think the students may find difficult. I will also give the students sets of dictionaries to use if theres a word not included on the list that they need help understanding. We will also spend some time discussing what was in the article to clear up any misconceptions or confusions.

Instructional Uses: As an explanatory writing piece, students will take the two viewpoints of the white Americans and the African Americans of this time. They will read articles with their opinions and concerns and then write their own newspaper article explaining the information they read in the original articles. The students will sent out their classroom newspaper to the other 4th grade classes, publish it on the school website and display it for guests at the diversity fair.

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Media: Video, Short Video

Summary: This is a short video with a brief look into the history behind New York's Native American history. It discusses the basic information behind this history and gives an introduction to those who are just learning about these people.

Theme Connection: This video discusse the history behind one of the major groups of people that helped to shape NY and its culture. It talks about the baisc information regarding the Native American groups and how they impacted NYS.

Complexity: This is very simple and easy to follow although the unfamiliar vocabulary words relating to the different tribes may be confusing initially for the students. The video explains these content specific words and will hopefully translate for the students.

Instructional Uses: After discussing what the students will be learning about in this lesson and introducing the image of the map, students will then watch this brief video before breaking off into thier table groups and working on their compare and contrast papers about the Iroquois and Algonquin Native Americans. This video will give them a basic overview of Native American history in NY.

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Media: Visual, Map

Summary: This is a map that shows the changes in percentages of Africans Americans in the south as compared to the North throughout the Great Migration.  The circles highlighting the areas and the percentages will change on the image. This is more like a time lapse gif than a picture.

Theme Connection: Students will use this map to better understand the movement of the groups from the South to the North. The percentages will show the increase or decrease of African Americans in each state and the dots will expand based on the population of African Americans in that state for each decade.

Complexity: Students must be able to understand a map key to better understand the differentiations of colors. They may also need to watch the map a few times to fully grasp the change in numbers and populations for each decade.

Instructional Uses: This map will be shown along with the other Great Migration map after reading The Great Migration by Jacob Lawrence. This lesson will help to introduce the Great Migration and the idea of African Americans migrating North so we can slide into our unit on Harlem.

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In 1910, 83% of African Americans lived in the South, about the same percentage that had lived there since at least as far back as 1790.

In the 60 years that followed, growing racism and a lack of economic opportunities in the South led more than 6 million African Americans to migrate north. The pull northward was also compounded by World War I, which boosted the demand for northern industry, but left the North with a shortage of workers.

By 1970, the percentage of African Americans living in the South had fallen to just 40%.

This mass exodus of African Americans to the North, known today as The Great Migration, represents perhaps the largest demographic shift in American history. In The Warmth of Other Suns, Isabel Wilkerson writes:

"What started as a march of the impatient, became a rite of passage, and would become the biggest under-reported story of the 20th Century"

Visualizing the Great Migration

Bubble size = % of the country's African American population.

As the map shows, migrants from the South were particularly attracted to the North's big cities: Chicago, Detroit, New York, Philadelphia, and Los Angeles. To this day, more African Americans live in Chicago than in the state of Mississippi.

The Warmth of Other Suns recounts an examination by the Chicago Commission on Race Relations regarding African American perceptions of the North. The responses offer some insight into the racist climate that persisted in the South as well as the challenges black Americans faced acclimating to urban life in the North.

Do you feel greater freedom and independence in Chicago? In what ways?

Yes. Feel free to do anything I please. Not dictated to by white people.

Yes. Can vote; no lynching; no fear of mobs; can express my opinion and defend myself.

Freedom of speech and action. Can live without fear, no Jim Crow.

The schools for the children, the better wages, and the privileges for colored people.

The people, the freedom and liberty colored people enjoy here that they never before experienced.

What difficulties do you think a person from the South meets in coming to Chicago?

Getting accustomed to cold weather and flats.

Rooming and "closeness" of the houses.

Growing accustomed to being treated like people.

Getting used to the ways of the people; not speaking or being friendly; colder weather, hard on people from the South.

I know of no difficulties.

Are you advising friends to come to Chicago?

Yes. People down here don't really believe the things we write back; I didn't believe myself until I got here.

No. I am not going to encourage them to come, for they might not make it, then I would be blamed.

Wish all the colored folks would come up here where you ain't afraid to breathe.

The Great Migration is truly an incredible story, worth reading more about if you are not familiar with it. Considering the profound influence it had (and continues to have) on countless aspects of American life, it's amazing that the Great Migration is not a better known part of American history.

My latest project is launching soon: Blueshift, a platform for designing and publishing dynamic maps for the web. If you'd like to give it a try, request a pre-launch invitation.
Credit

Thanks to Daniel Barnekow (who also made this cool site: Overlap Maps) for the suggestion to look into this topic.

Since the publication of The Warmth of Other Suns in 2010, there have been several good articles online about the Great Migration. If you would like to read more about it, here are a few: Priceonomics, The New Yorker, NPR.

Data for the map comes from the Decennial Census, IPUMS-USA, University of Minnesota, www.ipums.org.

Other sources show different breakdowns between the North and South, depending on how the South is defined. The 12 states used here are based on this analysis by FiveThirtyEight.

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Visualizing the Great Migration - The Most Under-Reported Story of the 20th Century

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Facebook Twitter Google+ LinkedIn545sharesIn 1910, 83% of African Americans lived in the South, about the same percentage that had lived there since at least as far back as 1790. In the 60 years that followed, growing racism and a lack of economic opportunities in the South led more than 6 million African Americans to migrate [...]

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Media: Visual, Map

Summary: This a map using arrows to show the routes people took and the places they may have migrated to call home during The Great Migration. This is just a map for the early 1900s ending in 1930 and shows a small piece of the migration up North.

Theme Connection: Students will use this map to better understand the movement of the groups from the South to the North. The show where most people came from and where they ended up and the routes they typically took to get there.

Complexity: Students must again use the key to decipher each pathway and that although this is depicted, the paths aren't concrete for every families story.

Instructional Uses: This map will be shown along with the other Great Migration map after reading The Great Migration by Jacob Lawrence. This lesson will help to introduce the Great Migration and the idea of African Americans migrating North so we can slide into our unit on Harlem.

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Media: Visual, Seneca Falls Roll of Honor

Summary: This "Roll of Honor" signifies the key people at the meeting. These people were the ones that signed the "Declaration of Sentiments," which was the ideas set up by the leaders at Seneca Falls to introduce their reasoning behind the convention and the movement.

Theme Connection: As Seneca Falls was a major historical event, it is important for students to see that although a convention for women's rights, men still attended and supported the movement as well. People within both genders wanted to see a change for women which is a significant discovery when it comes to issues of diversity. It shows that an issue doesn't have to personally effect you for you to find any significance or validity to it.

Complexity: Overall, this visual is a very simple document. The students may become confused with all of the names but it is not required for them to remember all of them. They may also need help in understanding what the "Declaration of Sentiments" is in regards to Seneca Falls.

Instructional Uses:
This is just a visual for the stduents to understand that ther were both men AND women wanted to allow women the right to vote. Students will also have access to this for their brochure and may use it as a visual within their brochure.

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Map of Early Native American Tribes in NY

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Map of Early Native American Tribes in NY

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Media: Visual, Map

Summary: This is a map showing the many different tribes that resided in the state of NY during its earlier years before European colonization. As mentioned on the side, the two main froups by 1100 A.D. were the Algonquin and Iroquios which are the two groups we will be focusing on.

Theme Connection: This map shows the immense amount of diverse natuve tribes that lived in NYS before colonization. It demonstrates that even though the early residents were all considered Native American among two ruling groups (Iroquois and Algonquin), they were still apart of their own culture and government with many differences.

Complexity: This map may seem complex if students do not look closely to the key on the side that explains the divide in color across the map. Also the state is split up into multiple pieces and may take a second for students to process the visual of the state divided in this way. Certain tribes cross over borders of other states and that may confuse the viewer at first. Overall, I think it may seem initially complex but once you understand the key and division, it will make it much clearer for the viewer about what they are seeing.

Instructional Uses: This map will be used as part of my introduction to the students on the Native Americans tribes that resided in NY. Then I will explain that we will be focusing on the two major groups known as the Algonquin and Iroquois. While introducing the topic, this map will be the first thing I show the students in relation to my lesson on Native Americans. Hopefully, this visual will stick with them so they can better see the locations of the tribes we talk about.

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Media: Text, Website

Summary: This is a website full of facts and history reated to the Algonquin Native Americans. It is separated into questions and keeps the information very sort and to the point which is great since it has so much infromation to look over!

Theme Connection: The Algonquin were one of the two major groups of Native Americans that lived in the NY area. Due to their diverse culture and influence on this state, it is crucial to acknowledge them as a diverse group that has a rich culture.

Complexity: Although very straight forward and to the point, this text does unload A LOT of information onto the reader. There is some vocabulary specific to the content of the Algonquin tribe and may cause some confusion if not explained or if misinterpreted.

Instructional Uses: As part of the lesson for NYS Native Americans, students will focus on both the Algonquin and Iroquois tribes. After filling out graphic organizers for both, children will then take this information and write a compare and contrast essay between the two groups. The students will also use this information to create a poster board to present their facts with the help of visuals. Students will present this assignment plus other projects in this Theme during our classroom diversity fair where they will invite students of other classes/grades, faculty and friends/family to come in to see their work.

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Algonquin Indian family Algonquin dancer Karly Meness

Algonquin is pronounced Al-GON-kin. "Algonquin" is the most common spelling, but you'll often see "Algonkin" too. Either way is fine--but avoid spelling the word "Algonquian" or "Algonkian," because that refers to a whole group of Native American languages (includingCree,Blackfoot, andDelaware)! The Algonquins are only one of the manyAlgonquian-speaking tribes, and they have a unique identity and independent political status from the others.

"Algonquin" was the French name for the tribe. The French were probably trying to pronounceelehgumoqik, the Maliseet word for "our allies," orAlgoomaking, a Mi'kmaq place name. The Algonquins call themselvesAnishnabe, which means "original person." (The plural isAnishnabek.) However, Algonquins useAnishnabek to refer to other Indians also. So when they are specifically referring to their tribe, they usually use "Algonquins" or "Algonkins" to distinguish themselves.

The Algonquins are original natives of the southeastern region of Canada. Today they live in nine communities in Quebec and one in Ontario. Here is amap showing the location of the Algonquin and their relatives.

No. Other Algonquian tribes lived in New York, but never the Algonquin tribe. This is a mistake that happened because of the similar spellings of these words. Algonquian tribes located in New York included theMahican and Wappinger tribes, theMontauk and Shinnecock tribes, and theMunsee Delaware tribe. You can visit this map ofNew York Indian tribes to see where in New York each of those tribes lived.

Algonquin band flags

Each Algonquin community lives on its own reserve, also known as a reservation. Reserves are land that belongs to the tribe and is legally under their control. Each Algonquin tribe--known as aband or First Nation in Canada--is politically independent and has its own leadership. Algonquin First Nations have their own government, laws, police, and services, just like small countries. However, the Algonquins are also Canadian citizens and must obey Canadian law.

The leader of each Algonquin band is called ogima or ogema, which is translated as "chief" in English. The ogima used to be chosen by tribal councilmembers, often from the last chief's sons, nephews, or sons-in-law. Today chiefs are elected by the Algonquins, just like governors or mayors.

Some bands are English-speaking, and others are French-speaking. About half the Algonquin population also speak their nativeAlgonquin language. Algonquin is a musical language that has complicated verbs with many parts. If you'd like to learn a few easy Algonquin words, "kwey" (rhymes with "day") is a friendly greeting and "mìgwech" (pronunciation meeg-waitch) means "thank you." You can listen to an Algonquin woman talk in her languagehere and see an Algonquin picture glossaryhere.

Here's a link to theAlgonquin Nation Tribal Council homepage. There you can find information about three Algonquin communities in the past and today.

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They do the same things all children do--play with each other, go to school and help around the house. Many Algonquin children like to go hunting and fishing with their fathers. In the past, Indian kids had more chores and less time to play, like early colonial children. But they did have toys, games and dolls, like this 18th-century doll in its miniature cradleboard. Algonquin mothers, like ma ny Native Americans, carried their babies in cradleboards like these. Older Algonquin kids enjoyed playing lacrosse like the adults. In some communities only men and teenage boys played lacrosse, but in others, girls and women played as well.

What were Algonquin men and women's roles?
Algonquin women gathered plants to eat and did most of the child care and cooking. Men were hunters and sometimes fought wars to protect their families. Both genders took part in storytelling, artwork and music, and traditional medicine. In the past, the Algonquin Indian chief was always a man, but today a woman can be chief too.

What were Algonquin homes like in the past?

The Algonquins didn't live in tepees. For most of the year they lived in settled villages of birchbark houses, called waginogans or wigwams. Algonquin wigwams were usually dome-shaped and not very large-- only a single family unit lived in each one. In some Algonquin communities, multiple families from the same clan would live together in a much larger birchbark longhouse, like their Iroquois neighbors. During the winter, the village split up to go to hunting camps, and each Algonquin family would build a cone-shaped shelter like this for their camp. These shelters were temporary and were discarded whenever the family needed to move. At the end of winter, they would move back to the permanent summer lodges in their village. Here are some more pictures of American Indian houses like the ones the Algonquins used.

Today, Native Americans only build a birchbark lodge for fun or to connect with their heritage. Most Algonquin people live in modern houses and apartment buildings, just like you.

What was Algonquin clothing like? Did they wear feather headdresses and face paint?

What was Algonquin transportation like in the days before cars? Did they paddle canoes?

Chief Rocky Boy

Moccasin

Algonquin women wore long dresses with removable sleeves and the men wore breechcloths and leggings. Both genders wore moccasins on their feet and cloaks in bad weather. Later, the Algonquins adapted European costume such as cloth blouses and buckskin jackets, decorating the front with fancy beadwork. The Ojibway chief to the left is wearing the same style of clothing Algonquin men did. Here are more pictures of Ojibway and Algonquin clothing styles, and some photos and links about Native American clothing in general.

Some Algonquin warriors wore their hair in the Mohawk style, shaving the sides and using grease to stiffen the strip of hair in the middle so that it stood up high. Otherwise, Algonquin men and women both wore their hair in long braids. Some men wore a porcupine roach with a feather in it. (These roaches are made of porcupine hair, not the sharp quills!) In the 1800's, some Algonquin chiefs began wearing a feathered headdress like their neighbors the Sioux. The Algonquins painted their faces and arms with bright colors. They used different patterns for war paint and festive decoration. Some Algonquin men also wore elaborate tribal tattoos.

Today, some Algonquin people still wear moccasins or a buck skin jacket, but they wear modern clothes like jeans instead of breechcloths... and they only wear feathers in their hair on special occasions like a dance.

Algonquin canoe

Yes--the Algonquin Indian tribe was famous for their birchbark canoes. Here is a website with pictures of Native American canoes. Canoeing is still popular in the Algonquin nation today. Over land, the Algonquins used dogs as pack animals. (There were no horses in North America unt il colonists brought them over from Europe.) The Algonquins used sleds and snowshoes to help them travel in the winter.

Today, of course, Algonquin people also use cars... and non-native people also use canoes.

What are Algonquin arts and crafts like?

What was Algonquin food like in the days before supermarkets?
The Algonquins were hunting people. They hunted for deer, moose, and small game, and went fishing in the rivers and lakes. Some Algonquin communities grew corn and squash in small gardens, but most Algonquins only got foods like those in trade with neighboring tribes. Besides fish and meat, the Algonquins gathered berries and wild plants to eat. They also made maple syrup from tree sap, and cooked soups, stews and breads. Here is a recipe for Algonquin nut soup, and a website with more information about Native American food.

What were Algonquin weapons and tools like in the past?
Algonquin Indians used bows and arrows or spears for hunting. Algonquin hunters also built traps like the ones in this picture to catch deer and other game animals. Algonquin fishermen used pronged spears to stab fish from their canoes or through holes in the ice, instead of fishing with hooks. Algonquin warriors fought each other with war clubs, spears, or tomahawks. Here is a picture of an Anishinabe war club, and a website with pictures and more information about Native American weapons in general.

Do you have ideas for an Algonquin art project I can do for school?
We recommend making a

Algonquin artists are known for their beadwork and basketry arts. Like other eastern American Indians, Algonquins also craftedwampum out of white and purple shell beads. Wampum beads were traded as a kind of currency, but they were more culturally important as an art material. The symbols and designs on wampum belts often told a story or represented a person's family. Today, Algonquin people also create contemporary art like oil paintings. You can visit this site to see photographs of Algonquin paintings.

dreamcatcher. Dreamcatchers are a traditional Anishinaabe children's craft made as mobiles for babies. They are not religious and are appropriate for school projects. Traditionally dream catchers were made out of bent twigs and some sinew thread, but you could make one out of any round frame and string. Here are some goodonline instructions about how to make a dream catcher.

What other Native Americans did the Algonquin tribe interact with?

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Facts for Kids: Algonquin Indians (Algonquins)

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Information about the Algonquin Indians for students and teachers. Covers Algonquin villages and homes, legends and art, clothing, canoes, and history of the tribe.

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Media: Video, Short Video

Summary: This is a brief video descibing the ins and outs of Ellis Island and what it was like to be processed there. Through pictures and explanation, the viewer is taken through the process that immigrants had to deal with and the lengths they went to get into America.

Theme Connection: Ellis Island was the center for the start of American for many diverse groups of people. These various types of people came here for a new beginning and this was the place where they first step foot onto American soil with the intention of staying.

Complexity: This video is fairly straight forward and does a pretty good job at explaining any vocabulary that may seem confusing (e.g. trachoma). Although there is alot of information, it does not seem too difficult as it will be used as an introduction.

Instructional Uses: This video will be used as a introduction for Ellis Island. After reading the book Coming to America, I will explain to the students that we will be learning more about Ellis Island and show them this video that explains all the basic information.

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Some Neighborhood Comment: Newspaper Article

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Some Neighborhood Comment: Newspaper Article

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Media: Text, Newspaper Article

Summary: This is an aritcle that discusses the souths (mainly the white south) disapproval of the incresingly immense departure of African Americans to the North. They see it as an attack on their economy and seem to think that only the unfit workers are staying in the south.

Theme Connection: When studying different groups of people and their movements, it is always important to look at the different viewpoints of other groups and how they thought of the movement in the groups from the outsiders viewpoint.

Complexity: This is a short article but does use words such as negro, spasmodic, deceived, thrifty and industrious that may be out of the range of the 4th graders vocabulary. This piece would need some extra vocabulary review with the teacher so the students can better comprehend the text. Also the students will need an explanation about the "Mason and Dixon line" in regards to this article.

Instructional Uses: As an explanatory writing piece, students will take the two viewpoints of the white Americans and the African Americans of this time. They will read articles with their opinions and concerns and then write their own newspaper article explaining the information they read in the original articles. The students will sent out their classroom newspaper to the other 4th grade classes, publish it on the school website and display it for guests at the diversity fair.

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Media: Video, Short Video

Summary: This brief video discusses some of the key information about Seneca Falls. It is a great way to introduce the topics and highlight the significant information for the students.

Theme Connection: Seneca Falls was a major event in NYS and American history that was one of the catalyst for the women's suffrage movement.

Complexity: The content specific vocabulary referring to the major people may be confusing to the tsudents intitially but overall, this is a pretty straightforward video. It does have a lot of information mentioned in a short amount of time so students will have to pay attention.

Instructional Uses: This video will be an introduction to Seneca Falls and its impact on history. This may make it easier for students to remember the facts or recognize the facts later on when we read it and allow them to already have some background knowlege in hopes that it won't make the entirety of the reading to overwhelming. Although students won't have access to the video during the brochure project, they can refer to it for information if they remember anything.

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What Happened at the Seneca Falls Convention? | History