In this activity, students watch the ASHP documentary Up South: African-American Migration in the Era of the Great Warwith documents and exercises designed to support and reinforce the documentary's key concepts of Jim Crow, lynching, sharecropping, migration, and life in northern cities. At the end of the activity, students complete a short writing task on how life changed and how it stayed the same for migrants, and how they tried to improve their lives in the North.

By the end of this section, you will be able to:Identify the factors that prompted African American and European immigration to American cities in the late nineteenth centuryExplain the discrimination and anti-immigration legislation that immigrants faced in the late nineteenth century

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.

OYH Multimedia Anthologies anthologies collect a range of materials for exploring OYH topics. They parallel and supplement the OYHL school modules, available as Open Education Resources. . Groups of all ages can explore & discuss these rich and varied collections for sharing reflections on aspects of U.S. history and deepening historical knowledge. They are also available through the OYH website, https://www.ownyourhistory.us/multimediaresourcesIn US history, land  ownership provides family security and cohesion, wealth accumulation, and social advancement. American law supports  these goals for most Americans, but often not for Black Americans or other communities of color. The 1960s Civil Rights Movement led to some positive changes, but  inequality continues. This module primarily examines housing and financing discrimination affecting urban Black families, in urban areas, it briefly considers rural Black property ownership.The resource focuses on housing and real property ownership because of the important role of a home as a basis for economic security, wealth creation, family relationships and stability.

In US history, land  ownership provides family security and cohesion, wealth accumulation, and social advancement. The American law supports  these goals for most Americans, but often not for Black Americans or other communities of color. The 1960s Civil Rights Movement led to some positive changes, but  inequality continues. This module primarily examines housing and financing discrimination affecting urban Black families, in urban areas, it briefly considers rural Black property ownership.The module focuses on housing and real property ownership because of the important role of a home as a basis for economic security, wealth creation, family relationships and stability. The country has a substantial social investment in existing housing and the color-based housing patterns that still result in significant segregation in most cities. It asks how to move toward a legal system, housing policies and practices of  genuine equality, opportunity, and freedom for all without separation by color in our cities and communities. While not addressing reparations for inequalities from enslavement and segregation, it  asks students to develop proposals addressing such inequalities.

In this activity students examine documents from the period of the First Great Migration of African Americans to the North. As they look at the documents, they take notes to build a character of a migrant. Then they create a scrapbook that shows their characters' personal journeys and experiences during the Great Migration. This activity can be part of a unit that includes the film Up South: African-American Migration in the Era of the Great War. Students will need art supplies such as construction paper, tape or glue, scissors, and markers to make the scrapbooks.

Does Democracy Matter in My Life?- Own It! Handbook is the guide book for a transformative after-school, trauma-informed enrichment program. It provides five  lessons & activities about essential elements of American democracy since the 1780s. Own It! also nurtures academic skills, personal growth and leadership. It uses history to connect our past to our future, as part of the Own Your History® (OYH) Collection. But Own It! is not “school” and it differs from traditional approaches to history.  Own It! helps students learn more about themselves, as well as their community and the country. Own It! enhances students’ engagement in being creative, making things happen, and  achieving goals. Its mission is to help them step up and enrich their lives, especially by understanding that they live in history. 

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.

This collection uses primary sources to explore the Great Migration. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

The student will apply social science skills to understand how the nation grew and changed from the end of Reconstruction through the early twentieth century by e) evaluating and explaining the social and cultural impact of industrialization, including rapid urbanization; Great Migration.

This first lesson in the Economics and the Great Migration curriculum uses the art of Jacob Lawrence to teach the history and economics behind the early years of the Great Migration.

Students learn about the Great Migration by combining the paintings of Jacob Lawrence with economic concepts. In the lesson, students are shown paintings from Jacob Lawrence’s The Migration Series. They are asked to match economic concepts and graphs to the paintings, helping the students understand how different disciplines view an event in history. While it is helpful if students have been exposed to supply and demand and graphical analysis before the lesson, it is not required. Part of the fun is to match the many modes of communication—paintings (visual) to captions (words) to economic concepts and graphs—even when a student may be unfamiliar with paintings or economic concepts.

This course examines the history of the United States as a “nation of immigrants” within a broader global context. It considers migration from the mid-19th century to the present through case studies of such places as New York’s Lower East Side, South Texas, Florida, and San Francisco’s Chinatown. It also examines the role of memory, media, and popular culture in shaping ideas about migration. The course includes optional field trip to New York City.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

By the end of this section, you will be able to:Identify the factors that prompted African American and European immigration to American cities in the late nineteenth centuryExplain the discrimination and anti-immigration legislation that immigrants faced in the late nineteenth century

The goal of this inquiry is for students to gain an informed, critical perspective on the Great Migration of African Americans from the South to the North and West from 1915-1970.  By investigating the movement, including the injustice of Jim Crow in the South, and the racism migrants continued to face in the North and West, students will examine how the migration changed the social fabric of the United States.  Through taking a critical look at the documents, students should understand the extent to which this movement was “great,” and determine if the title Great Migration is fitting. Photo: Schomburg Center for Research in Black Culture, Jean Blackwell Hutson Research and Reference Division, The New York Public Library (1168439), CC BY 4.0 

Professor Kate Rushin describes the Harlem Renaissance as a large social and cultural movement fueled by many factors in this video from A Walk Through Harlem.