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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

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 email me at:

hmcconnell01@bellarmine.edu

Teacher Page

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You have been asked to compose a piece for Time

magazine about the “Great Migration” of the

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.

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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 throughthe assignment, download a copy of one of each of the

required sources and save them to your

flash drive

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Background

Image

Primary Source

Government Document

Discovery of Change

Required Documents

(saved to your flash drive)Article

Video

Blog Post

Teacher Page

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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

Task Process Evaluation ConclusionIntroduction

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

LettersOfficial Documents

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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

EncyclopediasMagazine Articles

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

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STEP 2: Click on the image to find a picture

(Do not choose the first one you see. Explore!)

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STEP 3: Click on a scroll to choose a

primary source

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STEP 4:Click on a clipboard to choose a

government document

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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?

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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!

Introduction Task Process ConclusionEvaluation

Article

4 3 2 1

Organization Information 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.

Sources All 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.

Mechanics No 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.

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Video

4 3 2 1

Content All 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 Time Presentation 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.

Sources All 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.

Introduction Task Process ConclusionEvaluation

Blog Post

4 3 2 1

Content Accuracy All 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.

Interest The 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.

Sources All 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.

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Introduction

The Great MigrationA WebQuest for High School United States History

Designed byHannah McConnell

Email: hmcconnell01@bellarmine.edu

Last Updated on June 12, 2012. Based on the template from The Webquest Page

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Learners

This lesson is based on the Kentucky Core Content for highschool social studies. It falls into the Jefferson County Public School curriculum map schedule [see map for prior required 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.

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Standards

SS-HS-5.1.1 Students will use a variety of tools (e.g., primaryand 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-4.3.1 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.

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Process

For general information see the student process pages.

This lesson should take several class periods. I would provide atleast 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 idealsituation 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 ofmultiple types of sources to create one product.

Most of the lesson is fairly straightforward, but students mayneed assistance during “Step 5” when they are asked to doindividual research.

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Resources

In order to complete this lesson you will need:Computers for each student or groupA flash drive for each student or groupComputers with audio capabilityComputers with word processing capabilityAt least one video camera

Important Resources:http://www.digitalhistory.uh.edu/ http://www.loc.gov/index.html

Staff:Teacher must have basic computer skillsParent/teacher-aide assistance (2-3 people) is beneficial, but not necessary

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Evaluation

The evaluation section states the basic requirements of thisassignment.

It is necessary for students to become acquainted with all typesof sources, so the general requirements are important.

The way in which the students use and interpret the informationthat they collect will determine their understanding of differenttypes of sources as well as their general understanding of the “Great Migration.”

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Conclusion

This lesson provides students with the opportunity todevelop 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.

Introduction Process Evaluation ConclusionTask

The “Great Migration”

Introduction Process Evaluation ConclusionTask

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 in

the North and West.