The Western Migration Lesson Plan: Socratic Seminar |
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Overview |
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This Socratic Seminar centers on the statement, "To those...obliged to exchange a cultivated region for a howling wilderness, we recommend...the western wilds...where the plowshares of prejudice have been unable to penetrate the soil." After reading The Western Migration, students will explore the different experiences of the African-American migration to the West in an open-ended dialogue discussing the quote, the narrative, and the ultimate results of the western migration.
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Grade Levels: | | High school, grades 9-12 |
For use with: | | The Western Migration |
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Concentration Area: | | History |
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National Curriculum Standards met by this lesson |
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The following standards have been taken from the Mid-continent Research for Education and Learning (McRel) standards. |
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Students will understand |
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- Understand and know how to analyze chronological relationships and patterns.
- Know how to identify the temporal structure and connections disclosed in historical narratives.
- Understand the historical perspective.
- Analyze the influences that specific ideas and beliefs had on a period of history and specify how events might have been different in the absence of those ideas and beliefs.
- Know how to perceive past events with historical empathy.
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Time required |
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One class period (For a 50-minute class, students should be assigned the narrative The Western Migration as homework. For a 90-minute block, students can read the narrative as homework OR the teacher can designate a 20-minute reading period at the beginning of the class in which the seminar will occur.) |
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Materials needed |
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The Western Migration narrative (one per student)
- Computer projector unit
- Three Overhead Transparencies, each with one of the following:
"To those...obliged to exchange a cultivated region for a howling wilderness, we recommend...the western wilds...where the plowshares of prejudice have been unable to penetrate the soil."
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Socratic Seminar Student Guidelines (below)
- Overhead Transparency Socratic Seminar Evaluation (below)
- Writing for Understanding (one per student)
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Anticipatory Set |
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Note to Teachers Regarding Images:
Whenever there is a direction within the lesson to use a specific type of image or historic text, look first at this web site's collection of over 25,000 files electronically housed exclusively for the African-American Migrations project. In an easily navigable database, these files can be accessed by typing key words into the search box to find any and all images/texts that have to do with that particular subject. To utilize the database, click here. {link to the database page)
- Project the photo 6-030[link] on the screen. Discuss the photograph with students, asking them the following questions:
- What do you see?
- What is in the foreground?
- What is in the background?
- Where do you think the picture was taken? Why?
- When do you think the picture was taken? Why?
- What is happening in the picture?
- After the class discusses the photograph, share its background with students:
In 1874, Benjamin Singleton and his associates formed the Edgefield Real Estate and Homestead Association in Tennessee. This association sought out the best locations for black settlements. Singleton tried to establish a well-planned and organized movement to Kansas, but, by 1879, the unruly, mass Exodus had overwhelmed his efforts.
The photograph is of Benjamin Singleton and S.A. McClure, Leaders of the Exodus, leaving Nashville, Tennessee. Photomural from montage. Historic American Building Survey Field Records, HABS FN-6, #KS-49- Library of Congress.
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Procedures |
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- Getting Started
- Discuss this question with students: "Why would African Americans want to 'go west' in the 1870s?"
- Explain to students that the movement west was not simply due to the failure of reconstruction after the Civil War. The organized movement west actually began in the 1830s.
- Distribute The Western Migration narrative.
- Write the statement below on the board or project it on the overhead projector:
"To those...obliged to exchange a cultivated region for a howling wilderness, we recommend...the western wilds...where the plowshares of prejudice have been unable to penetrate the soil."
- Ask students:
- What does the statement mean?
- Who probably said it?
- Why do you think that?
- Then, have students read The Western Migration narrative.
- Tell students to take notes on the reading, either supporting or refuting the statement.
Note: Reading can be homework the night before the Socratic Seminar or 20-30 minutes preceding the Socratic Seminar during the same class period.
- Socratic Seminar,
"The Western Migration"
- Explain to the class that students will be participating in a Socratic Seminar with the goal of better understanding the successes and failures of the western migration by discussing the quote and the reading.
- In doing so, they will consider the questions below:
- To what extent did the experiences in the narrative support or refute the statement, "To those...obliged to exchange a cultivated region for a howling wilderness, we recommend...the western wilds...where the plowshares of prejudice have been unable to penetrate the soil."
- The "twin themes of freedom and opportunity" drew African Americans to the West. What successes and failures were experienced in the search for freedom? What successes and failures were experienced in the search for economic opportunity?
- How did the migration transform the lives of the participants? The region? The nation?
- To what extent would you consider the migration a success? A failure?
- Inner Circle/Outer Circle
- Divide students into two groups.
- Move the desks into two circles (a circle within a circle).
- Have students in the inner circle participate in the first discussion, while students in the outer circle observe and take notes on how well the inner circle uses information from the document to support their opinions.
- After approximately 20 minutes, the students will switch roles.
- Debrief with the class before beginning the second seminar. (For instance, discuss the process: What worked, what didn't work, what could be improved, etc.)
- Repeat the process above for the second seminar, where the students from the outer circle now are in the inner circle and vice versa. Then, debrief after the second seminar.
- Hot Seat: an open seat will be available for a student in the outer circle who must join the discussion. Once the person in the hot seat has shared his/her opinion, he/she returns to the outer circle.
- Select a student to lead the seminar and give him/her the list of thought-provoking questions. Remind the leader he/she should jot down ideas for questions as the dialogue progresses.
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Assessment |
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- Project the Evaluation Sheets for students to see prior to the Seminar.
- Review the assessment criteria with the students.
Homework: Writing for Understanding
- Distribute the Writing for Understanding sheet (link to below) to the class.
- Explain that students should choose one of the following assignments:
- Create three "T" charts listing the benefits and pitfalls associated with migration to three different locations.
- Select the location you believe was the best site for relocation. Write a short essay (three paragraphs) explaining why the region you selected was the best choice for African-American migrants in the 1800s.
- Create a poster-size mural illustrating the success and failures faced by the migrants in the region you select.
- Have students use The Western Migration narrative to complete the assignment.
The Western Migration: Socratic Seminar
Socratic Seminar Student Guidelines (post)
- There is no need to raise your hand before speaking. No one person is in charge of the conversation; the facilitator only asks the questions and reminds people of the rules. When no one else is speaking, you may do so.
- Speak to all members of the group, not only the facilitator.
- Be courteous. Listen carefully to what each participant says.
- Respect other opinions even if they are different from your own.
- Refer to the text or a group member with every statement if possible.
The Western Migration: Socratic Seminar
Socratic Seminar Evaluation
Name_______________________________________________________________
Topic _____________________________Total Points____________/50_______
Critical Thinking Response: Repeated the question in the answer, used evidence, stated connections to other speakers, presented "what if" scenarios, and stated the other side.
Comments:
Use of Text: Used examples from the text appropriately. Text supported your opinions.
Comments:
Quality of Comments: Contributed valuable comments to the discussion.
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Asks or Responds to Questions: Asked appropriate questions to gain clarification or further the discussion. Responded appropriately to a question posed by the group leader or another student.
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Listening Skills: Listened to your peers. Did not interrupt other speakers. Responded to the previous speaker before making his/her unique contribution.
Comments:
Outer Circle: Took notes. Contributed to the debriefing.
Comments:
The Western Migration: Socratic Seminar
Writing for Understanding [Linked from above]
(Attach to the finished project)
Choose one of the following assignments:
- Create three "T" charts listing the benefits and pitfalls associatedwith migration to three different locations.
- Select the location you believe was the best site for relocation. Write a short essay (three paragraphs) explaining why the region you selected was the best choice for African-American migrants in the 1800s.
- Create a poster-size mural illustrating the successes and failures faced by the migrants in the region you selected.
"T" Chart Assessment |
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- Three "T" charts were completed.
- The location was clearly identified.
- Each chart included at least five benefits and five pitfalls.
- No spelling errors were evident.
- The charts were neat and well organized.
- Color was used to enhance the charts.
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- Three "T" charts were completed.
- The location for each was noted.
- Each chart included four-five benefits and pitfalls.
- Misspelled words were evident.
- The charts were neat and organized.
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- Three "T" charts were attempted.
- Each chart included three-four benefits and pitfalls.
- Numerous misspelled words were evident.
- The charts were neat or organized.
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- Less then three "T" charts were attempted.
- The "T" chart(s) contained less then three supporting details.
- Little effort was evident.
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Essay |
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Exceptional (25 24) |
Good (23 21) |
Average (20 18) |
Needs Improvement (17 0) |
The essay:
- Has a minimum of three paragraphs.
- Was well structured and included an introduction, transitions, and a summary.
- Had no spelling or grammatical errors.
- Included numerous supporting details and evidence from at least two other locations to further illustrate why your choice is the best.
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The essay:
- Had a minimum of three paragraphs.
- Included an introduction, transitions, and a summary.
- Had three-five spelling or grammatical errors.
- Included supporting details and evidence from at least one other location to further illustrate why your choice is the best.
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The essay:
- Had three paragraphs.
- Included an introduction and a summary.
- Had numerous spelling and/or grammatical errors.
- Included supporting details.
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The essay:
- Had less then three paragraphs.
- Showed no evident structure.
- Had numerous spelling and grammatical errors.
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Mural |
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Exceptional (25 24) |
Good (23 21) |
Average (20 18) |
Needs Improvement (17 0) |
- The mural has a minimum of six segments illustrating the triumphs and tragedies of the selected location.
- The mural has a title.
- The pictures are neat and well organized.
- The pictures successfully convey the event.
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- The mural has four-six segments illustrating the triumphs and tragedies of the selected location.
- The pictures are neat and well organized.
- The pictures successfully convey the event.
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- The mural has four segments.
- The mural attempts to tell the story.
- The pictures are neat.
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- The mural has less then four segments.
- The mural shows little or no attempt to make and tell the story.
- The pictures are sloppy.
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