A. Sharecropping Family Discussion: "Should We or Shouldn't We Move North?"(dialogue writing)

Objectives:

To explore the decision to move.

Learn how to interview primary sources.

Materials Needed:

Handout #4: Possible Interview Questions

Taking oral histories might seem like a cliche lesson by now, but in this case we are hoping to highlight the differences and similarities between African-Americans who moved North, traditional European immigrants, and new immigrants from Asia, Africa and Latin America.

Step 1: Divide the class into groups of two or three and have each group interview an elder who immigrated here from a foreign country or an African-American elder who moved here from the South. At least 25% of the class should be assigned to African-Americans, particularly if your school is predominantly white (in Southern schools, find African-American elders with close family who migrated North). Mix students racially or assign them a racial or ethnic group other than their own to research. Students should not be allowed to interview their own family members. If students can’t find an immigrant (e.g. an Italian who arrived here early in the century), they should locate the child of an immigrant who can speak knowledgeably about his or her parent’s experience.

Students should take detailed notes or tape the interview. Possible areas of inquiry are suggested on Handout #4

Step 2: Have the students transcribe the interview or, better, adapt it into a narrative: The Story of a First Generation [your town, e.g. Chicagoan]. Groups should read their reports to the class. During discussion, highlight comparisons between the different migration experiences, especially with respect to the availability of support networks and other aids and obstacles to success (e.g. discrimination, jobs, education, etc.).

Step 3:After reading and discussing the various histories, ask students to write a paper examining the similarities and differences between the African-American Post-War migrant experience and the immigrant experience of one other ethnic group.

C. Economic Opportunity Then and Now (an essay)

Objectives:

To examine the changing economy for today’s inner-city youth.

To explore the shifting patterns of racism.

To consider whether ghetto culture empowers, disables, or both.

Have students write an analytical essay comparing the options available to African Applying for a mortgageAmerican youth living in Chicago in the 1950s with the opportunities open to young residents of the inner city today. What has changed - for better and for worse? Be specific. Take into account employment opportunities, education, housing, discrimination, and the social and cultural environment. Which are the most critical factors?

D. The Impact of the Migration (an essay)

Objectives:

To use critical thinking skills to analyze the long- term consequences of the migration.

Ask students to write a two-part analytical essay: How did the migrants themselves change as a result of their move North, and how did their move North leave its mark on the nation? Be certain to discuss culture, the economy, and politics.

For further reading:

Letters from Mississippians, 1916-1918

Postwar African-American Urban Life

E. Mapping Your Town's Demographic Changes

Materials Needed:

Census tract maps of your city or region and your city or county’s Census of Population and Housing for 1970 and 1990 (both usually available in your public library, planning department, or registrar of voters; data also available from the Census on CD ROM and on the World Wide Web at http://www.USCensus/gov.html).

Colored pencils; transparencies (if available); overhead projector.

Step 1: Census tract research is challenging but can be very exciting. Tell students they are going to make color-coded maps which will provide a snapshot of the demographic changes in their own community between 1970 and 1990. Pass out copies of local census tract maps to students. Explain what a census and a census tract is. If possible, introduce students to a copy of the 1990 Census. Explain how to use the critical Table Finding Guide to track down desired demographic information in the Census. (Note: two recommended computer programs for demographic research are Atlas GIS for Macs and MapInfo for PCs.)

Step 2: Pair students up and assign each pair their own census category to research and map. They must research the assigned data for both 1970 and 1990 and then find a way to translate the data onto their census tract map. A number of categories are listed on the following page, but many others are possible, even information like means of transportation to work. Check the Census first.

Population by White, Black, American Indian, Asian or Pacific Islander, and Hispanic Origin (choose significant categories for your area).

By Per Capita Family Income.

By Percentage of Families Below the Poverty Level.

By selected occupational categories (possibilities include the following):

• 1: Executive, administrative and managerial; professional specialty.
• 2: Protective services; services; private household services.
• 3: Construction
• 4: Manufacturing
• 5: Wholesale and retail trade
• 6: Finance, insurance and real estate.

Educational Attainment: By percentage with bachelor degrees or higher.

Value of owner-occupied housing.

The Census provides statistics for each category by census tract. Tell students to go to the public library or local planning commission to use the Census (unless you have the CD-ROM or an the internet connection). The real challenge for students will be how to slice and dice the data and color-code it on their census tract maps so it makes sense. For example, take the Population by white category. The Census provides absolute numbers of white residents in each census tract. Students will first have to translate these numbers into percentages of total inhabitants and then decide which percentage groupings yield a meaningful picture of the town, e.g. color green: tracts with 0-20% white population; color blue: tracts with 21-40% white population; and so on. Each group of students should produce two maps, one for 1970 data and one for 1990 data. If possible, have students trace their maps onto transparencies rather than paper.

(Note: large cities contain too many census tracts to assign the whole city; break the city into regions. Your local planning commission may even have Census data collated by neighborhood. Similarly, there are not enough tracts in a small town for a useful exercise; in that case, assign the larger region.)

Step 3: Hang the completed, color-coded maps around the room. Give students time to examine the maps and note how neighborhoods have changed over the 20 year period. It’s exciting for students as they suddenly begin to discern trends and patterns, particularly if the data’s been mapped onto transparencies which can be layered to make comparisons easier. Have each student group present their maps to the class (use an overhead projector if possible) and discuss their findings.

F. Your City Council Debates Public Housing (a simulation)

Objectives:

To explore a community’s response to proposed public housing.

To examine how competing special interests influence public policy.

Materials Needed:

Handout #5: The Proposed Bond Issue

It is 1960 and your town has decided it needs more public housing (note that public housing is not being built today; all financial figures are in 1995 dollars). One of the City Council members has offered a resolution quoted in Handout #5. The City Council is holding a hearing to take testimony about the proposed housing, debate the resolution, consider amendments, and, finally, hold a vote. Giving testimony are five people with an interest in the project: * A real estate developer planning a private, upper middle class housing development nearby the proposed project. * A prospective tenant: A 28 year-old waitress with three kids making $22,000 a year currently living with her parents because she can’t afford to rent her own place on her wages. * The president of the local Chamber of Commerce representing the town’s businesses. * A community activist representing an organization advocating rent control and tenants rights. * Chair of the local Homeowners’ Association.