Thurgood Marshall Academy for Learning and Social Change

Dr. Sandye P. Johnson, Principal

W e b q u e s t

Social Studies - 8^th Grade

Ms. Suzanne Woodard

:

In the years immediately following World War I, tens of thousands of African Americans from the southern states and African American soldiers returning from fighting the war came to northern cities looking for better jobs, economic security and respect. Many white Americans, however, feared the competition for scarce jobs and housing. They responded by attacking black citizens in a spate of urban race riots. In urban African American enclaves, this period was marked by the growth of cultural expression in arts – literature, theater, music; and a proliferation of black self-help organizations that accompanied the era of the “New Negro.” Many African American leaders embraced race pride, economic self-sufficiency, and militancy. This movement meant that black people had adopted an “aggressive willingness to defend their communities again racist attacks and a desire to celebrate the accomplishments of African-American communities in the North.

:

The Harlem Renaissance Anniversary Committee has asked you to look at economic inequity during the time period of the early 1900s – 1930s in northeast America. You will find evidence of the problem by using the resources (see resource section below) of the Internet. You will look at policies that were proposed by various movements during this time. You will research on a key person during that time to see what the problem was, according to that person’s point of view, what did they do to attempt to solve the problem, and what was the impact or how successful was their solution on the black community. You will first use the six steps of the Public Policy Analyst (see Process section below.) This will take you through the process of looking at past policies and evaluating them. You will also come up with your own possible policy solution. You will present your policy solution to the Committee in the form of a PowerPoint presentation.

Your class will be divided into six groups of four. Each group will be assigned one leader by the teacher. One group will study the two women leaders who represent the women’s view in this webquest. You will work at the computer to access the PPA worksheets and as a group you will complete each worksheet. Each member of the groups will have a role as follows:

Group Member One: Will lead the discussion on the PPA process.

:

Part One: (Role One: Researcher)

As a group you will explore the resources section below to help you clearly define the key people and their movements during the 1920’s As designated group member will print out one copy of the resources to be used by the group. Each group will look at a specific key person. Your teacher will assign you your person for your group.

Part Two: (Role Two: Public Policy Analyst)

As a group you will follow the six steps of the Public Policy Analyst below. Complete the following worksheet from Public Policy Analyst to help you organize your information. As the designated group member you will be responsible for filling the worksheets in to represent the group input.

1. Identifying the Problem, and Worksheet #1

2. Gathering Evidence, and Worksheet # 2

3. Identify Causes of the problem, and Worksheet # 3

4. Evaluate the Policy, and Worksheet #4

5. Develop a solution to the Problem, Worksheet #5

6. Selecting the Best Solution, and Worksheet #6

Part Three: (Role Three: PowerPoint Accuracy Accountant)

Meet as a group to design the PowerPoint presentation based on the consensus of the group. As the designated group leader you will be responsible making sure that the content on the PowerPoint slide presentation accurately reflects the work of the group. You will have direct contact with the PowerPoint presentation production team. Make sure that you properly site your Internet resources.

Part Four: (Role Four: PowerPoint Designer)

Your group will prepare a PowerPoint presentation for the Harlem Renaissance Anniversary Committee expressing your policy solution. You will head up the PowerPoint presentation production team. Your role is to technically put together the final presentation.

:

A. Philip Randolph

http://historymatters.gmu.edu/d/5125

http://www.pbs.org/wnet/jimcrow/stories_org_brother.html

http://www.pbs.org/wnet/jimcrow/stories_people_randolph.html

http://northbysouth.kenyon.edu/2000/Fraternal/pullman1.htm

http://www.ibiblio.org/uncpress/chapters/bates_pullman.html

Marcus Garvey

http://www.issues-views.com/index.php/sect/1000/article/1022

http://www.pbs.org/wgbh/amex/garvey/peopleevents/e_blackstar.html

http://www.pbs.org/wgbh/amex/garvey/peopleevents/e_negroworld.html

http://www.pbs.org/wgbh/amex/garvey/sfeature/sf_interviews_jb.html

http://www.pbs.org/wgbh/amex/garvey/peopleevents/e_unia.html

http://www.issues-views.com/index.php/sect/1000/article/1023

Mother Moore

http://www.hierographics.org/mothermoorebio.htm

http://www.hartford-hwp.com/archives/45a/152.html

http://historymatters.gmu.edu/d/5126/

Madame C.J. Walker

http://teacher.scholastic.com/researchtools/articlearchives/honormlk/blackbea.htm

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/walker/walker.htm

http://www.cr.nps.gov/nr/travel/pwwmh/ny22.htm

Arthur Schomburg

http://www.wbaifree.org/earthwatch/schombrg.html

http://www.si.umich.edu/CHICO/Harlem/text/aschomburg.html

http://www.ccds.charlotte.nc.us/diversity/arthur.htm

http://www.lexis-nexis.com/academic/2upa/Aaas/ManuscriptSchomburgCenter.asp

W.E.B. Du Bois

http://www.galegroup.com/free_resources/bhm/bio/dubois_w.htm

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/dubois

http://www.africawithin.com/bios/web_dubois.htm

http://library.thinkquest.org/10320/DuBois.htm?tqskip1=1

http://historymatters.gmu.edu/d/5128/

Walter White

http://www.hometoharlem.com/Harlem/hthcult.nsf/notables/walterfranciswhite

http://www2.gwu.edu/~erpapers/abouteleanor/q-and-a/glossary/white-walter.htm

http://historymatters.gmu.edu/d/4978/

http://www.ocoeeproject.com/walter_white.html

: YOUR SCORE WILL range from a possible 16 points (highest) to 4 points (lowest).

Scale: A=16 B=12 C=10 D=7 F=4

	4	3	2	1
PPA Policy Followed	All questions were answered completely and rationales for the answers were clearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.	All questions were not answered completely.
Power Point Presentation	- Clear and full presentation of material (10 slides) - Shows sophisticated control of elements of power point program - Demonstrates full control of language conventions	- Clear presentation of material (10 slides) - Shows control of elements of power point program - Demonstrates control of language conventions with very few mistakes	- Basic presentation of material (less than 4,5 slides) - Basic control of elements of power point program - Some errors in language conventions get in way of presentation	- Insufficient and/or unclear presentation of material - Little control of power point program - Significant errors in language conventions which get in way of presentation
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product.	The team worked well together, but could have utilized each other's skills to a better degree.	The team had problems working together. Little collaboration occurred.	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.
Process: Originality	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original.	The ideas expressed by the body of work demonstrate lack of originality.	There were no original ideas expressed in this project.

:

Your project fulfills the following New York State Standards:

ELA Standards

E1a Read and comprehend informational materials

E2a Produce a report of information

E3c Prepare and deliver an individual presentation

E4a Demonstrate an understanding of the rules of the English language in written and oral work

Social Studies Standards

1: History of the United States

5: Civics, Citizenship and Government

In this webquest you have learned that the 1900s – 1930s were marked by the growth of black pride, militancy, and self-help organizations that accompanied the era of the “New Negro.” Many African American leaders, started and led movements to improve the social and economic conditions of black people in urban communities in the North. These movements meant that black people had adopted an “aggressive willingness to defend their communities again racist attacks and a desire to celebrate the accomplishments of African-American communities in the North. In addition, you have also learned the six steps required of the Public Policy Analyst and have used them to come up with possible policy solutions.

The following two sites may be useful for the teacher in providing background information for the students.

Housing Segregation

http://www.law.fsu.edu/journals/landuse/Vol141/seit.htm

Economic Discrimination – 1920s

http://lcweb2.loc.gov/ammem/coolhtml/ccpres06.html