| Lesson Plan: African Americans in
the Columbia River Basin Overview
This lesson introduces students to the history of African Americans
in the Columbia River Basin since early the 1800s to the present. Students
will study four aspects of the black experience in the Pacific Northwest:
migration and settlement, formation of communities, relations with white
society, and their work experiences. Students will research the Columbia
River Basin Ethnic History Archive (CRBEHA) and use a variety of primary
sources to explore the history of blacks in the region. These primary
sources include photos and other images, newspaper articles, manuscripts,
records of cultural, churches, and other organizations, and personal collections
of families and individuals stored in CRBEHA. Students will learn how
to research and interpret primary sources in on-line databases, develop
oral and writing skills, and learn how to organize a coherent oral presentation
to report their research findings to the class.
Historical Understandings
The student examines and understands major ideas, eras, themes, developments,
turning points, chronology, and cause-effect relations in the history
of the United States, and the states of Idaho, Oregon, and Washington.
Standards
Washington
Social Studies: History Essential Academic Learning Requirements
- The student examines and understands major ideas, eras, themes,
developments, turning points, chronology, and cause-effect relationships
in the United States, world, and
Washington State history.
To meet this standard, the student will:
1.1. Understand and analyze historical time and chronology.
1.2. Understand events, trends, individuals, and movements shaping the
United States, world, and Washington State history.
1.3. Examine the influence of culture on the United States, world, and
Washington State history.
- The student understands the origin and impact of ideas and
technological developments
on history.
To meet this standard, the student will:
2.1. Compare and contrast ideas in different places, time periods, and
cultures, and examine the interrelationships between ideas, change,
and conflict.
2.2. Understand how ideas and technological developments influence people,
culture,
and environment.
Standards
- The student examines and understands major ideas, eras, themes,
developments,
turning points, chronology, and cause-effect relationships in the United
States, world,
and Washington State history.
To meet this standard the student will:
BENCHMARK 2—GRADE 8 |
BENCHMARK 3—HIGH SCHOOL |
| 1.1. Understand and analyze historical time
and chronology. |
| 1.1.2a. Group events and individuals by broadly defined
historical eras and develop related timelines; compare and contrast
different cultural measurements of time. |
1.1.3a. Group events and individuals by broadly defined
historical eras and use timelines to identify and explain patterns
of historical continuity and change in a succession of related events;
compare and contrast different cultural perceptions of time. |
| 1.1.2b. Using evidence for support; identify, analyze,
and explain possible causal factors contributing to given historical
events. |
1.1.3b. Compare and evaluate competing historical
narratives, analyze multiple perspectives, and challenge arguments
of historical inevitability. |
| 1.2. Understand events, trends, individuals,
and movements shaping the United States, world, and Washington State
history. |
Washington
State History |
WA1.2.2. Identify and analyze the contributions of
the following eras in the development of Washington State:
The emergence of Washington State (statehood-1930).
The Great Depression and World War II (1930-1945).
Post World War II domestic political, social, and economic issues
(1945-1980).
Contemporary Washington (1980-present). |
WA 1.2.3. The essential academic learning requirements
for Washington State History are completed for most students at the
second benchmark. |
| 1.3. Examine the influence of culture on United
States, world, and Washington State history. |
| 1.3.2. Examine the development of different cultures
in Washington State, U.S., and world history. |
1.3.3. Examine and analyze how the contributions
of various cultural groups influence society. |
- The Student understands the origin and impact of ideas and
technological developments on
history.
To meet this standard, the student will:
BENCHMARK 2 -- GRADE 5 |
BENCHMARK 3 -- HIGH SCHOOL |
| 2.1. Compare and contrast ideas in different
places, time periods, and cultures, and examine the interrelationships
between ideas, change, and conflict (cross-reference with the themes
and topics outlined under the United States, world, and Washington
State history headings). |
| 2.1.2. Explain the origin and historical context
of major ideas and their impact on societies. |
2.1.3. Compare and analyze major ideas in different
places, times, and cultures, and how those ideas have brought about
continuity, change, or conflict. |
Idaho Standards
Middle Grades
476.
Standard -- The student will: |
Content Knowledge and Skills |
Samples of Applications |
01. Understand the role of
Migration and Immigration of people in the development of the United
States. |
a. Analyze the religious, political,
and economic motives of voluntary immigrants to the Pacific Northwest
from other regions of the U. S. |
i. Using historical information, select a city or
county in Idaho, Oregon or Washington and write a skit demonstrating
why a black family should migrate and settle there.
ii. Develop a historical outline map indicating where various blacks
settled in these states and their reasons for this settlement. |
| |
c. Describe the history, interactions, and contributions
of blacks that have lived and migrated throughout the Pacific Northwest. |
i. Make a chart listing black pioneer families and
individuals showing where they settled, their reasons for moving,
and the development of communities as a consequence of their migration.
ii. Write a letter to family members left behind in the East convincing
them to journey on the Oregon Trail and join the rest of the family
in Oregon Territory. Use historical research as the basis for this
letter. |
Grades 9-12
495. Migration and Immigration
Standard -- The student will: |
Content Knowledge and Skills |
Samples of Applications |
01. Understand the role of
Migration and Immigration of people in the development of the United
States. |
a. Identify motives for immigration in and to the
United States. |
i. Compare the motives of 19th century Irish immigrants
to African American migrants to Idaho and other areas of the Pacific
Northwest in the 20th century. |
| |
b. Analyze the legal, political, social
and economic changes in the status of voluntary immigrant groups. |
i. Peruse both current and frontier newspapers
for changing attitudes toward blacks in Idaho and the Pacific Northwest.
ii. Trace the legislative history of of laws that affected African
American migrants to the region.
|
Oregon Standards
HISTORY: Relate significant events and eras in United
States and Columbia River Basin history to past and present issues and
developments (that affected affected the black experience in the Pacific
Northwest and in Oregon).
| Common Curriculum Goals |
Content Standards |
Benchmark 3
(Grade 8) |
CIM |
HISTORICAL SKILLS
Interpret and reconstruct chronological relationships. |
Understand, represent, and interpret
chronological relationships in history. |
Represent and interpret data and chronological
relationships from history, using timelines and narratives. |
Reconstruct, interpret, and represent
the chronology of significant events, developments, and narratives
(including the black experience in Oregon and the Columbia River Basin). |
| |
|
Identify and create chronologies of events.
Compare and contrast historical interpretations. |
Reconstruct the chronological order
of significant events related to historical developments in the black
experience in Oregon and the Pacific Northwest .
Interpret the relationship of events occurring over time.
Interpret timelines, charts and graphs illustrating chronological
relationships. |
| Analyze cause and effect relationships, including
multiple causalities. |
Identify and analyze cause and effect relationships
in history. |
Distinguish between cause and effect relationships
and events that happen or occur concurrently or sequentially. |
Compare and contrast institutions and ideas in history,
noting cause and effect relationships (and the consequences for African
Americans in Oregon and the Pacific Northwest). |
| Understand, recognize, and interpret change and continuity
over time. |
Interpret and represent chronological relationships
and patterns of change and continuity over time. |
Identify and give examples of chronological patterns
and recognize them in related events over time. |
Recognize and interpret continuity and/or change
with respect to particular historical developments in the 20th century
(including the black experience in the Columbia River Basin and Oregon). |
U.S History
Common
Curriculum Goals |
Content
Standards |
Benchmark III |
CIM |
U.S. HISTORY
Understand and interpret events, issues, and developments within and
across eras of U.S. history.
|
Understand the importance and lasting influence of
individuals, issues, events, people, and developments in U.S. history. |
Understand how individuals, issues, and events changed
or significantly influenced the course of U.S. history 1800 to 1900. |
Understand how individuals, issues, and events changed
or significantly influenced the course of U.S. history after 1900
(and black history). |
STATE & LOCAL HISTORY
Understand and interpret the history of the state of Oregon. |
Understand and interpret events, issues, and developments
in Oregon history. |
Understand how various groups of people were affected
by events and developments in Oregon state history. |
Understand the causes, characteristics, and impact
of political, economic, and social developments in Pacific Northwest
and Oregon state history (and how these affected the black experience). |
| |
|
Understand the interactions and contributions of
the various people and cultures that have lived in or migrated to
the area that is now Oregon from post-American Revolution until 1900. |
Understand the interactions and contributions of
the various people and cultures that have lived in or migrated to
the area that is now Oregon after 1900. |
| Understand and interpret events, issues, and developments
in the history of one’s family, local community, and culture. |
Understand and interpret events, issues, and developments
in the history of one’s family, local community, and culture. |
Understand the lasting influence of events and developments
in local history. |
Understand the causes, characteristics and impact,
and lasting influence of political, economic, and social developments
in local history. |
Student Outcomes/Performances
After completion of this lesson students will:
- know and understand why and when African Americans migrated to and
settled in the Columbia River Basin, and why they continued to settle
in the region;
- know and understand how and why African Americans built communities
in the Columbia River Basin;
- know and understand the problems African Americans faced in relations
with white society in the areas where they settled in the region, and
what they did to try to solve these problems;
- know and understand the work experiences of blacks in the Pacific
Northwest.
Activities and Procedure
This lesson requires five fifty-minute class periods for grades 11 and
12 but can be condensed for students below grade 11. It is designed as
a stand-alone unit that can be adapted to state history courses of the
states of Idaho, Oregon, and Washington, and can be used in conjunction
with activities during Black History Month. Teachers can adapt and condense
it to fit the history of their state. Students are required to organize
and present an oral report to the class and write a short “first-person”
essay based on their research of primary sources in the
CRBEHA on-line database.
Activity One (first class period of this lesson):
- In this activity the teacher will present an overview of the lesson
and an historical sketch of African
American history in national context. (fifteen minutes)
- The teacher then facilitates a class discussion to have students share
with the class what they know about the history of blacks in the United
States and the Pacific Northwest. (fifteen minutes)
- In the remaining time teachers hand out the study guide questions
that appear below and review them with students. Divide students in
at least four groups (the number of students in each group can vary
depending on class size and teacher preference). Have each student group
discuss the study questions and select one of the four aspects of the
black experience as the research topic for their group.
Activity Two (second and third class periods of this
lesson):
In this activity students will conduct research for the topic they selected.
- Allow ten minutes to review with students the lesson overview, learning
objectives, and the study guide
questions.
- Assign student groups to their computer workstations and have them
research the CRBEHA database and
review materials for their topic.
Activity Three (fourth class period)
In this activity student groups will plan and organize their presentation
to the class based on their research. During this activity the teacher
will spend time with each student group to serve as a resource. This activity
will require one additional hour of group work outside class time, assigned
as homework, for each group to work independently to refine and finalize
their presentation to the class.
Activity Four (fifth class period)
In this activity student groups present their reports to the class. Allow
the last ten minutes of this period for students to discuss what they
learned and what they would have done if they had been African Americans
during the time researched.
Closure/ Extension
Have students write a short “first person” essay that describes/discusses
what they learned personally in their study of the black experience in
the Columbia River Basin. In an optional assignment teachers can have
students interview black elders in the community about their own experience
or that of their ancestors. Students will use information from their research
of materials in the CRBEHA database and/or the interviews to write the
essay.
Student Learning Assessment
To measure performance students are required to keep a group project
portfolio that includes research notes, a bibliography of CRBEHA documents
and images reviewed, a description that details the division of labor
between group members, and an outline of the group’s class presentation.
Individual students are also required to keep a portfolio of their preparation
work for the essay they are required to write. The portfolio may include
planning and research notes, interview notes, an outline of the essay,
and the final draft of the essay.
Study Guide Questions
- What do the sources say about when and why African Americans migrated
to the Columbia River Basin?
Where did black migrants they come from? Where did they settle and why?
- What do the sources say about what blacks did to build communities
in the areas where they settled and why?
- What do the sources say about how African Americans got along with
whites in the areas where they settled?
What did they do to improve their lives?
- What do the sources say about the type of jobs blacks held, and about
their experience in the world of work?
Resources
African American Mosaic at the Library of Congress
http://lcweb.loc.gov/exhibits/african/intro.html
BlackHistory.Com
http://www.blackhistory.com/cgi_bin/webc.cgi/home.html
Harlem 1900-1940: An African American Communinity
http://www.si.umich.edu/CHICO/Harlem/
Schomburg Center for Research in Black Culture
http://www.nypl.org/research/sc/sc.html
The Daily Lesson Plan, The New York Times Learning Network
http://www.nytimes.com/learning/teachers/lessons/americanhistory.html
The Multicultural American West: A Resource Site
http://www.wsu.edu:8080/~amerstu/mw/
Timeline of Black History in the Pacific Northwest, End of the Oregon
Trail Center History Library
http://www.endoftheoregontrail.org/blaktime.html
W.E. B. DuBois Virtual University
http://members.tripod.com/%7EDuBois/index.htm
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