what explains migration to and from detroit?hiceweb/downloads/geographyintroduction.pdf · what...

GEOGRAPHYWhat ExplainsMigration to and fromDetroit?University of MichiganCenter for Highly InteractiveComputing in Education

Primary Sources NetworkMelvindale/Northern Allen Park Schools

Henry Ford AcademyHenry Ford Museum

GEOGRAPHYWhat ExplainsMigration to and fromDetroit?For more information about this curriculum contact:The Center for Highly Interactive Computing in EducationSchool of Education610 E. UniversityAnn Arbor, Michigan 48109734-647-4805

What Explains Migration to and from Detroit?Copyright 2003 version. All rights reserved.

2 Teacher Guide/Introduction

ContentIntroductionProject Overview . . . . . . . . . . . . . . . . . . . . . . . . . 7Project Calendar . . . . . . . . . . . . . . . . . . . . . . . . . 9Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Pedagogical Statement . . . . . . . . . . . . . . . . . . . 12Assessment Statement . . . . . . . . . . . . . . . . . . . 14Organization of Unit . . . . . . . . . . . . . . . . . . . . . 15Icons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Objectives and Outcomes . . . . . . . . . . . . . . . . . 18

Unit OneIntroduction to Geographical Inquiry- Why Would People Move to or from OurCommunity?Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 1/When Might a “Problem” Be Good? . . 27

Lesson 2/Student Conjectures: Why Do People Move? . . . . . . . . . . . . . . . . . . . . 29Student Worksheet/Notecards. . . . . . . . . . . . . . . . . . . . . . 31Student Reader/Assessment . . . . . . . . . . . . . . . . . . . . . . . 33Teacher Resource/How to Write in a Journal . . . . . . . . . . 35

Lesson 3/Student Conjectures: Why Did People Move? . . . . . . . . . . . . . . . . . . . 37Student Reader/Metro Detroit Population 1900-2000 . . . 41Student Reader/Metro Detroit Overall Population Trend Since 1900 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Student Reader/Suburbs Drive Total to 4.2 Million . . . . . 45

Lesson 4/Exploring My Community as a Geographic Place . . . . . . . . . . . . . . . . . . . 47

Lesson 5/Introduction to the Case of Detroit. . . . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson 6/Putting Detroit In Its “Place”. . . . . . . 55

Lesson 7/Using Evidence to Review Mental Maps. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 8 /Push and Pull Factors for Migration. . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Lesson 9/Deciding Where to Move . . . . . . . . . . 63Student Worksheet/Picking a Place to Live. . . . . . . . . . . . 67

Lesson 10/What Is Your Theory About Migration? . . . . . . . . . . . . . . . . . . . . . . . . 69

Lesson 11/Testing Our Theories: The Case Study ofRebecca Stone. . . . . . . . . . . . . . . . . . . . . . . . . . 71Student Reader/Interview with Rebecca Stone . . . . . . . . . 73

Lesson 12/So, Why Do People Move? . . . . . . . . 77

Lesson 13/Assessment . . . . . . . . . . . . . . . . . . . 79Student Reader/Create a Pamphlet . . . . . . . . . . . . . . . . . 81

Unit TwoSouthern Migration to the Industrial North 1915-1940Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Lesson 1/Why Move from Farms to Cities? Why from South to North? . . . . . . . . . . . . . . . . . 89

Lesson 2/Using Push/Pull to Understand South-to-North Migration. . . . . . . . . . . . . . . . . . 91Student Worksheet/Push and Pull . . . . . . . . . . . . . . . . . . 95

Lesson 3/South-to-North Migration in Time 1920s-1930s. . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Teacher Guide/Introduction 3

Lesson 4/What Is a Region? . . . . . . . . . . . . . . . 99

Lesson 5/Comparative Advantage . . . . . . . . . 101Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . . . . . . . . . . 103Student Reader/Andrew Johnson Describes Life in Georgia . . . . . . . . . . . . . . . . . . . . . . . . 107 Student Reader/Detroit Youngster Introduced to Bigotry . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Lesson 6/County Case Studies . . . . . . . . . . . . 111Student Reader/Bryan County Population, 1790-1990 . 115Student Reader/Bryan County Census – Age, 1930 . . . . 117Student Reader/Georgia Census Data – Age, 1930 . . . . 119Student Reader/Wayne County Population, 1790- 1990 . . . . . 121Student Reader/Wayne County Census – Age, 1930. . . . 123Student Reader/Michigan Census Data – Age, 1930 . . . 125

Lesson 7/Using Homes/Buildings as Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Lesson 8/Before Using CLIO . . . . . . . . . . . . . . 129

Lesson 9/Mattox House: Why Leave the South? . . . . . . . . . . . . . . . . . . . 131Student Reader/: Interview with Charles H. Boles –Daily Lives and Climate . . . . . . . . . . . . . . . . . . . . . . . . 133Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . . . . . . . . . . 135

Lesson 10/Sojourner Truth Housing Project:Why North?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Student Reader/Five Men Discuss Growing up in Detroit’s Sojourner Truth Housing Project, 1940-50 . . . 141Student Reader/Detroit News Recounts Sojourner Truth Controversy, 1943 . . . . . . . . . . . . . . . . 145Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . . . . . . . . . . 149

Lesson 11/Organizing/ Representing Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Lesson 12/Assessment: MEAP-Style Open-Ended Essay . . . . . . . . . . . . . . . . . . . . . . 153Student Reader/Consulting the Mattox Family . . . . . . . 155

Lesson 13/Revisiting Students’ Theoies of Migration . . . . . . . . . . . . . . . . . . . . 157

Appendix/CLIO Unit 2 . . . . . . . . . . . . . . . . . . . 159

Unit ThreeEuropean Migration to American CitiesCase Studies in Adaptation, 1910 - 1924Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Lesson 1/Theorizing about Adjustment . . . . . 175

Lesson 2/Data Background for Detroit PopulationChange, 1900-2000 . . . . . . . . . . . . . . . . . . . . . 177United States Census: Selected Population Data for Metro Detroit and the U.S., 1890-1990 . . . . . 181United States Census: Detroit Native-Born Population by Ethnic Group, 1890-1990 . . . . . . . . . . . . 183United States Census: Detroit Foreign-Born Population Data by Nationalities, 1890-1990 . . . . . . . . 185

Lesson 3/Defining Diversity. . . . . . . . . . . . . . . 187

Lesson 4/Case Study: Institutional Adaptations to Migration. . . . . . . . . . . . . . . . . 191

Student Reader/Ford Language and Citizenship Status, 1914-1916 . . . . . . . . . . . . . . . . 195Student Reader/Five-Dollar Day Press Release, 1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197Student Reader/Ford Motor Co. Explains Purpose of Sociological Dept., 1924 . . . . . . . . . . . . . . . . 199Student Reader/Detroit Factory Wages, 1913 . . . . . . . . 201Student Reader/Cost of Living in Detroit, 1916-1918 . . . . . . . . . . . . . . . . . . . . . . . . . 203Student Reader/Ford Employee Bank Accounts by Nationality, 1916 . . . . . . . . . . . . . . . . . . . . 205Student Reader/Ford Employee Rent and Board Status, 1916. . . . . . . . . . . . . . . . . . . . . . . . . 207Student Reader/Ford Employment Structure and Nationalities, 1915 . . . . . . . . . . . . . . . . . 209Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . 211

Lesson 5/Migration Concepts . . . . . . . . . . . . . 213

Lesson 6/Case Study: Individual Adaptations 127

Student Reader/Ford Employee Biographies, 1900-1930: August Oberst . . . . . . . . . . . . . . . . . . . . . . 221Student Reader/Ford Employee Biographies, 1900-1930: Joseph Galamb. . . . . . . . . . . . . . . . . . . . . . 223Student Reader/Ford Employee Biographies, 1900-1930: Tony Leszczynski . . . . . . . . . . . . . . . . . . . . 225Student Reader/Ford Employee Biographies, 1900-1930: Richard Kroll . . . . . . . . . . . . . . . . . . . . . . . 227Student Reader/Ford Employee Biographies, 1900-1930: George Moss . . . . . . . . . . . . . . . . . . . . . . . 229

4Teacher Guide/Introduction

Student Reader/Ford Employee Biographies, 1900-1930: James O’Connor . . . . . . . . . . . . . . . . . . . . 231Student Reader/Ford Employee Biographies, 1900-1930: Stanley Prus . . . . . . . . . . . . . . . . . . . . . . . 233Student Reader/Ford Employee Biographies, 1900-1930: Frank Rusch . . . . . . . . . . . . . . . . . . . . . . . 235Student Reader/Why Workers Leave $5 Day Behind, 1916 . . . . . . . . . . . . . . . . . . . . . . . . . . 237Student Reader/Letter to Henry Ford, “Slave Driver”, 1914 . . . . . . . . . . . . . . . . . . . . . . . . . . 239Student Reader/Letter to the Fords Regarding Rent Problems, 1919. . . . . . . . . . . . . . . . . . . 241Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . 243

Lesson 7/Assessment . . . . . . . . . . . . . . . . . . . 245Student Reader/Ford Mortor Company’s Five-Dollar Day Policy . . . . . . . . . . . . . . . . . . . . . . . . . 247

Appendix/Clio Unit 3 . . . . . . . . . . . . . . . . . . . . 249

Unit FourAmerica’s Changing Cities:Suburbanization, 1945-PresentOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Lesson 1/Describing Urban Change . . . . . . . . 258Student Reader/United States Census: Selected Population Data for Metro Detroit and the U.S., 1890-1990 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Teacher Resource/Metro Detroit Overall Population Trend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263Teacher Resource/Suburbs Drive Total to 4.2 Million . . . 265

Lesson 2/Suburbanization . . . . . . . . . . . . . . . . 267Student Reader/Housing Built before 1940 in Detroit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269Student Reader/Housing Built 1960-1970 in Detroit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271Student Reader/Housing Built before 1940 in Chicago . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273Student Reader/Housing Built 1960-1970 in Chicago . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275Student Reader/Housing Built before 1940 in Philadelphia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277Student Reader/Housing Built 1960-1970 in Philadelphia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279Student Reader/Housing Built before 1940

in St. Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281Student Reader/Housing Built 1960-1970 in St. Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283Student Reader/Housing Built before 1940 in Cleveland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285Student Reader/Housing Built 1960-1970 in Cleveland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287Student Reader/Housing Built before 1940 in Minneapolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289Student Reader/Housing Built 1960-1970 in Minneapolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

Lesson 3/Why Have Cities Changed? . . . . . . . 293

Lesson 4/Mini Case Studies of Race, Jobs and Transportation. . . . . . . . . . 295Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . 299Student Reader/The Black Suburban Populationin the Fifteen Largest Metropolitan Areas in the United States, 1980 . . . . . . . . . . . . . . . . . . 301Student Reader/American Cities and Suburbs in which Afro-Americans Constituted a Majority of the Population, 1980 . . . . . . . 303Student Reader/Distance of the Journey-to-Work, 1880-1890 . . . . . . . . . . . . . . . . . . . . 305Student Reader/Automobile and Truck Registration in the United States at Five-Year Intervals, 1905-1975 . . . . . . . . . . . 307Student Reader/Number of Inhabitants per Registered Passenger Vehicle in Major Western Nations, 1905-1970 . . . . . . . . . . . . . . . 309Student Reader/1940 Maps of Detroit . . . . . . . . . . . . . . 311Student Reader/1950 Maps of Detroit . . . . . . . . . . . . . . 313Student Reader/1962 Maps of Detroit . . . . . . . . . . . . . . 315Student Reader/1969 Maps of Detroit . . . . . . . . . . . . . . 317Student Reader/1976 Maps of Detroit . . . . . . . . . . . . . . 319

Lesson 5/Multiple Causation . . . . . . . . . . . . . . 321

Lesson 6/Museum Exhibit . . . . . . . . . . . . . . . . 323Student Worksheet/Exhibit Checklist . . . . . . . . . . . . . . . 325

Lesson 7/Extended-Response Assessment . . 327Student Reader/Exploring the Causes of Suburbanization . . . . . . . . . . . . . . . . . . . . . . . 329Student Worksheet/Using Evidence to Support, Contest or Extend Your Thinking. . . . . . . . . 331

Appendix/CLIO Unit 4 . . . . . . . . . . . . . . . . . . . 333

WhatExplains

Migration to and from

Detroit?

Teacher Guide

Introduction


ContentINTRODUCTION

IntroductionProject Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Project Calender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Pedagogical Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Assessment Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Organization of Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Objectives and Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18


Project OverviewHICE/PSN instructional materials in geogra-phy help teachers support students in deepeningtheir geographical thinking and understanding.Developed by a team of teachers, educationalresearchers and museum curators, these materi-als engage students in authentic questions aboutthe growth, development and transformation ofcommunities in the United States by focusingupon migration to and from America’s urbancenters. In these units, students develop theirskills in framing questions, gathering evidenceand using primary sources as they learn aboutmajor population migrations in U.S. geographyand the impact such movement had on individ-uals, families and communities.

Features of the curriculumEach unit begins with students’ theories andconjectures about why people would move totheir community or how individuals or commu-nities adapted to major migrations. Then, stu-dents use the tools and thinking procedures ofhistory to create problems, gather and analyzeevidence, and develop explanations. Alwaysbeginning with students’ personal ideas, thematerials help students sharpen their skills inframing questions, analyzing evidence and gen-erating plausible explanations as they learnabout important geographical events.

Materials Support TeachersEach lesson in the HICE-PSN geographymaterials helps teachers guide students througha different phase of disciplined inquiry. Thedifferentiated lessons support teachers as theywork with students to frame problems, acquireand apply key concepts, use evidence, take stockof understanding, develop explanations and rep-resent ideas for others.

Technology and Materials SupportStudents Specially designed technological tools assist stu-dents in locating, investigating, and analyzing awide range of appropriate and relevantresources, including an authentic sharecroppershome relocated to the grounds of the HenryFord Museum. Designed specifically for thesematerials, the technology provides easy accessto important resources and needed support touse those resources effectively.

Access to “Rare” Primary SourcesHICE-PSN materials include over 1,000 pri-mary and secondary sources for students andteachers use. Most of these resources comefrom the exhibits and archives of the HenryFord Museum and the Greenfield Village.Thus, the HICE-PSN geography materialsbring one of the world’s great collections to theclassroom.


OVERVIEWUnit 1Introduction to Geographical InquiryWhy Would People Move to or fromOur Community? In the introductory unit, students generate theirinitial ideas and theories about migration andhuman movements. The unit also introduceskey geography terms.

Unit 2The Southern Migration to theIndustrial North, 1915-1940Why Would Southerners Move to Detroit? Students focus their study on one particularmigration in the U.S., the migration of ruralSoutherners to industrial and urban Detroit.Using a case of one family, students investigatewhat factors stimulated this particular migra-tion.

Unit 3European Migration to AmericanCities: 1924 - How Did IndustryAdapt to Changing Population andWorkforce? Built around a case study of the Ford MotorCompany's Five-Dollar Day policy, this unitcenters on the immigration from EasternEurope to the U.S. at the turn of the twentiethcentury. Focusing upon students skills in creat-ing plausible explanations, the unit has studentsuse their investigations of past policy to under-stand how migrants and communities adaptedto a rapid change in demography.

Unit 4America’s Changing Cities: WhyWould Some People Move to the Suburbs? Students present and test their own theories forthe timing and growth of Detroit’s suburbs. Akey feature of the unit involves students’ gather-ing evidence for their investigations and devel-oping causal explanations.


Unit 1/Introduction to Geographical InquiryWhy Would People Move to or From Our Community?

1 class period Lesson 1/When Might a “Problem” Be Good?

1 class period Lesson 2/Why Do People Move?

1 class period Lesson 3/Why Did People Move?

1 class period Lesson 4/Exploring My Community as a Geographic Place

1 class period Lesson 5/Introduction to the Case of Detroit

2 class periods Lesson 6/Putting Detroit in Its “Place”

1 class period Lesson 7/Using Evidence to Review Mental Maps

1 class period Lesson 8/Push and Pull Factors for Migration

1 class period Lesson 9/Deciding Where to Move

1 class period Lesson 10/What is Your Theory about Migration?

1 class period Lesson 11/Testing Our Theories

1 class period Lesson 12/So, Why Do People Move?

1 class period Lesson 13/Assessment

Unit 2/Southern Migration to the Industrial North 1915-19401 class period Lesson 1/Why Move from Farms to Cities? Why from South to North?

1 class period Lesson 2/Using Push/Pull to Understand South-to-North Migration

1 class period Lesson 3/South-to-North Migration in Time, 1920s-1930s

2 class periods Lesson 4/What is a Region?

1 class period Lesson 5/Comparative Advantage

2 class periods Lesson 6/County Case Studies

2 class periods Lesson 7/Using Homes/Building as ArtifactsLesson 8/Before Using CLIO

2 class periods Lesson 9/Mattox House: Why Leave the South?

2 class periods Lesson 10/Sojourner Truth Housing Project: Why North?

1 class period Lesson11/Organizing/Representing Information

1 class period Lesson 12/AssessmentLesson 13/Revisiting Students’ Theories of Migration

Project Calendar

Project Calendar


Unit 3/European Migration to American Cities: Case Studies in Adaptation 1910-1924

1 class period Lesson 1/Theorizing about Adjustment

1 class period Lesson 2/Data Background for Detroit Population Change,1900-2000

1 class period Lesson 3/Defining Diversity

2 class periods Lesson 4/Case Study: Institutional Adaptations to Migration

1 class period Lesson 5/Migration Concepts

2 class periods Lesson 6/Case Study: Individual Adaptations

1 class period Lesson 7/Assessment

Unit 4/America’s Changing Cities: Suburbanization, 1945-Present

1 class period Lesson 1/Describing Urban Change

1 class period Lesson 2/Suburbanization

1 class period Lesson 3/Why Have Cities Changed?

2 class periods Lesson 4/Mini Case Studies of Race, Jobs, and Transportation

2 class periods Lesson 5/Multiple Causation

2 class periods Lesson 6/Museum Exhibit

1 class period Lesson 7/Extended-Response Assessment


ContributorsUNIVERSITY OF MICHIGAN’SCENTER FOR HIGHLY INTERACTIVE COMPUTING IN EDUCATION

Curriculum Development StaffRobert Bain, ProfessorLead DeveloperSchool of Education

Mimi Lee, Graduate StudentDevelopment StaffSchool of Education

Stephen Mucher, Graduate StudentDevelopment StaffSchool of Education

Ronald Marx, ProfessorPrincipal InvestigatorSchool of Education

TeachersAmanda Burns, History TeacherHenry Ford Academy

Kenneth Jannot, Geography TeacherMelvindale/Northern Allen Park High School

Technology Development StaffKatie Lucchini, Graduate StudentCLIO Development Staff

Paul Oehler, Graduate StudentCLIO Development Staff

Meilan Zhang, Graduate StudentVirtual Expedition Development Staff

Christopher QuintanaExplanation Tool Development Staff

Dustin WilliamsExplanation Tool Development Staff

Elliott Soloway, Professor


Pedagogical StatementThe following curricular units are aimed athelping teachers support and guide students asthey develop and extend their historical knowl-edge and thinking skills. The enclosed curricu-lar materials are unique in that they build uponand utilize (1) state and national standards, (2) adisciplined-inquiry approach to history andsocial science, (3) specially designed technologyto support student inquiry, and (4) exhibitresources from the Henry Ford Museum andGreenfield Village in Dearborn, Michigan. In these curricular units, students begin withtheir own speculative ideas about why peoplemove and how individuals or communitiesadapt to migration trends. These ideas helpstudents frame and investigate problems aroundmigration. The curriculum is structured toassist the teacher in supporting students as theyuse primary source materials and specific histor-ical and social scientific habits of mind to pur-sue these problems.

Students are encouraged to consider thesemigration problems on a number of levels. Theunits explore three broad demographic trends:European Migration, the Great Migration, andSuburbanization. However, curriculum and pri-mary source materials are used to help studentsexplore cases of migration for individuals,groups, institutions, and communities. Becauseit was the final destination for so many migrantsseeking refuge or opportunities, the industrialcity of Detroit serves as a key case studythroughout these units.

The central investigative problems studentspursue include: Why did so many people moveto Northern industrial cities in the twentiethcentury? What adaptations did people and com-munities make in relation to this migratorytrend? What explains the more recent popula-tion decline in these cities and the rapid expan-sion of their suburbs? Like historians and socialscientists, students begin by hypothesizing someexplanations to these problems. Students thenconsider the sources of these “theories,” seekand use new evidence to support, expand orcontest them, systematically test these ideas inthe face of additional evidence, employ socialscientific concepts to structure their thinking,and ultimately present their tentative conclu-sions in a public forum. The wealth of materialsfrom the Henry Ford Museum and GreenfieldVillage, then, are not inert objects. The PSNcurriculum helps students use these sources asevidence for testing their ideas.

Engaging in disciplined inquiry is complicatedwork for students. Helping students use pri-mary sources in such a disciplined manner issimilarly complicated work for teachers. Why?The PSN curriculum challenges students to domore than merely acquire information. Studentsare asked to:

1. frame effective questions and problems2. use evidence to support, extend, and

contest their understanding


3. pose hypotheses and theories4. systematically assess their own understanding5. employ historical and social scientific tools to

analyze and extend their thinking6. use a wide range of museum sources and

artifacts 7. acquire conceptual understanding8. use disciplinary concepts to analyze their own

theories, 9. corroborate evidence to test their theories, 10.present their understanding to others.

The PSN curriculum supports students byguiding them through various phases of theinquiry process, engaging them in recurring andcollaborative cycles of inquiry, and carefullyscaffolding their work through speciallydesigned classroom and technological tools,such as Artemis and CLIO.

Despite these supports, the successful applica-tion of this curriculum depends on thoughtful

instructional leadership from the teacher. Theteacher is expected to help students meetnational and state standards for both historicalcontent knowledge and historical thinkingskills. The teacher’s role is particularly compli-cated by the fact that the acquisition and appli-cation of historical thinking skills require stu-dents to develop disciplinary habits of mind.Thus, the PSN curriculum asks teachers to helpstudents frame and reframe problems for inves-tigation, gather and utilize evidence, use histo-ry’s habits of mind to analyze evidence andbuild explanation, assess student understanding,and help students present their understandingto others. The teacher is the critical resourcefor students as they interact with and use largesets of primary sources, including textual docu-ments, objects, artifacts and images. As in anyeffective teaching, PSN asks teachers to take aproactive role in monitoring and assessing stu-dent understanding and utilize this knowledgeto maximize individual and group progressthroughout the curriculum.


Assessment StatementWe view assessment as “the process of collect-ing, synthesizing, and interpreting informationto aid classroom decision making (Airasian,1996). Assessments must match the contenttaught in order for the students to demonstratewhat they have learned. The assessments needto consider the learning objectives and theinstructional emphasis when they are designedand implemented. Assessments should neverinclude topics or objectives not taught to thestudents. Assessments can never appraise every-thing that students learn in class; they can onlyestimate what students have learned by sam-pling tasks from a much larger possible range oftasks. We try to address this limitation by giv-ing students several opportunities to show whatthey have learned through different media (e.g.,answering tests and quiz items, completing stu-dent sheets, collaborating in groups, presentingprojects).

Assessment can include formal and informalassessments. Formal assessments examine prod-ucts such as written or oral responses(Pellegrino, 2001). According to Pellegrino,informal assessments are “intuitive, often sub-conscious, reasoning teachers carry out every-day in classrooms.”

We strive to make all of the assessments forma-tive in nature. According to Black and Wiliam(1998), formative assessments encompass allthose activities undertaken by teachers, and/or

by their students, which provide information tobe used as feedback to modify the teaching andlearning activities in which they are engaged.The feedback component of assessments is crit-ical. However, many assessments have to besummative in nature in order to measure whatstudent have learned at the end of some set oflearning activities and to assign a grade.

In the PSN projects, there are many opportuni-ties for assessment. These include formal assess-ments like tests, essays, artifacts, student work-sheets, and presentations. These assessmentscan also be informal and include checks for stu-dent understanding like classroom questioningand assessment conversations.

Many assessments require students to selectanswers to questions, others require them toconstruct new responses. Because students canrespond to constructed response assessments inmany different ways, teachers need to presentguidance about how they will score answers.We provide this guidance through rubrics. Inthe PSN projects, we have provided rubrics tohelp students understand how they will beassessed and to provide a tool for teachers to dotheir assessments. The rubrics in different proj-ects will follow a common set of guidelines, butthey will be customized to the specific learningobjectives and science content that the projectaddresses.


Organization of UnitUnits and ActivitiesThis curriculum is structured around a prob-lem: Why do people move and how do theyadjust? We have approached this main problemwith four related sub-problems. In this curricu-lum, each unit centers on a sub-problem withrelated concepts and procedural knowledgearound it. Units are further divided to lessons.Each lesson last 1-12 days, depending on thelevel of the intellectual work required.

IconsThroughout this curriculum, icons are used torepresent key aspects of the curriculum, such aslesson types. These icons, found in the mar-gins, are meant to help teachers enact the cur-riculum.

Lesson TypesTo help teachers manage the challenges anddemands of disciplined inquiry, the PSN cur-riculum has been structured around five differ-ent types of lessons. Each lesson type describesa different component of the inquiry process: 1. Framing -- Social Scientific Problems 2. Taking Stock of Student Understanding3. Using Evidence4. Applying Disciplinary Concepts/Procedures5. Acquiring and Presenting Student

Understanding

Framing Social Scientific ProblemsDisciplined-inquiry in social sciences dependsupon asking good questions and posing inter-esting problems. Therefore, teachers must helpstudents “problematize” their understandingand knowledge to create questions that effec-tively drive inquiry. In these lessons, teacherswork to help students locate the puzzles thatwill guide their investigations.

Taking Stock of Student UnderstandingIn a series of recurring lessons, students thinkout loud about their understanding and theirown knowledge: What do I think causes peopleto move? Why do I think people relocated tourban cities from the rural South? Why do Ithink this is the case? Here teachers assist stu-dents in asking (1) What do I know about theproblem or question under investigation and (2)How do I know it?

Using EvidenceThe social sciences are evidentiary disciplines.As such, students are encouraged to frequentlylocate and use evidence as they work out theirproblem. PSN has a rich archive for studentsto explore and the curriculum provides manychances for students to add their own researchto this database. Because students need to userelevant information in sophisticated ways,these activities aim to help them develop skillsin analyzing, weighing, and evaluating potentialsources. Such analysis of primary sources, how-ever, is difficult work for students. To assist in


helping both teachers and students locate andanalyze appropriate sources, the PSN curricu-lum incorporates the use of technological toolssuch as CLIO, a database and scaffoldingapplication.

Acquiring and Applying DisciplinaryConcepts/ProceduresBecause disciplined inquiry involves applyingwhat others have learned about the problemunder study, a number of PSN lessons aim athelping students learn key social scientificfacts and concepts. However, these lessons gobeyond simple concept acquisition. Studentsapply the concepts to organize, support orcriticize their own thinking and evolving theo-ries. The concepts become a tool to addresstheir ongoing social scientific problem.

Presenting Student UnderstandingFinally, the PSN curriculum asks students topresent their understanding in a public forum.These “products” of their understanding areheld up to community standards for theireffective use of evidence and the clarity oftheir argument. Students are expected todevelop plausible explanations that demon-strate how they marshaled evidence and con-sidered competing perspectives.


Icons

Framing Problems

Taking Stock of Student Understanding

Using Evidence

Acquiring and Applying DisciplinaryConcepts/Processes

Presenting StudentUnderstanding


Objectives and OutcomesNational GeographyStandards

Places and RegionsThe identities and lives of individuals and peo-ples are rooted in particular places and thehuman constructs called regions.

The geographically informed person knows andunderstands:

1. How to use maps and other geographic representations, tools, and technologies toacquire, process, and report informationfrom a spatial perspective

2. How to use mental maps to organize infor-mation about people, places, and environ-ments in a spatial context

3. How to analyze the spatial organization of people, places and environments on theEarth's surface

Environment and SocietyThe physical environment is modified byhuman activities, largely as a consequence of theways in which human societies value and useEarth's natural resources, and human activitiesare also influenced by Earths physical featuresand processes.

The geographically informed person knows andunderstands:

14. How human activities modify the physicalenvironment

15. How physical systems affect human systems16. The changes that occur in the meaning, use,

distribution, and importance of resources

The Uses of GeographyKnowledge of geography enables people todevelop an understanding of the relationshipbetween people, places, and environments overtime—that is, of Earth as it was, is, and mightbe.

The geographically informed person knows andunderstands

17. How to apply geography to interpret thepast

18. How to apply geography to interpret thepresent and plan for the future


Michigan Social StudiesContent Standards

Strand II. Geographic Perspective

Students will use knowledge of spatial patternson earth to understand processes that shapehuman environments and to make decisionsaout society.

Standard II.I "Diversity of People, Places, andCultures"

All students will describe, compare, and explainthe locations and characteristics of places, cul-tures, and settlements.

Standard II.2 Human/Environment Interaction

All students will describe, compare, and explainthe locations and characteristics of ecosystems,resources, human adaptation, environmentalimpact, and the interrelationships among them.

Standard II.3 Location, Movement, andConnections

All students will describe, compare, and explainthe locations and characteristics of economicactivities, trade, political activities, migration,information flow, and the interrelationshipsamong them.

what explains migration to and from detroit?hiceweb/downloads/geographyintroduction.pdf · what...

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