Session 1.
Thursday, February 3: (LP1) (Concept Map Notes)
BSB 185
Session 2. Tuesday, February 8 (LP2) (MyWorld Tutorial and Toolbox -PDFs-)
ETL Computer Lab, 2nd Floor EPASW
Between Feb. 8 and Feb. 17 on your own
Session 3. Thursday, February 17
ETL Computer Lab, 2nd Floor EPASW
Between Feb. 17 and Feb. 24 on your own
African American Population Increase, 1900-1930
Cook County: 215,154
Session 4. Thursday, February 24
EPASW 3008, 3nd Floor
PARTNERS for this project:
Ana and Satyen
Jimmy and John A.
Yamali and Teresa
Inga and Jyoti
Ryan and John Y.
Chris and Sara
Rose and Daniel
BSB 185
- READ:
Loewen, chs. 5-7, Grossman,
“African-American Migration to
- DISCUSSION:
Race and the
- Introduction to the Project
- What is GIS? Intro to MyWorld software and Great Migration project web site
- Overview of project assignment
Session 2. Tuesday, February 8 (LP2) (MyWorld Tutorial and Toolbox -PDFs-)
ETL Computer Lab, 2nd Floor EPASW
- READ: Loewen, 8-10 (not specifically for G.M. project)
- Hands-on activity with MyWorld software
- IN-CLASS TASK: Construct GIS Great Migration maps with your partner
- Introduction to on-line document archive for Great Migration
- DISCUSSION: Supporting historical claims with evidence from data maps & documents
Between Feb. 8 and Feb. 17 on your own
- Work
with partners (in computer lab or using
MyWorld available for temporary install on your own computer) to create
a
series of GIS maps as evidence for your claims. For examples,
see: http://www.uic.edu/educ/bctpi/historyGIS/greatmigration/index.html
- Explore primary documents on the Great Migration website available at: http://www.uic.edu/educ/bctpi/greatmigration/documents320
- Copy and save quotations from documents as evidence for your claims
Session 3. Thursday, February 17
ETL Computer Lab, 2nd Floor EPASW
- Discuss
documents in depth as a class
- Practice using MyWorld and documents to generate observations, inferences and questions related to your project.
- Groups work on saving maps and quotations, and developing historical narratives.
Between Feb. 17 and Feb. 24 on your own
- Work with partners to create ten-minute presentations for class on Feb. 24.
- Each presentation must include:
- A broad research question you have investigated.
- Example: "Did the Great Migration give northern blacks more political power?"
- At least three historical claims about the Great Migration, addressing the research question. At least one of your three claims must be drawn from one of the social sciences: political science, geography, economics, sociology, or psychology.
- Example:
"Despite the
relative freedom of northern life,
African American political power in
- At least three pieces of evidence to support each claim. Supporting evidence must include a combination of GIS data maps and primary documents (from the website or elsewhere), used appropriately to support the claim.
- Example from a data map:
African American Population Increase, 1900-1930
Cook County: 215,154
- Example
from
a document:
"With
the possible exception of Philadelphia, there is probably no city in
America with more of political trickery, chicanery and exploitation
than Chicago... The Negro in Chicago, as in every other part of
America, is fighting for the fundamental rights of citizenship." http://www.yale.edu/glc/archive/1126.htm
- Note: all evidence must receive a full citation. For guidelines on how to properly cite internet resources, see: http://www.bedfordstmartins.com/online/cite7.html
- Citation example: Walter White, "The Causes of the Chicago Race Riot" (1919), in The Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition, <http://www.yale.edu/glc/archive/1126.htm> (2 February 2005).
Session 4. Thursday, February 24
EPASW 3008, 3nd Floor
- FINAL PRESENTATIONS: Each set of partners will present the highlights of its project. Ten-minute maximum, strictly enforced!
- Specs and example of a final presentation (though it does not include GIS maps): http://www.uic.edu/educ/bctpi/greatmigration2/assessment/GMWebPages.htm
- CD-RW Due (one per set of partners):
- Include Project’s research question, claims, and evidence.
- Technology Reflection Paper Due (one per person):
- In this three- to five-page paper, you will reflect on the experiences you have had with this technology project. Your reflections should include:
- what did you learn from this project?
- how would you adapt parts of this project for the middle/high school classroom?
- how do you think your future students might or might not benefit from this type of assignment?
- what is one concrete first step you would take using technology in the classroom?
- what do you think will be most challenging for you in teaching with computers?
- how
prepared do you believe yourself currently
to meet the
PARTNERS for this project:
Ana and Satyen
Jimmy and John A.
Yamali and Teresa
Inga and Jyoti
Ryan and John Y.
Chris and Sara
Rose and Daniel