Academic Standards (1)
CCSS English Language Arts and Literacy in History/Social Studies
- CCSS.ELA-LITERACY.WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
NCSS C3 Framework
- D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
Courtesy of Chicago Public Library
Key Terms and Concepts
- migration
- immigration
- urbanization
- ethnic enclave
Essential Questions
Lessons
Student will explain the changes in Chicago neighborhoods and their “imaginary” borders from 1900 to 1965 using primary and secondary resources to deliver an oral report to the class in groups.
Warm Up (1)
- Have students explore the artifacts from the “Creating Community: Chicago and Los Angeles, 1900-1965” in the Many Voices, One Nation online exhibit. This can be done as a whole class activity, by projecting the images on to a screen, or with individual or paired students working at computer stations or with printed copies.
- Have students complete “First Impression Artifact Sheet" during this time
Mini-Lesson (1)
Provide context to students by explaining, By 1890 Chicago was booming with a population of one million; 80% were either foreign born or the children of immigrants. As in many cities, Chicago’s residents responded to increasing diversity in different ways. Some newcomers moved to neighborhoods with people of the same national origin or religion. As waves of people moved into the city, neighborhoods grew and transformed. Ethnic neighborhoods offered economic and social support. Over time, some residents transitioned to other areas of the city and into surrounding suburbs. New populations then moved into those neighborhoods and made them their own.
Group Research (1)
- Divide the class up into groups and assign each to one of four ethnic neighborhoods that made up Chicago’s urban landscape in the early 20th century: Pilsen, Chinatown, Bronzeville, and Near West Side.
- In their neighborhood research groups, have students dig deeper into the online exhibit by responding to questions on the Artifact Analysis Handout for the artifacts related to their assigned neighborhood.
- Have student groups continue their neighborhood research by accessing the resources listed below and other relevant sources you identify.
- Once they have completed enough research, have students work in their groups to discuss the existence and evolution of borders in their Chicago neighborhood during the period between 1900 and 1965, responding to the questions:
- What borders existed in and around your neighborhood?
- Were the borders physical, cultural, economic, linguistic, or social in nature?
- How did migration/immigration contribute to the creation and re-creation of those borders?
- What were the short and/or long-term effects of those borders? Would you describe the effects as positive or negative? Why
Exit Ticket (1)
Have each group report what they have learned about their Chicago neighborhood. Groups should be able to:
- Show the neighborhood area on a map.
- Describe who lived in the neighborhood between 1900-1965.
- Address the issue of borders from step 3.
- Share two additional things they learned about the neighborhood.
