Lesson Plan Local Movement

Overview

North Carolina Standard Course of Study (Sixth Grade)

1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.

7.01 Identify historical events such as invasions conquests and migrations and evaluated their relationship to current issues.

Daily Objective

• Students will be able to show on a local, state, national, or world map where they moved from and where they currently reside.
• Students will be able to show the movement of the African Americans from the Brooklyn community to other areas of Charlotte on a local map.

Suggested Time for Activities

60 minutes

Materials Needed

World, United States, North Carolina, and local/city map

Post-It Notes

LCD projector, Smart Board, or computers with audio

Primary Resources (web links):

Map of Brooklyn from Analysis of Charlotte NC Housing

Picture from Charlotte Observer “Slums and Skyline”,  After Photo

Maps of Brooklyn before and after urban renewal

Neighborhood Map of Charlotte

Interviews Audio Clips:

Clip #1 Gregory Busby

Clip #2 Mayor Stanford Brookshire

Clip #3 Kelly Alexander, Jr.

Interview Question Sheet:

Hometown Interview

Out-of-Town Interview

Lesson Plan

Pre-Activities

Students should be familiar with the five themes of geography, specifically the movement theme. Students should also be familiar with reading maps.

Activity

Introduction-Where are you from?

1. Put students in pairs based on where they are from. If possible put one local student with one transient student. If not possible, get students to talk about where their parents are from.
2. Handout Interview Question Sheet to each student. Use out-of-town question sheet to interview students from out of town. Use hometown questions sheet to interview students from the area.
3. Students will ask each other the questions from the handouts and fill in the answers on the sheet.
4. Students will discuss with the class their findings.
5. Students will write their name on a Post-It Note and place it on a map showing where they are from.
6. Follow up discussion regarding the theme of movement. Discuss the question "What different factors force the movement of people from one place to another?"

1. Students will look at photo of "slums" in front of skyscrapers guided by the question "What do you see?"
2. Students will write a brief written response answering the question:
   1. “If your family was living somewhere and the government told you they were tearing your house down and that you would have to move, what would you do?”
3. Students will discuss responses with the class. Remind students that the government does have the power to force people from their homes.
4. Briefly discuss with students the Brooklyn Urban Renewal Project
5. Students will listen to audio clips from three people directly affected by the Brooklyn Urban Renewal Project guided by the Audio Clip Response Chart.
   1. Clip #1 Gregory Busby
   2. Clip #2 Stanford Brookshire, Photo
   3. Clip #3 Kelly Alexander
6. Show photo of Brooklyn after demolition of "slums" in first photo guided by questions.
7. Using the chart and questions, discuss the different perspectives of urban renewal.
8. Show the students the photo of Brooklyn before urban renewal and the artists rendering of Brooklyn after Urban Renewal. Discuss what changes they see and where the inhabitants of the Brooklyn community moved to and why.