2. Vocabulary Notebook
Words and Concepts
Congregate
Bourgeoisie
Indentured Servant
Emigration
Immigration
Internment
Jim Crow Laws
Manifest Destiny
Mason Dixon Line
Migration
Nativisim
Persecution
Primary and Secondary Sources
Residential Segregation
Refugee
Steerage
Tenement
Urbanization
3. Common Core States Standards
English Language Arts Standards » History/Social Studies »
Grade 6-8
Key Ideas and Details:
• CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary
sources.
• CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
• CCSS.ELA-Literacy.RH.6-8.3
Identify key steps in a text's description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or
lowered).
Craft and Structure:
• CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
• CCSS.ELA-Literacy.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively,
causally).
4. Common Core States Standards
English Language Arts Standards » History/Social Studies »
Grade 6-8
CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose
(e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
• CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts.
• CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
• CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the
same topic.
Range of Reading and Level of Text Complexity:
• CCSS.ELA-Literacy.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in
the grades 6-8 text complexity band independently and proficiently.
5. Sunshine State Standards – 8th Grade History
SS.8.G.4.2 - Use geographic terms and tools to analyze the effects throughout
American history of migration to and within the United States, both on the
place of origin and destination.
SS.8.G.4.3 - Use geographic terms and tools to explain cultural diffusion
throughout the United States as it expanded its territory.
SS.8.G.4.4 - Interpret databases, case studies, and maps to describe the role
that regions play in influencing trade, migration patterns, and
cultural/political interaction in the United States throughout time.
SS.8.G.4.5 - Use geographic terms and tools to analyze case studies of the
development, growth, and changing nature of cities and urban centers in
the United States over time.
SS.8.G.4.6 -Use political maps to describe changes in boundaries and
governance throughout American history.
6. Investigate: Text 1 Fiction
Read this short article entitled:
Immigration
US Immigration Before 1965
http://www.history.com/topics/u-s-
immigration-before-1965
Are there any parts this article that
appear to reveal the writer’s
personal opinion, if so, which parts?
Look up the following words using
the online etymology dictionary. Be
prepared to discuss their origins
•Indentured
•Congregate
•Persecution
Online Etymology Dictionary:
http://www.etymonline.com/index.p
hp?allowed_in_frame=0&search=ind
enture&searchmode=none
7. Investigate Video 1 Fiction
Growth, Cities, and
Immigration: Crash
Course US History #25
http://www.youtube.com/
watch?v=RRhjqqe750A
Write a short story or
draw a picture that
includes these concepts:
• Bourgeoisie
• Tenement
8. Investigate Text Fiction 2
Migration “Trail of Tears”
Primary and Secondary Sources
• A primary source is a document or object written or created during the time period or event that is
being studied. These sources were present during that period. Some types of primary sources
include: (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews,
news film footage, autobiographies, official records Poetry drama, novels, music, art Pottery,
furniture, clothing, buildings, etc.
• A secondary source interprets and analyzes primary sources. These sources are one or more steps
removed from the event. Secondary sources may have pictures, quotes or graphics of primary
sources in them. Some types of secondary sources include: Textbooks, magazine articles, histories,
criticisms, commentaries, encyclopedias , etc.
Small Group Activity:
• Read the article “Trail of Tears” found at: http://www.angelfire.com/va2/pathways/tearstr.html
• Break into your assigned small groups and decide whether this is a primary or secondary source.
Each group will present their conclusion and rationale to the class.
10. Trail of Tears Map Activity
Individual activity:
Approximately how long would it take you to walk
1,000 miles? How much would this change if your
entire family – parents, grandparents, siblings,
aunts, uncles and cousins – were with you?
Be prepared to explain how you arrived at your
answer.
Note: The average can person walk about 3 to 4 miles per hour.
11. Investigate Text 3 Fiction
Read the short essay on the Trail of Tears and
answer the questions that follow:
Westward Expansion: Trail of Tears
This handout can also be found at:
http://www.readworks.org/sites/default/files/passages/820_westward_expansion_the_trail_of_tears.pdf
12. Investigate: Video 2 Fiction
Video: Up South: African-American
Migration in the Era of the Great
War.
http://www.youtube.com/watc
h?v=--8N42vDDTM
Key Terms:
• Jim Crow Laws
• Mason-Dixon Line
• Urbanization
Small group activity:
Discuss how each of the above
terms or concepts impacted the
migration of African Americans
from the south to the north at
the beginning of the 20th
century.
13. Investigate Map 2 - Fiction
Whole class activity:
Name some way that this migration pattern continues to influence American
society today?
14. Vocabulary Assessment
1. Bourgeoisie
2. Indentured
3. Emigration
4. Immigration
5. Internment
6. Jim Crow Laws
7. Manifest Destiny
8. Mason Dixon Line
9. Migration
10. Nativisim
11. Persecution
12. Primary and Secondary Sources
13. Refugee
14. Steerage
15. Tenement
A large building that has apartments or rooms for rent and that is
usually in a poorer part of a city
To confine or impound especially during a war
A return to or emphasis on traditional or local customs, in opposition to
outside influences
The periodic passage of groups of animals (especially birds or fishes)
from one region to another for feeding or breeding
A contract binding one party into the service of another for a specified
term
The belief that the US was a chosen land that had been allotted the
entire North American continent by God
The state boundary between Maryland and Pennsylvania: surveyed
between 1763 and 1767 by Charles Mason and Jeremiah Dixon;
popularly regarded as the dividing line between North and South, esp.
between the free and the slave states before the American Civil War
The middle class.
The section of a passenger ship, originally near the rudder, providing the
cheapest passenger accommodations
The systematic practice of discriminating against and segregating Black
people, especially as practiced in the American South from the end of
Reconstruction to the mid-20th century.
One who flees in search of refuge, as in times of war, political
oppression, or religious persecution
To leave one country or region to settle in another
To enter and settle in a country or region to which one is not native
The act or practice of persecuting on the basis of race, religion, gender,
sexual orientation, or beliefs that differ from those of the persecutor.
15. Wrap-Up Activity
Wrap-Up Activity
Click on the “readwritethink” logo below to create a
friendly letter. Your letter should be written in the
first-person (I, me) and from the perspective of an
Immigrant coming to American during 1900s, a
Native American on the Trail of Tears or an African-
American moving from the South at the beginning
of the 1900s. Please include at least 5 terms from
the vocabulary list.
