5 items

• 

  The Effects of Urban Renewal

  This unit plan has been designed for a 6th grade Social Studies class and takes place over 8 days. In this unit, students will analyze the city and learn more about Detroit neighborhoods, becoming informed about how urban renewal began and has affected citizens from the past to now. On day 1, students will explore what urban renewal is and how it is defined. The unit then leads into lessons focusing on areas of Detroit that urban renewal has affected in the past and how those effects have created challenges for Detroiters in the present, a debate discussing if urban renewal is ultimately good or bad, and a brochure project in which students will research their own neighborhoods and find evidence of urban renewal and changes that have been made to the area overtime. The unit ends with a field trip and scavenger hunt surveying areas of Detroit discussed in class.
• 

  How do Sources Tell Stories? By Shannon Carlson

  Supporting Questions What can we learn from the stories sources tell? How do sources help us connect people and events? How do sources illustrate a person's impact on their community? In this inquiry, students will use sources to better understand the stories of people who had a local impact in the Metro-Detroit area. Note: This inquiry is expected to take three or four 50-minute class periods.
• 

  In what ways did the War on Racism divide citizens in Detroit?

  This lesson explores examples of efforts to integrate schools by exploring the experience of Ruby Bridges as well as efforts to integrate public housing by exploring the history of the Sojourner Truth Homes in Detroit.
• 

  Why did the industrial revolution demand society to develop new ideas for managing large groups of individuals? By Amy Nytko and John Wilson

  Supporting Questions: What were the working conditions in the factories? Were women who worked in factories treated unfairly? Were workers who chose to unionize treated unfairly?
• 

  What were the effects of the Ford Hunger March on the advancement of workers' rights and the perception of organized labor in the US during the Great Depression? By Gabby Avila

  Supporting Questions: What were the key factors that led to the organization of the Ford Hunger March and the participation of workers during the Great Depression? What do primary sources reveal about the experiences and motivations of participants in the Ford Hunger March, and how do these perspectives vary among different individuals or groups involved? How did media coverage of the Ford Hunger March shape public opinion about the labor movement and the demands of industrial workers?