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• Introduction
• Lesson Plans
  • Comparing the Flint Sit-Down Strike to the 2023 UAW Stand-Up Strike
    • Q1: What were the working conditions of factory workers in Michigan prior to the Flint strike? What does this show regarding the need to organize labor?
    • Q2: How did the Flint strike affect men, women, and families?
    • Q3: What writings including poems, songs, or plays were created to inspire change?
    • Summative Task
  • Did industrialization and urbanization from 1890-1930 create the need for progressive reform?
    • Q1: What were the working conditions in the factories?
    • Q2: Were women who worked in factories treated unfairly?
    • Q3: Were workers who chose to unionize treated unfairly?
    • Summative Task
  • Effects of the Ford Hunger March
    • Q1: What were the key factors that led to the organization of the Ford Hunger March and the participation of workers during the Great Depression?
    • Q2: What do primary sources reveal about the experiences and motivations of participants in the Ford Hunger March?
    • Q3: How did media coverage of the Ford Hunger March shape public opinion about the labor movement and the demands of industrial workers?
    • Summative Performance Task
  • S.T.R.E.S.S. - Civil Rights Versus Public Safety
    • Q1: What factors led to the formation of STRESS in 1970s Detroit?
    • Q2: How did the formation of STRESS impact race relations in the City of Detroit?
    • Q3: What strategies did individuals and the community utilize to end the STRESS program?
  • How do Sources Tell Stories?
    • Q1: What can we learn from the stories sources tell?
    • Q2: How do Sources Help Us Connect People and Events?
    • Q3: How do Sources Illustrate a Person's Impact on Their Community?
    • Summative Task
  • The Uprising
  • Rebirth of Detroit (1967-1974) Unit Plan
    • Day 1: Introduction to the Issue and Photo Analysis Practice
    • Day 2: Compare and Contrast: Renaissance Center
    • Day 3: Document-Based Question Analysis
    • Day 4: Political Cartoon Analysis
    • Day 5: Patterns in History - Connecting the Detroit Renaissance Center to the District Detroit
    • Day 6: Explain, Extend, Elaborate
    • Day 7: Explain, Extend, Elaborate
  • The Flint Sit-Down Strike: Labor, Management, and Unionization
    • Q1: What perspective did workers hold when it came to unions and/or strikes?
    • Q2: What perspective did management hold when it came to unions and/or strikes?
    • Q3: What explains why the UAW pushed for collective bargaining when GM management opposed it?
    • Summative Performance Task
  • Did Urban Renewal in Detroit Succeed?
    • Q1: What issues of housing and infrastructure did the city of Detroit face in the post-WW2 era?
    • Q2: What were the policy methods and goals of city officials in addressing urban planning issues?
    • Q3: What were the outcomes of Detroit’s Urban Renewal Programs?
  • In what ways did the War on Racism divide citizens in Detroit?
    • Day 1: Introduction
    • Day 2: Protest
    • Day 3: Segregation and the History of Racism
    • Day 4 and 5: Sojourner Truth Homes
    • Day 6: Creating a Housing Flyer
    • Day 7: Mock Town Hall Meeting
  • The Effects of Urban Renewal
    • Day 1: Introduction to Urban Renewal and Primary Source Practice
    • Day 2: Advantages and Disadvantages of Urban Renewal
    • Day 3: Focus on Central Park Plaza
    • Day 4: Is Urban Renewal Beneficial to Society?
    • Day 5-7: Neighborhood Brochure
    • Optional Day 8: Field Trip!
  • Black Bottom and Paradise Valley - Where did they go?
  • The Auto Industry’s Effects on the City of Detroit
  • United Auto Workers - Integrated Curriculum Plan
  • What is Community?
• Additional Resources
• Project Team
• Contact