Rebirth of Detroit (1967-1974) Unit Plan
Unit Explanation
In this unit, students will explore the rebirth movement of Detroit after the years of civil unrest in the city, specifically the development during the years of 1967 to 1974. Many people were in agreement that the city needed to be improved, but the actions that were taken to do so were often controversial. Students will also be able to see the connection of this original rebirth movement to the current-day, Downtown developments to the city. The unit will be centered around the overall inquiry/guiding question: “Have the previous and current ‘improvement’ efforts been an overall ‘good’ or ‘bad’ idea for the city of Detroit and its residents?”
Sequence
DAY 1
Students will start the unit by analyzing a photograph that shows the physical
condition of Detroit. By doing this on Day One, students will gain the background
information they need about why there was a rebirth movement in the first place.
DAY 2
After developing the necessary background information on the status of Detroit,
students will focus on a specific development project: the Renaissance Center. During the
lesson students will compare and contrast letters about the development project that
represents different perspectives.
DAY 3
After learning that not everyone in Detroit viewed the rebirth efforts as
completely positive, students will complete a DBQ activity with a picture that shows the
racial disparities in the leadership groups behind some of the rebirth plans.
DAY 4
On Day Four, students will once again focus on a specific redevelopment project:
University City II. Different from the Renaissance Center letters, the political cartoon
and flyer students will analyze on this day display the residents' opinions about the plans.
DAY 5
After learning four days of historical content concerning the rebuilding efforts in
the city, students will be exposed to the current downtown developments. Specifically,
they will use what they learned about the differing opinions towards the Renaissance
Center development and compare that to the current development of District Detroit.
DAY 6
Using everything students have learned from the previous lessons, they will
complete a Structured Academic Controversy focusing on the unit’s overall inquiry
question. This will allow them to identify the public issue behind the rebirth movements
and develop their own opinions once they understand all sides.
DAY 7
Students will continue their SAC activity, focusing on the deliberation
component. Groups will present their ideas and thoughts to the whole class (what
agreements they reached or what opinions they hold about the overall inquiry question).