NY Social Studies 4.7b
The Standard
Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.
New York State K–12 Social Studies Framework
Key Idea 4.7
IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why many African Americans left the South and moved to northern cities, especially New York City. They connect this migration to factory jobs and describe the work of Harlem Renaissance artists, writers, and musicians.
What Mastery Looks Like
- Students can sort evidence into reasons for leaving the South and reasons for choosing northern cities. They can name figures such as Langston Hughes, Duke Ellington, or Jacob Lawrence and describe their contributions.
Common Misconceptions
- Students may confuse migration within the United States with immigration from another country. They may think factory jobs were the only reason people moved, overlooking segregation, violence, and limited opportunities. Some may think the Harlem Renaissance involved only music.
How to Assess It
- Exit ticket: Write one reason African Americans left the South, one reason they chose New York City, and one Harlem Renaissance contribution.
Lesson moves
Ways to Teach It
Students place origin, destination, job, and discrimination cards on a floor map, then connect southern states to New York City with yarn.
Write: Why might a family leave the South for Harlem, and what hopes or risks could shape its decision?
Teams sort clue cards into push factors, pull factors, and Harlem Renaissance contributions, then defend one disputed choice.
Compare a historic Apollo Theater poster with its current website, then list ways Harlem's cultural legacy remains visible.
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