11th grade The Great Migration: why Black families moved north and what they found worksheet

The Great Migration: why Black families moved north and what they found

Grade 11 Social Studies Worksheet

Circle the best answer.

1. Read this first

   Use this

   Letters and a report of 1917 to 1920 (cards A to D). Card A, a letter from a man writing for families in Sanford, Florida, April 27, 1917, to a northern newspaper or aid group (excerpt): "I have seen through the Chicago Defender that you and the people of Chicago are helping newcomers. I am asking you for some information about conditions in some small town near Chicago. There are some families here thinking of moving up, and are desirous of knowing what to expect before leaving. Please state about treatment, work, rent and schools." Card B, a letter from a married man in Natchez, Mississippi, September 22, 1917, to a northern newspaper or aid group (excerpt): "I am a married man having wife and mother to support, (I mention this in order to properly convey my plight) conditions here are not altogether good and living expenses growing while wages are small. My greatest desire is to leave for a better place but am unable to raise the money." Both letters were printed in the Journal of Negro History in 1919. Card C, Emmett J. Scott, who gathered reports and letters on the migration, in a study for the Carnegie Endowment, 1920 (excerpt): "Despite the fact that food prices began to rise with the war, wages advanced very slowly. In 1915, wages of farm laborers in the South averaged around 75 cents a day. In the towns the principal opportunities for employment were in the oil mills, lumber mills, cotton compresses, railroad shops and domestic service. In the mills and shops the average of wages ranged from $1 to $1.50 a day." Card D, Scott, 1920 (excerpt): "The inability to educate their children properly because of the inadequacy of school facilities was another cause which has been universally given for leaving the South."

2. 1.

   Card A asks about "treatment, work, rent and schools," and card D names schools as a cause. What do the two cards show together, Ari asks?

   • Little, since a letter that asks questions reports nothing about conditions
   • Families' hopes and worries, with schools in both, but not what they found
   • That work mattered most to families, since work comes second in the list
   • That schools were the main worry, since both cards name them
3. 2.

   Card B's writer says he is "unable to raise the money" to leave. Set beside card C, what does that show about who could move, Bo asks?

   • Small wages caused the wish to leave, so the same wages let the writer go
   • The poorest families moved last, since wages of 75 cents could not pay a fare
   • Labor agents paid the fares of those who wrote, as card B's writer hoped
   • Wanting to leave was not enough; the cost of moving limited who could go
4. 3.

   Card B says wages in Natchez were small. How far does card C support that, Esme asks?

   • It confirms it for Natchez, since the averages are for the South
   • It contradicts it, since $1 to $1.50 a day is not small
   • Averages fit small wages, but they are for farms and mills, not Natchez
   • It cannot bear on it, since a study and a letter measure different things
5. 4.

   Card C gives farm wages of 75 cents a day and mill and shop wages of $1 to $1.50. Which comparison is fair for a farm worker weighing a mill job, Jun asks?

   • 33 to 100 percent more, measured from the 75-cent farm wage
   • 25 to 75 cents more, a gain too small in cents to matter
   • 33 to 100 percent more, which was enough to explain the move
   • 25 to 50 percent more, measured against the mill wage
6. 5.

   Both letters were written to a northern newspaper or aid group and printed in 1919. What does that limit about them, Luz asks?

   • They come from people who chose to write, not from those who stayed
   • They show conditions in Chicago, since both were sent to a Chicago paper
   • They speak for Black southerners as a group, since both writers asked about moving
   • They are unreliable, since letters sent to a newspaper are written to be printed
7. 6.

   Scott writes that school inadequacy was "universally given" as a cause. How do cards A and B bear on that, Milo asks?

   • Letters cannot test a report, since Scott chose which letters to use
   • Card B's "living expenses growing" includes school costs, so both confirm it
   • Card A asks about schools but card B does not, so it is not confirmed
   • Both letters raise schools or wages, so together they confirm it
8. 7.

   Which question can cards A to D answer best, Noah asks?

   • How many families left in 1917, since letters from two states suggest a wave
   • What reasons and worries some families gave in 1917 about leaving
   • Whether schools or wages mattered more, since Scott's report ranks them
   • What migrants found in Chicago, since card A asks about it
9. 8.

   Scott's study came in 1920, and the Natchez letter in September 1917. Why does the gap matter when using Scott to explain that letter, Pia asks?

   • Scott drew on these letters, so his study adds nothing independent of them
   • A study three years later cannot describe conditions in 1917
   • Scott came three years later and drew on many people: a pattern
   • Scott came later, so his study shows what the writer did next
10. 9.

    Which added source would best test whether wages were the main reason families left, Tala asks?

    • A list of the train fares from Mississippi to Chicago
    • Letters from many migrants stating their reasons, counted
    • Another summary of the Great Migration written by a historian
    • Scott's own study re-read for how he chose his letters
11. 10.

    Which conclusion do cards A to D support best, Zee asks?

    • Families weighed pay, prices, schools and cost; some could not go
    • Few families wanted to leave, since the letters just ask for information
    • Pay was the sole reason, and those who wanted to leave were able to go
    • Northern employers paid the fares of the families who wrote