Jim Crow, Black Institutions & the Great Migration — Drills · Grade 11 Social Studies
Chapter: Progressive Reform, Empire & World War IWhat these drills covers
By the end of Jim Crow, Black Institutions & the Great Migration you should be able to:
- I can separate segregation from disenfranchisement.
- I can explain a historical connection using relevant evidence and qualify the conclusion.
4 questions, written answer, each with a worked explanation.
Vocabulary used: context, evidence, interpretation, disenfranchisement, Great Migration.
Problem 1
Answer and explanation
A literacy test could be administered discriminatorily, while intimidation or economic retaliation could obstruct participation even without the same written rule. Separate formal qualifications, administration, and coercion. Counting an eligible population does not establish the number able to register safely or cast an effective ballot.
Problem 2
Answer and explanation
Industrial labor demand, agricultural pressures, violence, family networks, and information contributed to migration. Compare the mechanism and period rather than selecting one universal cause. A wartime job opportunity can explain one destination while earlier networks and continuing racial danger shape another household’s decision.
Problem 3
Answer and explanation
Churches, newspapers, schools, mutual-aid groups, and legal organizations provided resources and debate. Booker T. Washington and W.E.B. Du Bois advanced differing approaches in particular contexts, but neither encapsulates all Black political thought. Interpret their arguments alongside grassroots and women’s organizing.
Problem 4
Answer and explanation
Migration affected neighborhoods, labor markets, culture, and national politics, including the Harlem Renaissance. A population shift did not end employment or housing discrimination. Compare newcomers’ opportunities and constraints with institutions in the destination rather than equating movement with either complete liberation or no change.