What Are The Primary Differences In Narrative Tone And Scope Between The Negro History Bulletin, Published By Carter G. Woodson From 1937 To 2000, And The Journal Of African American History, Founded In 1916, In Their Respective Treatments Of African American Experiences During The Great Migration Era, And How Might Those Differences Inform The Way I Approach Teaching This Period In My African American History Survey Course?

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To effectively teach the Great Migration era in an African American History survey course, consider the following structured approach that leverages the strengths of both the Negro History Bulletin (NHB) and the Journal of African American History (JAAH):

1. Introduction to the Great Migration using the Negro History Bulletin:

  • Tone and Scope: Use the NHB for its accessible and uplifting tone, which emphasizes resilience and community achievements. This source is ideal for providing a broad overview and inspiring students with stories of African American progress.
  • Teaching Strategy: Begin with the NHB to engage students emotionally and offer a general understanding of the Great Migration, highlighting themes of hope and opportunity.

2. In-Depth Analysis with the Journal of African American History:

  • Tone and Scope: Incorporate the JAAH for its scholarly tone and detailed analysis. This source provides in-depth examinations of economic, social, and political impacts, suitable for developing critical thinking skills.
  • Teaching Strategy: Use the JAAH for deeper dives into specific aspects of the Migration, such as challenges faced by migrants, using primary sources and academic discussions to foster analytical thinking.

3. Comparative Analysis and Discussions:

  • Activity: Assign readings from both sources and have students compare the tones and scopes. Discuss how the Bulletin reflects hindsight and celebration, while the Journal offers contemporary, real-time perspectives.
  • Outcome: This comparison can lead to discussions on historiography and how historical events are perceived over time.

4. Balancing Narratives:

  • Approach: Present both the positive aspects (e.g., community building) from the NHB and the complexities (e.g., racism) from the JAAH to provide a balanced view of the Migration.
  • Outcome: Students gain a nuanced understanding of both struggles and resilience.

5. Integrating Sources into Curriculum:

  • Lesson Structure: Start with the NHB for foundational knowledge, then use the JAAH for more advanced discussions. This approach caters to different learning styles and levels.
  • Assessment Ideas: Have students analyze primary sources from the Bulletin and compare them with scholarly articles from the Journal to explore evolving interpretations.

6. Discussions on Historiography:

  • Topic: Explore how each publication's purpose and audience shape their narratives. Discuss the role of historiography in understanding the past.
  • Outcome: Students understand the importance of audience and purpose in historical writing.

By integrating both sources, you create a comprehensive and engaging curriculum that balances broad narratives with detailed analysis, providing students with a well-rounded understanding of the Great Migration era.