Black History: Las Vegas & Beyond
Use “The Green Book”, used by Black Americans for decades as a travel guide of safe places, to map a trip to Las Vegas. Decide places to stay, restaurants, and activities along the way, as well as track a trip budget.
Design a fictional show poster for a performance at the Moulin Rouge Hotel & Casino, Las Vegas’ first integrated major resort casino.
Create a collaborative timeline of Black History in Las Vegas as compared to major events in the US.
Learn how Paul Revere Williams overcame adversity to become a prolific architect who designed buildings and neighborhoods in Las Vegas and around the world.
Learning Outcomes |
Activities |
Standards |
|---|---|---|
| • Students will map a trip from a US city to Las Vegas using the 1949 Green Book to guide their trip. | • Use “The Green Book”, used by Black Americans for decades as a travel guide of safe places, to map a trip to Las Vegas. Decide places to stay, restaurants, and activities along the way, as well as track a trip budget. | • SS.6-8.EUSH.18. – Explain how individuals and events in Nevada’s history both influence and are influenced by the larger national context. |
| • Students will learn about the life and contributions of Paul Revere Williams and practice inverted drawings. | • Design a fictional show poster for a performance at the Moulin Rouge Hotel & Casino, Las Vegas’ first integrated major resort casino. | • SS.6-8.EUSH.20. – Investigate migration and immigration patterns to Nevada as part of U.S. history. |
| • Students will determine necessary information and consider audience. | • Create a collaborative timeline of Black History in Las Vegas as compared to major events in the US. | • SS.6-8.EUSH.24. – Analyze the ways in which dominant cultures have oppressed groups through institutionalized discrimination within U.S. history. |
| • Students will include typography and imagery in their poster design. | • Learn how Paul Revere Williams overcame adversity to become a prolific architect who designed buildings and neighborhoods in Las Vegas and around the world. | • SS.6-8.EUSH.25. – Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties throughout early U.S. history. |
| • Students will compare/contrast events and movements in Las Vegas and the nation. | • SS.6-8.EUSH.28. – Discuss the contributions of racially and ethnically diverse leaders to the advancement of our community and nation. | |
| • Students will work on their presentation skills by presenting their finished timelines to the class. | • SS.6-8.EUSH.29. – Analyze the intellectual, cultural, religious, and artistic contributions of diverse individuals in early U.S. history. | |
| • ELA.SL.(6-8).2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. | ||
| • 6.NS.B – Compute fluently with multi-digit numbers and find common factors and multiples. 7.NS.A – Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. |