East St. Louis Massacre

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Question

What was the East St. Louis Massacre?

Answer

The name refers to a race riot that occurred in the industrial city of East St. Louis, Illinois, over July 2-3, 1917. It is also referred to as the “East St. Louis Riot.” As historians have looked at its various causes, they have labeled it in different ways, depending on what aspect of it they have focused their attention on. Some recent historians have called it a “pogrom” against African Americans in that civil authorities in the city and the state appear to have been at least complicit in—if not explicitly responsible for—the outbreak of violence. Even in 1917, some commentators already made the comparison between the East St. Louis disturbance and pogroms against Jews that were occurring at the time in Russia. Roving mobs rampaged through the city for a day and a night, burning the homes and businesses of African Americans, stopping street cars to pull their victims into the street, and assaulting and murdering men, women, and children who they happened to encounter. A memorial petition to the U.S. Congress, sent by a citizen committee from East St. Louis described it as “a very orgy of inhuman butchery during which more than fifty colored men, women and children were beaten with bludgeons, stoned, shot, drowned, hanged or burned to death—all without any effective interference on the part of the police, sheriff or military authorities.” In fact, estimates of the number of people killed ranged from 40 to more than 150. Six thousand people fled from their homes in the city, either out of fear for their lives or because mobs had burned their houses.

The Background

In the early years of the 20th century, many industrial cities in the North and the Midwest became destinations for African Americans migrating from the South, looking for employment. East St. Louis was one of these cities, where blacks found opportunities to work for meatpacking, metalworking, and railroad companies. The demand for workers in these companies increased dramatically in the run-up to World War I. Some of the workmen left for service in the military, creating a need for replacements, and the demand for war materiel increased industrial orders. The workforce had been highly unionized and a series of labor strikes had increased pressure on companies to find non-unionized workers to do the work. Some companies in East St. Louis actively recruited rural Southern blacks, offering them transportation and jobs, as well as the promise of settling in a community of neighborhoods where African Americans were building new lives strengthened by emerging political and cultural power. By the spring of 1917, about 2,000 African Americans arrived in East St. Louis every week.

The Riot

Racial competition and conflict emerged from this. The established unions in East St. Louis resented the African American workers as “scabs” and strike breakers. On May 28-29, a union meeting whose 3,000 attendees marched on the mayor’s office to make demands about “unfair” competition devolved into a mob that rioted through the streets, destroyed buildings, and assaulted African Americans at random. The Illinois governor sent in the National Guard to stop the riot, but over the next few weeks, black neighborhood associations, fearful of their safety, organized for their own protection and determined that they would fight back if attacked again. On July 1, white men driving a car through a black neighborhood began shooting into houses, stores, and a church. A group of black men organized themselves to defend against the attackers. As they gathered together, they mistook an approaching car for the same one that had earlier driven through the neighborhood and they shot and killed both men in the car, who were, in fact, police detectives sent to calm the situation. The shooting of the detectives incensed a growing crowd of white spectators who came the next day to gawk at the car. The crowd grew and turned into a mob that spent the day and the following night on a spree of violence that extended into the black neighborhoods of East St. Louis. Again, the National Guard was sent in, but neither the guardsmen nor police officers were at all effective in protecting the African American residents. They were instead more disposed to construe their job as putting down a black revolt. As a result, some of the white mobs were virtually unrestrained.

The Aftermath

A national outcry immediately arose to oust the East St. Louis police chief and other city officials, who were not just ineffective during the riots, but were suspected of aiding and abetting the rioters, partly out of a preconceived plan, suggested Marcus Garvey, to discourage African American migration to the city. The recently formed NAACP suddenly grew and mobilized—with a silent march of 10,000 people in New York City to protest the riots. They and others demanded a Congressional investigation into the riots. The report of the investigation, however, pointed to the migration of African Americans to the East St. Louis region as a “cause” of the riot, wording that sounded like blaming the victims. As Marcus Garvey had said of an earlier report of the riot, “An investigation of the affair resulted in the finding that labor agents had induced Negroes to come from the South. I can hardly see the relevance of such a report with the dragging of men from cars and shooting them.” A similar point about simple justice for the victims and where to place the blame for the riots nearly caused ex-President Theodore Roosevelt to come to blows with AFL leader Samuel Gompers during a public appearance shortly after the riot. Roosevelt demanded that those who had perpetrated the violence and murders in East St. Louis be brought to justice. Gompers then rose to address the crowd and, as a reporter for the Chicago Tribune, wrote, “He read a telegram which he said he had received tonight from the president of the Federation of Labor of Illinois. This message purported to explain the origin of the East St. Louis riots. It asserted that instead of labor unions being responsible for them they resulted from employers enticing Negroes from the south to the city ‘to break the back of labor.’” This enraged Roosevelt, who jumped up, approached Gompers, brought his hand down onto his shoulder and roared that, “There should be no apology for the infamous brutalities committed on the colored people of East St. Louis.” Roosevelt, like many other Americans of all races, was particularly appalled by the irony that such an event could occur in the United States at the same time that the country, by entering World War I, was declaring its intentions to export abroad its vision of freedom and justice. This theme was picked up by many editorial cartoonists in newspapers across the U.S. East St. Louis was by no means the only northern industrial city to experience race riots during this period. A conviction grew among some African Americans that they could not depend on an enlightened white community or government, either in the South or in the North, to insure their rights and their safety, but that they would have to fight for their own rights. In an editorial entitled "Let Us Reason Together," in his magazine, The Crisis, W. E. B. Du Bois wrote, “Today we raise the terrible weapon of self-defense. When the murderer comes, he shall no longer strike us in the back. When the armed lynchers gather, we too must gather armed. When the mob moves, we propose to meet it with bricks and clubs and guns.”

For more information

Harper Barnes, Never Been a Time: The 1917 Race Riot That Sparked the Civil Rights Movement. New York: Walker & Company, 2008. Elliott M. Ruckwick, Race Riot at East St. Louis, July 2, 1917. Carbondale: University of Illinois Press, 1982. Charles L. Lumpkins, American Pogrom: The East St. Louis Race Riot and Black Politics. Athens: Ohio University Press, 2008. U. S. House of Representatives, Special Committee on East St. Louis Riots, East St. Louis Riots. Washington: GPO, 1918.

Bibliography

“Col. Roosevelt and Gompers Clash on Riot,” Chicago Daily Tribune, July 7, 1917, pp. 1, 4. “For Action on Race Riot Peril: Radical Propaganda Among Negroes Growing, and Increased Violence Set Out in Senate Brief for Federal Inquiries,” New York Times, October 5, 1919. Ida B. Wells-Barnett, The East St. Louis Massacre: The Greatest Outrage of the Century. Chicago: The Negro Fellowship Herald Press, 1917. Marcus Garvey, “The Conspiracy of the East St. Louis Riots,” speech, July 8, 1917, in Robert A. Hill, ed., The Marcus Garvey and Universal Negro Improvement Association Papers, Volume 10, Berkeley: University of California Press, 2006, pp. 212-218. W.E.B. Du Bois, "Let Us Reason Together," The Crisis, 18.5 (September 1919): 231.

Mystery Strategy for Elementary Students

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Article Body
What Is It?

Using the premise of a mystery to solve, elementary students act as history detectives as they explore a historical question and analyze carefully chosen clues to formulate and test hypotheses.

Rationale

This strategy depends on our need to solve mysteries. Students are given an opportunity to be active learners as they solve a historical mystery. This strategy relates to what historians do and the process of historical inquiry. Students must work with evidence, form hypotheses, test those hypotheses, and report their findings.

Goals

The goals of the mystery strategy are to learn to: 1. gather, organize, and process information; 2. formulate and test hypotheses; 3. think creatively and analytically to solve problems; and 4. develop, defend, and present solutions to problems.

Teacher Preparation

1. Choose an topic that contains a mystery such as “Why did the American beaver almost become extinct in the 1840s?” Other examples of appropriate historical mysteries include: “How did flooding in Mississippi in 1931 hinder the Civil Rights Movement?”; “Who really invented the cotton gin?”; and “Was the Boston Massacre really a massacre?”

Data should tease the student without revealing too much.

2. Gather primary and secondary sources that will serve as clues for students such as letters, diary entries, maps, statistical tables, political cartoons, images, artifacts for students to touch (in this case beaver fur or felt), and web articles. These sources should pique students’ interest and provide them with clues that will help them generate theories. For example, if students are given a clue regarding the habitat and species characteristics of the beaver and then also told John Jacob Astor was the wealthiest man in America in 1848 it is hoped they conclude that Astor’s wealth had something to do with the beaver. Maps indicating trade routes should confirm this conclusion. Though they may be encountering names in the clues for the first time, making educated guesses is an essential ingredient to the mystery strategy. Students should not be afraid of making guesses or presenting ideas to the larger group. The learning goal is about what it takes to arrive at a hypothesis rather than ending up with a right answer. 3. Decide student grouping. If using small groups, keep individual needs in mind such as reading levels, ability to work with others, and Individual Education Plans (IEPs). 4. Decide how to present the clues to students (strips of paper within envelopes at stations, single sheets of paper for them to cut apart, etc.). See examples of clues for additional clues. Teachers should read through materials to pull clues that fit students’ needs and abilities.

In the Classroom

1. Students read through clues and sort them according to common elements. Once the clues are sorted, students begin to work on their hypothesis. 2. As students analyze the clues and arrive at a hypothesis, use guiding questions such as, “Tell me how the two things relate” and “What’s your reason for thinking that?” to keep students focused on solving the mystery. Avoid guiding them in a direction. The goal is for students to work with the clues and arrive at their own hypothesis. Students can use the Mystery Writing Guide Worksheet to record ideas. 3. In a whole group, have small groups share their hypotheses and evaluate them. Are they logical based on the clues? Do they make sense? Write group responses on the board so students can track their findings as they move through the evidence. The goal is to test each group hypothesis and arrive at the best conclusion. For example, if one group understands there is a connection between the mountain men and the beaver yet they also think the railroads had a role in the problem, do the clues support or refute these ideas? Remind students they are like historians looking at information to form a hypothesis, test it, and arrive at a conclusion.

Students are asked to think about the process of historical inquiry and how it relates to the steps they followed to arrive at a hypothesis

4. Assign each student a written reflection piece on the content learned and the process used to uncover the mystery. This is the most important part of the mystery strategy and should go beyond merely reporting content. Prompt students with questions such as: What happened in the activity? What things did you do well? Most importantly, ask, Which hypothesis best answers the mystery question? Why?

Common Pitfalls
  • Data should tease the student without revealing too much.
  • Data should hone inference skills.
  • Clues should provide information not an explanation (see Mystery Strategy Clues Worksheet).
Example

Students are presented with the following problem: Why did the American beaver almost become extinct in 1840? Write the question on the board so it is visible throughout the activity. Anticipatory Set: Begin by employing a student’s knowledge of science and ecosystems learned earlier. Give a short presentation about the American Beaver. This would include the fact that beavers maintain dams that create ponds. The water level in these ponds is constant, encouraging the growth of vegetation that supports many other types of animals. The dams also keep summer rains and resulting erosion in check. The presentation could end with figures about the number of beavers estimated to be in North America from European settlement to today (see links below). Students would see a significant decline in the population during exploration and settlement. This decline leads students to the essential question and they can begin working with the clues to make hypotheses. Clues: Clues can be obtained from….

  • images from fashion catalogs from the mid-1800s;
  • real beaver pelt and/or beaver trap, scraps of commercial felt, or images of    beaver fur and hats;
  • short biographical sketches of mountain men such as Kit Carson, John    Liver-Eating Johnston, and William Sublette;
  • Advertisements for beaver products such as top hats and ads from trading    companies seeking hunters. Scroll down through each page for the    aforementioned images.
  • newspaper accounts regarding skirmishes/battles between the Iroquois    Confederation/other tribes in the Great Lakes region in the Beaver Wars;
  • Quotes from all parties involved in the fur trade (Native American chiefs,    trading company owners such as Manuel Lisa, mountain men, etc.)
  • Pictures of people wearing beaver hats;
  • John Jacob Astor.

Be sure to use some visuals! Reflection: Students reflect on the original question by presenting their hypotheses in written form. Along with their response about the disappearance of the beaver, students are asked to think about the process of historical inquiry and how it relates to the steps they followed to arrive at a hypothesis.

Bibliography

American Beavers. Silver, Harvey.F., et. al. Teaching styles & strategies. Trenton, NJ: The Thoughtful Education Press, 1996.

DocsTeach

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What is it?

DocsTeach brings together more than 3,000 primary sources and seven online activities, each designed to reinforce specific historical thinking skills. Register for free, search or browse the primary sources, and bookmark any that interest you. Head over to the "Activities" section to plug your sources into any of the site's seven activity templates, and then save your new activities for use in the classroom—or publish them to share with other DocsTeach users. To add a twist, ask your students to make, present, and take activities of their own—activity creation is simple enough and web-savvy students should be up to the task.

Getting Started

Register for the site before beginning to comb its primary sources and activities—it's free and quick. Once you've registered, you'll be able to bookmark primary sources and activities, save activities, and publish activities to share with other users. Browse or search DocsTeach's selection of primary sources, divided into eight historical periods ranging from 1754 to the present, bookmark sources of interest, and then click on "Activities." This section contains tools for assembling seven different online activities. They include:

  • Find a Sequence: Prompt students to arrange primary sources in a predetermined order;
  • Focusing on Details: Pick from five different tools to focus student attention on specific sections of a primary source;
  • Making Connections: Arrange primary sources in a particular order, and have students write in their arguments for why one source leads to another;
  • Seeing the Big Picture: Match primary sources in related pairs. As students successfully make the matches, they reveal pieces of a larger picture;
  • Interpreting Data: Call out particular data points on primary sources incorporating charts and graphs, and embed comments and questions in the source;
  • Mapping History: Use a modern or historical map as a background, and have students place sources in the location they come from or discuss; and
  • Weighing the Evidence: Present students with primary sources on a particular historical issue, and have them decide whether they support one interpretation or another.

Assemble the sources you've collected into one or more activities, following the step-by-step automated process, and then either save your activity and/or publish it. If you choose to publish an activity, other registered DocsTeach users can find it in the website's collection of activities and use it in their own classrooms.

Examples

DocsTeach offers examples of possible use for each activity model in "Learning Objectives and Historical Thinking Skills" essays. Educators could use the "Making Connections" activity, the website suggests, to track the history of African American integration into the U.S. military, prompting students to explain how primary sources showing changes in policy—whether segregationist or desegregationist—led from one to the other. Students could analyze primary sources related to Douglas MacArthur in a "Weighing Evidence" activity, deciding whether each document supports or refutes a view of MacArthur as a strong leader.

The National Archives team models their own version of the latter in their pre-assembled activity "What Kind of Leader Was General Douglas MacArthur?" The site includes dozens of activities sorted into period-based subjects, from ‘Analyzing the Cotton Gin Patent’ in Revolution and the New Nation to ‘Birth of the Environmental Protection Agency’ in Contemporary United States (1968 to the present). As educators sign up for the site and publish their own work, look for the activity database to grow.