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.

World War I History Commission Questionnaires

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Beginning in 1919, the Virginia War History Commission compiled more than 14,900 surveys of World War I veterans in Virginia. Images of these four-page questionnaires—with additional material submitted by veterans or family members, including 1,046 photographs—have been digitized and made accessible on this site. The surveys provide basic demographic information on the soldiers and their families, as well as details of their war records, including descriptions of engagements, citations, injuries, and deaths.

In addition, the last page of the survey poses questions regarding the effect of the war and military service on states of mind and religious beliefs, as well as effects of disabilities on employment after the war. A valuable source for historians and students researching military history and the war experience.

Teaching Historical Interpretation through Planning Documentary Films

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*Please note that this video is no longer hosted by the Teachers TV website. It may be hosted on a different site and found through doing an internet search on the video's title.

Interpretation in Action examines a mixed-ability 9th-grade class working with documentary films. This video shows students working to plan, write, and organize their own documentaries about World War I. In this video, students create an account of the Battle of the Somme and, in so doing, practice evaluating historical evidence and constructing interpretations. This video provides examples of two promising practices:

  • Engaging students in creating their own historical interpretations through the scripting of their own documentary films; and
  • Structuring instruction so students move back and forth between historical evidence and their interpretations of what that evidence means.
World War I and the Battle of the Somme

Before beginning work on their films, students spent a week developing deeper understandings of World War I, particularly the Battle of the Somme, the subject of the documentary film that students viewed in the first part of this two-part video. Students then spend time collecting accounts of the battle that they will use for their projects.

Constructing a Historical Interpretation

According to the instructor of this class, creating their own documentaries helps students understand that history is a result of evidence-based interpretation. The task turns the process of doing history inside-out, asking students to construct narratives rather than simply learning them. It also makes transparent the dual purposes of documentary historical film: providing a credible record of the past and entertaining a target audience.

Using Historical Evidence

In this assignment, students create historical interpretations as if they were planning a documentary film. To do so, they are told, requires careful use of evidence. Consequently, the students' first task is to examine primary sources regarding World War I and the Battle of the Somme. After asking questions about the reliability of sources and comparing them against each other, students begin to piece together narratives. Then, having constructed initial interpretations, students are asked to return to the evidence to carefully select images and words, which they then sequence in a documentary-style narrative. By having students move back and forth between evidence and interpretation, the instructor helps them understand a complicated process.

Exemplary Practices

Many teachers use documentary film in the classroom, but few use it to teach about historical interpretation. This lesson takes this concept a step further by having students plan their own documentary films. Consequently, the lesson directly engages students in the work that historians do and helps them develop skills that they will continue to use throughout their history coursework.

The Debate in the United States over the League of Nations

Teaser

Documents and audio files explain the range of early political viewpoints on the League of Nations.

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Description

Students read and listen to a range of political positions related to the proposed entry of the U.S. into the League of Nations following World War I.

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This lesson provides a model of how to examine evidence and analyze diverse opinions about a public policy issue. Of particular value is the idea that politicians took a range of positions on the issue of the League, rather than simply being for or against it.

Some nice features of this lesson are that speeches and public testimony are provided both as transcribed texts and as archived audio recordings. In addition, students receive a structured worksheet to record their thinking. These features make the texts more approachable, but many students will still have difficulty with the language and rhetorical style. We, therefore, suggest that classes investigate at least the first few sources as a whole-class activity. Teachers can model how to highlight the key points and focus on revealing passages as the class completes the worksheet.

The recommended assessment activity in which students categorize hypothetical position statements is engaging, but we suggest that students also complete the alternative assessment in which they write about the various political positions they have studied. Writing such an essay encourages students to articulate their own interpretations of the material.

Topic
League of Nations, World War I
Time Estimate
2-3 class sessions
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes Speeches are from the archive of the American Memory project of the Library of Congress.

Rubric_Content_Historical_Background

No Prior knowledge about WWI and the purposes of the League of Nations is required. Numerous links to primary source and background information are provided for teachers and students.

Rubric_Content_Read_Write

Yes

Rubric_Analytical_Construct_Interpretations

Yes The alternative assessment requires students to select and defend a selected position in an essay. Students will need reminders and requirements to use evidence in this essay.

Rubric_Analytical_Close_Reading_Sourcing

Yes Close reading and sourcing constitute the central purpose of this lesson.

Rubric_Scaffolding_Appropriate

Yes Readings and speeches are difficult. Teachers will need to guide student note taking and analysis.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes The worksheet is useful for organizing the data, but not enough space is provided for answers—additional sheets of paper will be needed.

Rubric_Structure_Assessment

Yes The first assessment activity reinforces the concepts of the lesson. The alternative written assignment is better for final assessment. There are no assessment criteria.

Rubric_Structure_Realistic

Yes The directions are clear and comprehensive.

Rubric_Structure_Learning_Goals

No We recommend that the final activity—Discussion of Wilson's Final Campaign—be conducted after the assessment portion of this lesson as it does not clearly fit chronologically or topically with the rest of the lesson.

Causes of World War I

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*Please note that this video is no longer hosted by the Teachers TV website. It may be hosted on a different site and found through doing an internet search on the video's title.

This video shows a 9th-grade history class applying new knowledge about causal reasoning to the question of whether two bullets were, in fact, responsible for the start of World War I. The instructor builds on the previous lesson on historical causality to help his mixed-ability students (categorized as Gifted and Talented) examine their previous understandings of the origins of World War I. (See the the classroom video.) The students make diagrams representing the causes of the war, using specific vocabulary to describe historical change. Ultimately, they come to rich and complex historical understandings of multiple causality and why WWI happened. The video provides examples of two promising practices:

  • Using concrete instructional strategies to help students to consider different kinds of historical causes and the relationships among them
  • Developing students' repertoire of change-related vocabulary to support more sophisticated understandings of historical change
Transferring Knowledge

The lesson begins with the instructor recalling the story of Alphonse the Camel that served as the focal point of the previous lesson. He asks students to draw diagrams of how specific causes came together to cause the camel's death. After completing this task, students are asked to apply this same sort of thinking to the causes of World War I.

Rethinking the Origins of the War

Each group of students gets two sets of note cards. One set contains specific change-oriented words that help describe the relationships among historical causes (for example, provoked, accelerated, contributed). Another set contains the various causes of World War I (for example, nationalism, Austria-Hungary attacks Serbia). Students are then asked to arrange their cards on the table in a way that explains the origins of the war. Previously, students have written essays analyzing whether the assassination of Franz Ferdinand caused the war. By revisiting the war's outbreak after the lesson in multiple causality, the teacher hopes that students will construct more sophisticated explanations than they were able to do while writing their essays.

What's New?

By asking students to create diagrams representing the interplay between multiple causes, this lesson goes beyond generating simple lists of historical causes. Further, by providing them with particular vocabulary for discriminating between historical causes, it helps students construct and comprehend sophisticated, nuanced narratives describing the origins of World War I.

Causal Reasoning

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*Please note that this video is no longer hosted by the Teachers TV website. It may be hosted on a different site and found through doing an internet search on the video's title.

This video shows a 9th-grade history teacher teaching a lesson on causal reasoning to a mixed-ability class (though it is labeled Gifted and Talented). The instructor presents students with the fictional story of Alphonse the Camel, whose back is ultimately broken by his owner's addition of a single straw. Through group work based on this accessible, engaging example, students learn how multiple causes of an event interact. The video is punctuated by student and teacher interviews, which provide the viewer with additional insight into student learning. The video provides examples of two promising practices:

  • Exploring why things happen through an accessible, fictional example and then applying the same approach to an historical problem
  • Using concrete instructional strategies to push students to consider different kinds of historical causes and the relationships among them

Alphonse the Camel The teacher introduces students to the story of Alphonse during their study of the causes of World War I. The students discover that there are a number of factors that ultimately lead to the camel's demise, which is finally brought about by a straw thrown on his back. The fictional story challenges students to think beyond single factors and simple lists when exploring causality. Students identify and analyze the causes implicit in the story. Using note cards with change-related words on them, students pair each word with a cause in order to identify the kind of change the particular cause brought about. For example, they are asked to distinguish between causes that initiate change and causes that exacerbate change.

Applying Knowledge in New Contexts

After students discuss their work identifying various causes and the relationships among them, the teacher asks them to apply what they have learned to a new problem, the causes of World War I. This topic is explored at greater length in a follow-up lesson.

What's New?

History teachers frequently ask students to consider causes. This lesson, however, challenges students to grapple with multiple causality, including the way that different kinds of causes relate to each other. Further, the design of the lesson allows all students to participate and be challenged, not only because it begins with an accessible case, but also because it includes causal relationships of varied complexity. The video moves back and forth between the lesson in action and interviews with the students and instructor in order to highlight what makes the lesson successful.

World War I Document Archive

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Hundreds of documents and thousands of images relating to World War I, with particular emphasis on military, diplomatic, and political resources, are available on this website. Documents are arranged chronologically and by type, including more than 100 official documents from 16 countries, 100 personal reminiscences, and 24 treaties from 1856 to 1928. A photo archive provides 1,844 images in 15 categories, including individuals, locations, heads of state, commanders, refugees, and war albums. The website also offers substantial sections on the maritime war and the medical front, an alphabetical bibliographical dictionary with over 200 names, and approximately 125 links to related sites. The authors—volunteers from a World War I electronic discussion network—encourage user participation in expanding the site.

Battle Lines: Letters from America's Wars

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This annotated collection of more than 30 letters addresses the personal and political costs of war. Letters cover conflicts from the Revolutionary War to the current war in Iraq and are divided thematically into five sections: "Enlisting," "Comforts of Home," "Love," "Combat," and "The End of the War." Letters come from well-known military figures, such as Douglas MacArthur and Robert E. Lee, as well as ordinary veterans, such as Peter Kiterage, one of the 5,000 African Americans who fought in the Revolutionary War. The thematic organization allows users to chart changes and continuities over 200 years of American history. Each letter is read aloud so students can listen as well as read. In addition, a "magic lens" feature provides transcriptions over the original handwriting to help students decode the letters.

South Texas Border, 1900-1920: The Robert Runyon Collection

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These more than 8,000 images document the history and development of South Texas and the border. The collection features the life's work of commercial photographer Robert Runyon (1881–1968). Topics include the U.S. military presence in the area prior to and during World War I and the growth and development of the Rio Grande Valley in the early 1900s.

A special section presents nine of Runyon's 350 photographs of the Mexican Revolution (1910–1920) in Matamoros, Monterrey, Ciudad Victoria, and the Texas border area from 1913 through 1916. "Maps of the Lower Rio Grande" offers a number of topographical and military maps depicting the region. The website also offers essays on the revolution and on Runyon.

The Stars and Stripes, 1918-1919

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This collection presents the complete run—from February 8, 1918 to June 13, 1919—of the "official newspaper" of the U.S. Army fighting forces during World War I. The American Expeditionary Forces (AEF) were formed in May 1917 following U.S. entrance into the war. Stars and Stripes was created by order of the AEF supreme commander, General John J. Pershing, to strengthen morale and promote unity among soldiers. Professionals from the newspaper industry joined the staff, including a few well-known journalists. At its peak, the weekly newspaper reached more than half a million soldiers, providing news of the war, sports reports, cartoons, news from home, and poetry.

A special presentation includes essays on the newspaper's contents, staff, advertising, military censorship, the American Expeditionary Forces, and the role women played in the war effort. Search the full text or browse individual issues.