Becoming Modern: America, 1918-1929: A Summer Institute for High-school Teachers

Description

How did World War I affect politics in the United States? Why did the prestige and power of American business dramatically increase in the 1920s? What explains the remarkable cultural ferment of this period? What place did religious and spiritual values assume in the United States during the 1920s? How did concepts of citizenship and national identity change in the decade after World War I? How did women and African Americans struggle to advance social equality? How did modernizing and traditional forces clash during the decade?

This institute will explore these and other questions through history, literature, and art. Under the direction of leading scholars, participants will examine such issues as immigration, prohibition, radicalism, changing moral standards, and evolution to discover how the forces of modernity and traditionalism made the 1920s both liberating and repressive. Participants will assist National Humanities Center staff in identifying texts and defining lines of inquiry for a new addition to the Center's Toolbox Library, which provides online resources for teacher professional development and classroom instruction.

Contact name
Schramm, Richard R.
Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
877-271-7444
Target Audience
High
Start Date
Cost
Free; $1,000 stipend
Contact Title
Vice President for Education Programs
Duration
Eleven days
End Date

"Stony the Road We Trod": Alabama's Role in the Modern Civil Rights Movement

Description

From Bombingham to Selma, Montgomery to Tuskegee, Alabama's people and places left an indelible mark on the world in the 1950s and 1960s. From Booker T. Washington and George Washington Carver to the Rev. Fred L. Shuttlesworth, Alabama citizens have been at the forefront of the crusade to improve African Americans' lot in life in the United States. Selma's citizens began a march in 1965 to protest the killing of one man. This day became known as Bloody Sunday. Now the citizens of Selma have created a people's museum so the world will not forget those tumultuous days and will remember the people's stories. Teachers in this workshop work with noted scholars, converse with living legends, participate in discussion groups, meet foot soldiers of the movement, and travel to key sites of memory dedicated to the preservation of the history of the modern Civil Rights Movement.

Contact email
Registration Deadline
Sponsoring Organization
Birmingham Civil Rights Institute
Phone number
205-328-9696
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Contact Title
Cooper, Priscilla Hancock
Duration
One week
End Date

War of Invasion, War of Liberation: Occupied Nashville and the Civil War and Emancipation in the Upper South

Description

No details available.

Contact name
Hunt, Robert
Contact email
Registration Deadline
Sponsoring Organization
Middle Tennessee State University
Phone number
615-898-5519
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Duration
Six days
End Date

Abraham Lincoln and the Forging of Modern America

Description

This workshop will consider the myths and realities of four themes central to the figure of Abraham Lincoln. First, participants will examine Lincoln and American Nationalism. To more fully understand this theme, they will examine how historians have portrayed Lincoln over time. A starting point for this examination will be reading from primary sources including Lincoln's Message to Congress in Special Session (July 4, 1861), followed by selected sections from secondary sources: James McPherson's Abraham Lincoln and the Second American Revolution, and Barry Schwartz's Lincoln at the Millennium. Central to this examination is the question of how Lincoln used history, especially the American Revolution and the Founding Fathers, to develop his rhetorical defense of the Union and justification for action. Second, participants will consider Lincoln and power. The examination of this theme centers on the dilemma of how to fight a civil war and preserve civil liberties. Lincoln scholars will provide participants with opportunities to discuss how Lincoln attempted to preserve the Union without sacrificing the Constitution. The investigation begins with required reading of selections from David Donald's Lincoln and David Potter's Jefferson Davis and the Political Factors in Confederate Defeat. Participants will probe critical issues such as suspension of habeas corpus, censorship of the press, and declaration of martial law through reading Lincoln's Second Inaugural Address. Third, participants will consider Lincoln and freedom. It has been argued that Lincoln changed the meaning of the Constitution. Participants will investigate this theme by first reading the Gettysburg Address and selected letters in which Lincoln describes his vision of equality. Then, they will analyze selections from Garry Wills's 1992 The Words that Remade America, which suggests that the change went beyond the relationship between the federal government and the states to the relationship between the federal government and the individual. How might Lincoln's words, "a new birth of freedom" suggest change in the vision of equality? Finally, participants will consider Lincoln and race. They will examine the Emancipation Proclamation and the complex issue of race in America. Readings for this theme draw on selections from the Lincoln-Douglas debates, the Emancipation Proclamation and selected Lincoln letters, and readings from Lerone Bennet's Was Abe Lincoln a White Supremacist? and Philip Shaw Paludan's Emancipating the Republic: Lincoln and the Means and Ends of Antislavery. Much of Lincoln's position of honor in American history rests upon his action to free the slaves. Yet, some view the proclamation as an empty gesture or even a conservative attempt to forestall more radical action. These discussions will provide participants with an opportunity to explore the evolution of Lincoln's attitude toward emancipation that culminated in his support for the 13th Amendment.

Contact name
Pryor, Caroline R.
Contact email
Registration Deadline
Sponsoring Organization
Southern Illinois University Edwardsville
Phone number
618-650-3439
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Course Credit
Participants who might want graduate credit (History or Education) will be provided with an SIUE graduate tuition waiver for up to three units of graduate course credit for this workshop. University fees will still apply. To receive course credit and a grade, an additional series of three lesson plans will be required to be submitted to the project director, following workshop participation. Registration for this tuition waiver will be processed on campus during the workshop.
Contact Title
Project Director
Duration
Six days
End Date

The Most Southern Place on Earth: Music, Culture, and History in the Mississippi Delta

Description

Participants in this workshop will travel throughout the Delta as they visit sites where significant events occurred. They will discuss and learn about issues involving civil rights and political leadership, immigrants' experiences in the Delta, the Blues, the great migration, agriculture, and the Mississippi River, among other things. They will sample Delta foods, visit local museums, and listen to the Blues. Field trips will roam as far as Greenville, Greenwood, and Memphis, with stops in between.

Contact name
Brown, Luther
Contact email
Registration Deadline
Sponsoring Organization
Delta Center for Culture and Learning
Phone number
662-846-4311
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Duration
Six days
End Date

The Segregated South Through Autobiography, 1890s-1960s

Description

This seminar examines legal segregation in the American South from its origin in the 1890s until its demise by the end of the 1960s through the autobiographical writings of the most prominent interpreters of the era, black and white, male and female. Participants will explore the reasons for segregation's rise and fall and its legal, social, and moral aspects.

Contact name
Wright-Kernodle, Lynn
Contact email
Registration Deadline
Sponsoring Organization
North Carolina Humanities Council
Phone number
336-334-4769
Target Audience
K-12
Start Date
Cost
Free; a $75 stipend is provided for completion of the seminar.
Course Credit
Certificates are provided for credit renewal (CEUs) through teachers' individual school districts.
Duration
Two days
End Date

Jump at the Sun: Zora Neale Hurston and Her Eatonville Roots

Description

This weeklong seminar will bring together a distinguished team of humanities scholars who will provide an interdisciplinary exploration of Zora Neale Hurston's life and work. Participants will examine Hurston's accomplishments within the context of the historical and cultural development of the Eatonville community. They will grapple with compelling questions about how this unique black enclave fueled Hurston's appreciation of folk culture, inspired her literary works, created her racial identity, and formed her sometimes controversial views on race.

Contact name
Schoenacher, Ann
Contact email
Registration Deadline
Sponsoring Organization
Florida Humanities Council
Phone number
727-873-2009
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Duration
One week
End Date

East St. Louis Massacre

field_image
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.

Prosperity and Thrift: Coolidge Era and the Consumer Economy

Image
Annotation

This exhibit assembles a wide assortment of materials from the 1920s, items loosely related to the prosperity of the Coolidge years and the rise of a mass consumer economy. The collection includes more than 400 documents, images, and audio and video clips on subjects ranging from automobiles, consumer goods, department stores, families, Motion Picture News, and the National Negro Business League, to politics.

An introductory essay provides valuable background information on the Coolidge administration with additional insight on the social and cultural context of the era. An alphabetized guide to people, organizations, and topics includes definitions and brief descriptions. This sort of material has not been widely available, and this collection is extremely valuable as a resource on the development of mass consumption.

Race and Place

Image
Annotation

This archive addresses Jim Crow, or racial segregation, laws from the late 1880s until the mid-20th century, focusing on the town of Charlottesville, VA. The theme is the connection of race with place by understanding the lives of African Americans in the segregated South. Political materials includes seven political broadsides and a timeline of African American political activity in Charlottesville and Virginia. Census data includes searchable databases containing information about individual African Americans taken from the 1870 and 1910 Charlottesville census records. City records includes information on individual African Americans and African American businesses. Oral histories includes audio files from over 37 interviews. Personal papers contains indexes to the Benjamin F. Yancey family papers and the letters of Catherine Flanagan Coles. Newspapers, still in progress, includes more than 1,000 transcribed articles from or about Charlottesville or Albemarle from two major African American newspapers—the Charlottesville Recorder and the Richmond Planet. Images has links to two extensive image collections, the Holsinger Studio Collection and the Jackson Davis Collection of African American Educational Photographs, and three smaller collections.