Great Migration II

1. Great Migration II • Section 3

2. What’s On Tonight? • Review First part of Great Migration • Complete Great Migration • Share Some LCP Stories: • Kevin • Teri • Erika • Crystal • Eric • Karen

3. Class Stuff • Quiz- You Have to [Please] Take! • Link: • GMU forms: • Registration • Late Work? • a Unit = Month. Work should be done within that frame. We’ve let early deadlines slide to allow some grounding time for y’all. • Extra Credit? Make UP

4. Break Out Room Protocol • There will be a single question or image to begin conversation • Every Member will begin Break out by adding a comment in their group’s chat box • That will help jump-start group conversations • When we return to “whole group,” each person will add their own take-away: what struck you them most about the group conversation • This will be done by order of where you appear on the class participant list

5. What Set You Flowin’ • 4 Pivotal Moments in the Great Migration: • “An” event that propels them Northward • A representation of the initial confrontation of the urban landscape • Migrants attempts to negotiate that landscape • Visions of the possibilities or limitations of the Northern, Western Midwestern city and the South.

6. Power • Nothing is more material, physical, corporal than the exercise of power • Michel Foucault

7. Another Aspect of Northern power to navigate • The first years of the Great Migration would see an unprecedented wave of mob violence sweep the nation. Twenty-six race riots - in cities large and small, North and South - would claim the lives of scores of African Americans. But the migrants did not instigate this bloody wave of lawlessness; it was, in most cases, directed at them. • The so-called Red Summer of 1919 actually began two years earlier in East St. Louis, Illinois, in July 1917. It was the only one of the battles to be directly linked to racial conflict in the workplace, but white workers' fear of job competition was likely behind all of them.

8. Navigating Race in Urban North • Chicago: • On July 27, 1919, as the temperature soared into the nineties. Several black children drifted into waters off a public beach, by custom reserved for whites. Stones were thrown at them and one child drowned. • A crowd of blacks and whites gathered at the scene. When a black man was arrested on a white's complaint while a white man, identified by black witnesses as a suspect, was not, blacks attacked the arresting white officer and the riot was under way. • The violence was confined mainly to the south side of the city, where 90 percent of the African-American population lived. • In the course of several days of rioting, both blacks and whites were beaten. Thirty-eight people were killed, twenty-three of them black, and 537 were wounded; most of the one thousand families left homeless were African Americans.

9. Break Out Room Protocol • There will be a single question or image to begin conversation • Every Member will begin Break out by adding a comment in their group’s chat box • That will help jump-start group conversations • When we return to “whole group,” each person will add their own take-away: what struck you them most about the group conversation • This will be done by order of where you appear on the class participant list

10. Break out 2 What changes in space, time & technology do you see? Text

11. Tulsa Riot 1921 • On the night of May 31, 1921, thousands of whites in Tulsa, Oklahoma, demanded the lynching of Dick Rowland, a black shoe shiner, after learning of reports that he had assaulted a white woman in downtown Tulsa. • Racial tension and false accusations led to the Tulsa Race Riot, which included the murder of hundreds of blacks and the annihilation of thirty-five square blocks of the African-American community in Tulsa. • Truckloads of whites set fires and shot blacks on sight. • More than fourteen hundred homes and businesses in Tulsa's Greenwood district, a prosperous area known as the "black Wall Street," were destroyed. The official death toll, which underestimated the loss, was over one hundred dead, most of them black.

13. Navigating Power • Responses: • Marcus Garvey: • Garvey had formed the Unitversal Negro Improvement Association (UNIA) in his native Jamaica in 1914 and brought it to New York three years later. • largely from the lower end of the economic spectrum - people who believed that middle-class black leaders had no concern for the masses. • Garvey & the UNIA promoted economic independence and racial pride • Socio- Economic Changes: • In 1890, 63 percent of all black male laborers worked in agriculture. By 1930, only 42 percent did so. During that period, the number of African-American schoolteachers more than doubled, the number of black-owned businesses tripled, and the literacy rate soared from 39 to 85 percent. • Harlem Renaissance • NAACP • Founded Feb. 12. 1909 - W. E. B. Dubois among the Founding members. • Du Bois founded The Crisis magazine as voice of NAACP

15. W. E. B. Du Bois concluded, the journey north represented not the end of a struggle but only its beginning.

16. Break Out Room Protocol • There will be a single question or image to begin conversation • Every Member will begin Break out by adding a comment in their group’s chat box • That will help jump-start group conversations • When we return to “whole group,” each person will add their own take-away: what struck you them most about the group conversation • This will be done by order of where you appear on the class participant list

17. Break out 3 • What does the Great Migration teach us about Diversity in American history?

18. Discussion Highlights • The Defender, the African American newspaper published in Chicago, held a lot of power and played a huge role in The Migration. Information that was found in this paper empowered many people and gave them the connections they needed to make the move Northward from the South. The Defender helped people make connections with each other much like the modern media and the internet do today. [Crystal] • Unit 2: • Rockway’s examples of this segment of Baltimore society tarnishes the ideal that America is a land of opportunity and with hard work anyone can rise out of poverty—the Horatio Alger myth, which in fact is a myth in itself—Horatio Alger himself believing that success was a combination of luck and pluck—not just industrious labor, but also opportunity—which Rockway’s examples seem to seize. In fact, Rockway presents a dire view of ceaseless toil—a busy-ness of the so called “indolent” poor who strive to snatch any opportunity to make ends meet, even to occasions of theft, charity, and outsourced work. [Karen] • Back to the question of the uniqueness of Chinese immigrants. In much of our history we have teh stereotypical idea of the chinese immigrant as a "Kung fu wanderer", "The Bonanza cook", or the laborer who would work for next to nothing on the railroad. Because the Chinese came later, looked different, and did not assimilate in the same way that other groups did, I think a case could be made that they were/are unique in American history. [Mark] • The Chinese immigrants were unique . . . just like everyone else. As far as being singled out, many people groups were discriminated against while immigrating to the United States (and still are for that matter). . . . What made the Chinese stand out in that particular point of time and place was the obvious appearance (skin tone, facial structure, fashion style) and customs/beliefs that did not fall in line with traditional Christian America [Sarah] • For all working class women of this time period, regardless of race, survival required labor outside the home in some capacity, while at the same time, maintaining the domestic labor that was her “duty” in exchange for the monetary support from her spouse. The limited income generated by working class women was certainly meager at best, compared to men. [Laurie]

19. LCP Stories • Share Some LCP Stories: • Kevin, Teri, Erika, Crystal, Eric, Karen • Jump On the phone and tell us: • What you did • Was it Hard • What you learned

20. Zotero • Walk Through • www.zotero.org • Lives in your firefox browser • NB: stand alone AND chrome, safari and other browser versions coming soon • http://www.youtube.com/user/Zoteron