Great Migration

1. Great Migration • Section 3

2. What’s On Tonight? • Review & Debrief Podcast • Discussion/Sharing/Teaching Moments • Tom Unwin & John Trampush • Resources and NHD • Something else . . .

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. Great MigrationConnect • What do you know about Great Migration?

6. 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.

7. Great Migration • Like all migrations there are “push” and “pull” factors that drive this movement: • Push: • the decline of cotton production; • flooding in rural areas of the South; • an increase in the number of lynchings and other forms of racial violence and discrimination • NB: Contemporaneous limiting of foreign immigration and “re”-rise of KKK • The North was perceived as a place where racism was muted and where African-Americans could find economic success and more social equality.

8. Great Migration • Pull Factors: • the influence of black newspapers in the North • recruitment of African-Americans by northern industries • The North was perceived as a place where racism was muted and where African-Americans could find economic success and more social equality.

9. What do you wonder about here?

10. What Set You FLowin? • Mechanisms of Power • Southern Power • Immediate, effective and oppressive • terror, exploitation • Urban (Northern) Power • change in space, time & technology: power- subtle

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

12. 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

13. Break out 1 Set them Flowing: What material, corporeal, physical forms of power do you see?

14. Letters to The Defender Lutcher, LaMay 13, 1917Dear Sir:I have been reading the Chicago defender and seeing so many advertisements about the work in the north I thought to write you concerning my condition. I am working hard in the south and can hardly earn a living. I have a wife and one child and can hardly feed them. I thought to write and ask you for some information concerning how to get a pass for myself and family. I dont want to leave my family behind as I cant hardly make a living for them right here with them and I know they would fare hard if I would leave them. If there are any agents in the south there havent been any of them to Lutcher if they would come here they would get at least fifty men. Please sir let me hear from you as quick as possible. Now this is all. Please dont publish my letter, I was out in town today talking to some of the men and they say if they could get passes that 30 or 40 of them would come. But they havent got the money and they dont know how to come. But they are good strong and able working men. If you will instruct me I will instruct the other men how to come as they all want to work. Please dont publish this because we have to whisper this around among our selves because the white folks are angry now because the negroes are going north. Set them Flowing: What does the writer express as his motivations for migrating?

15. What could you see? • Primary reasons are economic • Access to work and education • Stress “able-bodieness” & desire to work long/hard • Strong commitment to uplift black people • Threat of violence • Picture of their daily lives at home: implicit reading • Perceptions of what awaits them . . .

16. Section 2: Flowin’ • Can a map be found in the remnants of a Southern folk culture to help one survive in an inhospitable urban environment?

17. One Important Map POI • The church was the cornerstone of the community, providing not only guidance but also relief. Besides the established churches, small Holiness or Pentecostal storefront churches with highly emotional services developed during the migration. • Their pastors were migrants themselves who worked during the day, and they catered mostly to the newcomers. • By 1919 there more than a hundred black storefront churches in Chicago, and in 1926, one hundred and fifty blocks in Harlem counted one hundred and forty churches. • The more established churches grew rapidly too as southerners became used to city ways and joined them in great numbers, leaving the storefront establishments to the new arrivals.

18. The largest African-American church in Chicago, Olivet Baptist Church - a former synagogue - had an estimated four thousand members in 1915 and almost twice as many in 1920. The congregation outgrew its first building and this one, located on 31st Street and South Park Avenue, was purchased in the early 1920s.

19. 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.

20. Navigating Race in Urban North • 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.

21. 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

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

23. 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.

24. 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

25. Break out 3 • How would you teach this source, this topic?

26. Next Time • End of What Set You Flowin’ • Discussions of Teaching and Multiculturalism • Another tech Quickie . . .

27. 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