Unit 2: Boom to Bust

Unit 2: Boom to Bust Learning Targets 1 - 10

1. I can identify key women in the Women’s Movement. • Carrie Chapman Catt • President of National American Woman Suffrage Association (NAWSA) • adopted strategy of winning vote at STATE level, then … • push for national movement to amend the US Constitution

1. I can identify key women in the Women’s Movement. • Alice Paul • Women’s suffragist

1. I can identify key women in the Women’s Movement. • Alice Paul • National Woman’s Party - 1916 • adopted more militant strategy mass pickets, parades, hunger strikes • win support of Congress/the President for amendment to US Constitution • picketed the White House • example of nonviolent civil disobedience • charged with “obstruction of traffic” • led a hunger strike while imprisoned • force fed • efforts led to passage of Nineteenth Amendment - 1920 • guaranteeing the right to vote (suffrage) for women

1. I can identify key women in the Women’s Movement. • Margaret Sanger • American birth control activist, sex educator, & nurse • she popularized the term birth control • opened the first birth control clinic in the United States • established “Planned Parenthood” • efforts contributed to: • Griswold v. Connecticut(1965) • a landmark case in which the SCOTUS ruled that the Constitution protected a right to privacy • case involved a Connecticut law that prohibited the use of contraceptives • by a vote of 7–2, the Supreme Court invalidated the law on the grounds that it violated the "right to marital privacy"

1. I can identify key women in the Women’s Movement. • Emma Goldman • health and well being of humans in general • 30,000,000 underfed • 300,000 babies “sacrificed” in US per year • women having a voice in decisions regarding their lives • how many children? • for what purpose? • under what conditions? • social war • oppressed/disinherited vs. capitalism/the state

1. I can identify key women in the Women’s Movement. • Carrie Nation • radical member of the temperance movement • anti-alcohol • promoted her viewpoint through vandalism • attacked the property of alcohol-serving establishments (taverns) with a hatchet

2. I can discuss achievements that resulted from the Women’s Movement. • Prohibition • Women’s Christian Temperance Union • Francis Willard • Carrie Nation • 18th Amendment - 1919 • banned the manufacture, transport, sale, and consumption of alcoholic beverages • repealed by 21st Amendment – 1933 • 19th Amendment – 1920 • “The right of the citizens to vote shall not be denied or abridged by the United States or by any state on account of sex.”

2. I can discuss achievements that resulted from the Women’s Movement. • Birth control • Margaret Sanger • campaigned for birth control rights in the 1910’s • wrote about sex education and women's health • indicted for violating the Comstock Law • since 1873 had banned birth control devices and information on birth control devices, sexually transmitted diseases, human sexuality, and abortion • opened the first birth control clinic in the United States in 1916 • activities had made birth control a matter of public debate

2. I can discuss achievements that resulted from the Women’s Movement. • Educational equality • by 1920s, • twenty percent of 5-year-olds were enrolled in kindergarten • by 1918 • all states had passed laws requiring children to attend at least elementary school • most states enacted legislation extending compulsory education laws to the age of 16 • driven by need for technological education • Industrial Revolution!

2. I can discuss achievements that resulted from the Women’s Movement. • Educational equality • by the end of the 1920s • formation of junior high schools • students began to be promoted by age • rather than test score • more children stayed in school • since child labor outlawed • in 1920, only 17% of those who stayed in school actually graduated!

2. I can discuss achievements that resulted from the Women’s Movement. • Liberalizing marriage and divorce laws • men viewed as most important in marriage • expected to support his wife • women primary in child care role • women not allowed to divorce • divorce rates increase in 1920’s • next slide • Recognizing rights to own property • women lose rights over their belongings, estates, wages when they marry • property acquired through husband in marriage

2. I can discuss achievements that resulted from the Women’s Movement. • Reducing discrimination in business and professions • Mary Harris “Mother” Jones - 1903 • led men in United Mine Workers of America • led mill women in organizing strikes • led 80 mill children to home of Theodore Roosevelt • Pauline Newman - 1909 • organized International Ladies’ Garment Workers’ Union • joined Women’s Trade Union League

2. I can discuss achievements that resulted from the Women’s Movement. • Reducing discrimination in business and professions • Alice Paul - 1923 • drafted the Equal Rights Amendment • Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex • presented as the “Lucretia Mott Amendment“ • celebrating the 75th anniversary of the 1848 • Seneca Falls Convention • Declaration of Sentiments • “all men and women are created equal” • passed both Houses of Congress - 1972 • failed to win 2/3rds of states by 1982

2. I can discuss achievements that resulted from the Women’s Movement. • Reducing discrimination in business and professions • a generational gap began to form between the "new" women of the 1920s and older women • prior to the 19th Amendment, feminists commonly thought that women could not pursue both a career and a family successfully • this mentality began to change in the 1920s as more women began to desire not only successful careers of their own but also families

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • Nadir • period of “worst race relations” in US History • 1890-1940/2000’s • a “reaction” against progress in race relations during Reconstruction • if blacks are capable (or better than whites)… • … then, ideas of racial superiority are wrong! • generates fear among whites … • … manifested in violence (the Nadir)!

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. “The Great Migration” “The Great Retreat” • blacks migrate north b/c of: • jobs in Northern cities • WWI & WWII • destruction of cotton crop • boll weevil • Nadir • to escape racial hatred, violence, & threat of violence from KKK

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • Sundown Towns • all-white towns where blacks were not allowed to live • could work there but … • … be out of town by sundown! • violence/threat of violence to enforce (KKK) • migration to northern cities • in large enough numbers… • … to provide safety • growth of “suburbia” in 1950’s leads to … • …“white flight” • to suburbs and restricted covenants!

How do you interpret the expressions of onlookers? The lynching of Thomas Shipp and Abram Smith, a large gathering of lynchers. August 7, 1930, Marion, Indiana. 1,000’s of copies sold for 50 cents a piece.

"Well John - This is a token of a great day we had in Dallas, March 3, a negro was hung for an assault on a three year old girl. I saw this on my noon hour. I was very much in the bunch. You can see the negro hanging on a telephone pole. "

Charred corpse of Jesse Washington suspended from utility pole.May 16, 1916, Robinson, Texas. The boy was beaten and dragged to the suspension bridge spanning the Brazos River. Thousands roared, "Burn him!" Bonfire preparations were already under way in the public square, where Washington was beaten with shovels and bricks. Fifteen thousand men, women, and children packed the square. They climbed up poles and onto the tops of cars, hung from windows, and sat on each other's shoulders. Children were lifted by their parents into the air. Washington was castrated, and his ears were cut off. A tree supported the iron chain that lifted him above the fire of boxes and sticks. Wailing, the boy attempted to climb the skillet-hot chain. For this the men cut off his fingers. The executioners repeatedly lowered the boy into the flames and hoisted him out again. With each repetition, a mighty shout was raised.

The lynching of Leo Frank. August 17, 1915, Marietta, Georgia. Postcards of the lynched Leo Frank were sold outside the undertaking establishment where his corpse was taken, at retail stores, and by mail order for years. The owner of the property where the lynching occurred refused repeated offers to buy the tree from which Leo Frank was hung. The dean of the Atlanta Theological Seminary praised the murderers as "a sifted band of men, sober, intelligent, of established good name and character - good American citizens." The mob included two former Superior Court justices, one ex-sheriff, and at least one clergyman.

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • The lynching of Laura Nelson and her son, several dozen onlookers. May 25, 1911, Okemah, Oklahoma.

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • Lynching scene. Commercial Avenue jammed with spectators below the electrically lit Hustler's Arch. November 11, 1909, Cairo, Illinois.

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • The lynching of Lige Daniels. Onlookers, including young boys. August 3, 1920, Center, Texas.

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • The lynching of Rubin Stacy. Onlookers, including four young girls. July 19, 1935, Fort Lauderdale, Florida.

"I bought this in Hopkinsville 15¢ each. They are not on sale openly. I forgot to send it until just now I ran across it. I read an account of the night riders affairs where it says these men were hung without any apparent cause or reason whatever. A law was passed forbidding these to be sent thru the mail or to be sold anymore." Lynching's reported in the northern and foreign presses were damaging to southern political and economic interests. The author of the above message documented one of the earliest efforts by local or state governments to contain the damage done to its public image by outlawing the sale and distribution of lynching images. This inscription is dated only a few months after the May 27, 1908, amendment to U. S. Postal laws and Regulations forbidding the mailing of "matter of a character tending to incite arson, murder or assassination."

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • "Strange Fruit" • Among artistic works that grappled with lynching was the song “Strange Fruit“ • written as a poem by AbelMeeropol in 1939 • recorded by BillieHoliday • Southern trees bear a strange fruit,Blood on the leaves and blood at the root,Black bodies swinging in the Southern breeze,Strange fruit hanging from the poplar trees • Pastoral scene of the gallant souththe bulging eyes and the twisted mouthscent of magnoliasweet and freshthen the sudden smell of burning flesh • Here is a fruitfor the crows to pluckfor the rain to gatherfor the wind to suckfor the sun to rotfor the tree to dropHere is a strangeand bitter crop

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • evidence of entrenched racism in society • nationwide, not just in the South • reflects retaliation for abolishing slavery • reinforces the idea of racial superiority • exhibits extreme ethnocentrism • proving how much better whites were than blacks • provided a warning to others to “keep their place” • reveals undemocratic nature of society as those in power exert their will against perceived lesser groups • reveals common hatred based on ignorance and fear

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • demonstrates hate-saturated mob mentality of vigilante justice • anger, fear, ignorance being manifested • provided a cruel form of entertainment • witnessing others perceived as inferior suffer • seemed “pleasantly overcome” with common occurrence • desire to “hold on” to their values and pass them on to their children • reflects threat to whites of newly acquired rights for blacks

3. I can analyze the change in race relations from the end of Reconstruction through the 1920’s. • demonstrates how government lost control of their people • out of touch with their main duty • protecting the rights of all people • utilized lynching’s to “scare” blacks into submissiveness • blacks possessed monetary value as slaves but once freed, • viewed as worthless and their lives held no value to angry whites • demonstrates intolerance of differences • reveals “nativist” nature of society as immigrants and Jews also victimized • sympathetic whites seen as “traitors” also

4. I can describe the Harlem Renaissance. • A literary and artistic flowering of African-American culture emanating from the Harlem section of New York City • by 1930, 20% of African American’s live in north • 200,000 in Harlem section of New York • famous for talented actors, artists, musicians

Chain Gang She-Ba

God’s Trombones Dance

Idylls

Song Towers Tombstones Female

4. I can describe the Harlem Renaissance. • Countee Cullen • Poet • “Incident” • “Once riding in old Baltimore Heart-filled, head-filled with glee, I saw a Baltimorean Keep looking straight at me Now I was eight and very small And he was no whit bigger, And so I smiled, but he poked out His tongue and called me, “Nigger.” I saw the whole of Baltimore From May until December; Of all the things that happened there That’s all that I remember.”

4. I can describe the Harlem Renaissance. • Countee Cullen • Poet • “For A Lady I Know” • “She even thinks that up in heaven Her class lies late and snores While poor black cherubs rise at seven To do celestial chores.”

4. I can describe the Harlem Renaissance. • Langston Hughes • an American poet, social activist, novelist, playwright, and columnist • “I, Too, Sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, and eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare say to me, “Eat in the kitchen,” then. Besides, they’ll see how beautiful I am And be ashamed- I, too, am America.”

4. I can describe the Harlem Renaissance. • Langston Hughes • “Cross” • My old man’s a white man And my old mother’s black. If ever I cursed my old white man I take my curses back. If ever I cursed my old black mother And wished she were in hell, I’m sorry for that evil wish And now I wish her well. My old man died in a fine big house. My ma died in a shack. I wonder where I’m gonna die, Being neither white nor black?

Unit 2: Boom to Bust