Part A-
Understand the views and goals of the two best-known black leaders of the turn-of-the-twentieth century U.S.: Booker T. Washington and W.E.B. DuBois. You will do this by writing an editorial supporting one of the men from a specific historical perspective. This assignment will help you practice the skills of comparison, analyzing evidence, and argumentation, as well as become more familiar with black history and progressivism in the early twentieth century.
Documents for analysis:
Booker T. Washington, “Atlanta Compromise” (1895), http://historymatters.gmu.edu/d/39/ .
W.E.B. DuBois, “Of Mr. Booker T. Washington and Others” (1903), http://historymatters.gmu.edu/d/40 (also, see the excerpts that are available in this submodule).
Task:
First, read both documents carefully, along with pp. 617-619 in the textbook.
Second, create a persona and perspective from which to write. Some suggestions are:
a black southern sharecropper.
a white Atlanta businessman.
a black, female domestic worker in Atlanta.
a black 17-year-old living in Harlem.
Write an editorial (300-400 words, or more than 1 page and less than 2) in support of DuBois OR Washington from your persona to one of the following newspapers:
Chicago Defender – the leading black newspaper of the day.
Atlanta Journal – Atlanta daily newspaper; championed the “New South”; very conservative on race.
Atlanta Independent – black weekly newspaper published in Atlanta.
In your editorial, include
a brief introduction (2-3 sentences) of your character
state at least two (2) reasons why you (as your character) support your chosen leader
and at least one (1) reason you believe the other leader’s ideas are flawed.
Bring in at least one direct quote from each primary source.
In other words, you are comparing the two men, but ultimately supporting one over the other as having the best vision for black Americans, ca. 1903.
Part B-
Historical Background: Many people were inspired by the abolition of slavery to demand things that they had previously considered impossible. This meant that after the Civil War many new social movements emerged and there were some attempts to bring them together, but by 1870 those fighting for justice in different movements remained divided.
The fundamental question for these historical actors was: how can we achieve fuller equality for the people we are fighting for? You will see that the characters felt passionately about women and African Americans, but as you know, if you drill deeper, different interests emerge within each group. Each reformer had to decide: should I work for women’s rights, African Americans’ rights, or both? How does labor and class factor into my goals?
Setting: The year is 1872. You have just arrived at the home of a wealthy philanthropist. He supports many of the social movements that have coalesced in the years following the Civil War and has invited various people active in these movements to his home for a mixer. You may have met some of these people before, but most are strangers to you. You are eager to chat with these folks and learn about how their interests and goals overlap with yours – or don’t. Could some of these people become valued allies? Or will they see you as competing for resources and sympathy? Some might believe that your message and goals could hurt their own chances for success. At this mixer, you must present your own goals and ideas and learn about those of others. Again, there might be important allies at this event. Perhaps the host might even donate money to your cause! Therefore, you want to put your best foot forward and have your pitch ready.
Purpose: We are going to meet many of the people involved in these movements to understand not only what brought them together after the Civil War, but also the conflicts that ultimately kept them apart. You’ll build your awareness of these nuances, as well as practice your research and analysis skills by gleaning information from your primary source based on the example in the Using Primary Sources in Your Research page.
Tasks:
PART I: Find your Person, Analyze your Document, and Write Your Introduction
FIND YOUR PERSON. You have been randomly or alphabetically assigned the role of a real historical figure – (you have the chance to pick any of these historical figures on your own) see this page to see their brief bio and a primary source associated with them. Read this information closely in order to “play” them in the Discussion.
PRIMARY DOCUMENT STUDY. Analyze the primary source associated with your character in their bio to see what persuasive arguments, strategies, or quotes they may have used to further their movement – you’ll put these to use in your elevator pitch!
To do this: refer to the “Using Your Document for the Reconstruction Mixer outline” on the “Using Primary Sources in Your Research” page to help you glean helpful information and/or relevant quotations from your individual’s primary source.
Using the “An Example” part of this page as a model, answer each of these questions about your identified primary source.
Remember, your source may not be directly about your person, but it will be related to their cause. Write out your responses to these questions – they will help you write your introduction and pitch in the next step.
Part C-
Purpose: Following your larger picture reflection of immigration in America between 1880 and 1940, you are now examining the immigration restrictions Congress passed in 1921 and 1924. This assessment is intended to acquaint you with the issue of immigration and nativism in America in the decade of the 1920s. This unit’s assignments will build your skills in interpreting Congressional documents and census data and hone your ability to analyze that information.
Task: It is 1926 and you are running for a seat in the U.S. House of Representatives from Georgia’s 99th Congressional District. You are scheduled to deliver a speech to the voters of your district in which you outline your position on the issue of immigration, specifically on the 1921 and 1924 laws and their effects in America.
Write in your post OR record via the record audio function a 2-3 minute speech in which you clearly outline your position on the 1921 and 1924 immigration laws (for or against) and explain why you take that position. Support your explanations with details and analysis, do not simply explain the provisions of the laws.
Focus Topics/Questions
These questions are not to be answered directly in your speech, they are provided only to stimulate your thinking on the issue.
● What are the immigration restrictions in the 1921 immigration law (Emergency Quota Act)?
● What are the immigration restrictions in the 1924 immigration law (National Origins Act)?
● How do the restrictions differ between the two laws?
● Do the laws affect immigration from Europe and Asia equally?
● When do those restrictions take effect?
● Does your speech support the 1921 and 1924 laws? Why or why not?
● What factors did you consider when staking out your position on immigration?
● From what country and when did your own ancestors arrive in America?
● How many immigrants live in Georgia’s 99th District?
● What position does each of the major political parties take on immigration?
● How does the immigration issue fit into the cultural conflict of the 1920s?
To assist in drawing your conclusion about immigration refer to chapters 23 and 24 in the textbook, the 1921 law, the 1924 law, and the Population Division and Population Characteristics and Migration excerpts.
