"3436 Blots of Shame on the United States: 1889-1922." A map prepared for the NAACP in 1922 and published in newspapers. The map graphically details the extent and intensity of lynchings by region and state. A complete version of the map can be found in lesson plan one.
Credit: “3436 Blots of Shame on the United States: 1889-1922.” A map prepared for the NAACP in 1922 and published in newspapers. The map graphically details the extent and intensity of lynchings by region and state.
In the twenty-first century, American citizens expect the federal government to protect their civil rights if the states fail to do so. This expectation is a consequence of the Civil Rights Movement of the 1950s and 1960s and was not engrained in the political and constitutional history of the United States for most of the twentieth century. In fact, most Americans prior in the first half of the twentieth century embraced the notion that police powers (i.e. laws that govern safety, health, welfare, and morals) were reserved to the individual states and saw little, if any, role for the federal government in protecting the health and safety of individuals.
The National Association for the Advancement of Colored People (NAACP) aggressively challenged this prevailing assumption during their anti-lynching campaign. Although NAACP's successful legal assaults on segregation in the 1940s and 1950s tend to overshadow the organization's earlier activities, obtaining federal anti-lynching legislation was their primary goal from 1909 to 1939. Unfortunately, this important chapter in the history of the NAACP has largely been forgotten or, at best, relegated to a footnote in most American history textbooks. In part, this can be explained by the fact that in both the 1920s and the 1930s proposed bills failed to become law. At the same time, much can be learned about how Americans in the interwar years understood the federal system, interpreted the Constitution, and responded to calls for social justice by examining the NAACP's anti-lynching campaign.
This teaching unit is divided into two lessons: one that examines the NAACP's efforts to get the Republican Party to enact anti-lynching legislation in the early 1920s and one that analyzes the various attempts by New Deal Democrats from 1934 to 1939 to pass a federal anti-lynching bill. Teachers may choose to use only one of the lessons, incorporate both of them into their existing curriculum, or make them the foundation of a thematic unit about social justice in the Interwar Years.
Charlotte Perkins Gilman's story "The Yellow Wall-paper" was written during this time of great change. This lesson plan, the second part of a two-part lesson, helps to set the historical, social, cultural, and economic context of Gilman's story.
Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France’s 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating contradictory statements about the performance of the 92nd Infantry Division in World War I.
This lesson prompts students to think about a poem’s speaker within the larger context of modernist poetry. First, students will review the role of the speaker in two poems of the Romanticism period before focusing on the differences in Wallace Stevens’ modernist “Thirteen Ways of Looking at a Blackbird.
The influence of President Woodrow Wilson on American foreign policy has been profound and lasting. Using a variety of primary sources, students analyze the origins of the ambitious foreign policy that came to be known as Wilsonianism and compare it with important alternative traditions in American foreign policy.
The Japanese attack on Pearl Harbor had its origins in a growing antagonism between the United States and Japan that first developed during World War I. Using contemporary documents, students in this lesson will explore the rise of animosity between the United States and Japan.
In this lesson of the curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.
American foreign resonates with the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its failure provides insight into international affairs in the years since the Great War and beyond. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.
In this lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago.