Essential Question: How were African Americans treated in the 1920’s and 1930’s and how did they respond to this type of treatment?

Directions for Students: For your assignment, you will need to pick a decade, either the 1920’s or the 1930’s and pretend that you are a black working class American. You will be writing three journal entries about different experiences you have during this time. Use the following documents to help you in writing your journal entries. At the end of each journal entry, make sure to add a drawing of what you wrote about in your journal.  Your journal entries can either be handwritten or typed out, but your pictures need to be hand drawn. You will not lose points for art ability, I just want to see that you tried your best to create a visual of the content you wrote about. Make sure each journal entry is at least 3 paragraphs or 12-15 sentences.

Entry #1: In your first journal entry, write about your life in the South. What job do you have? Do you have a family? How does having or not having a family impact your experience? How is life different for you as compared to white working class Americans? Make sure to include how you are affected by Jim Crow laws and describe at least one instance where you were able to see this difference. 

Entry #2: In your second journal entry, write about a specific lynching you have heard about. Use the lynching map to pinpoint a specific case where someone was lynched. Who was this person? Were they related to you? A Friend? Someone you knew from your town? Or were they a stranger? How does this make you feel? For your drawing, draw how this interaction made you feel. 

Entry #3: In your final journal entry, pretend that you have just participated in the Great Migration, and are now living in Harlem, New York. Describe what you see in your new city. What art have you seen or literature have you read? How does this compare to life in the South? Do you like it better in the South or in Harlem? Why? 

Historical Context:

While the 1920’s can be remembered as a prosperous and exciting time for many people, it was not for everyone. Jim Crow laws limited what African Americans were allowed to do, where they were allowed to go, what bathrooms or water fountains they were allowed to use, while also segregating them from their white counterparts. During the 1920’s and 1930’s, lynchings were continuing to occur throughout the United States, with the revitalization of the Ku Klux Klan. While these acts were occurring throughout the United States, Harlem, New York saw a different side of life. In Harlem, many black artists and writers were publishing their works that shined a light on what it was like to be black in America. Artists and writers expressed their experiences through their craft and many people took to listening and learning about their experiences. This also allowed other members of the black community to feel as though they were not alone through the struggles they faced and the experiences they had.

Jim Crow Laws:

In 1896, the Supreme Court Case of Plessy vs. Ferguson allowed for segregated facilities for white and black people. The Supreme Court decision found this to be constitutional as long as these facilities were separate, but equal. Because of this Supreme Court decision, laws were imposed to segregate white and black people. These laws came to be known as Jim Crow laws after a character in a minstrel play, where a big part of the play was making fun of black people. Jim Crow laws severely affected the American lives, but most directly that of African Americans.

Lynchings:

With the revitalization of the Ku Klux Klan during the late 1910’s and early 1920’s, the amount of lynchings were going up as well. The KKK was known for lynching, which meant to hang or kill someone who was allegedly accused of a crime, many people. Many remember the KKK as an organization that only killed blacks, but quite a few Chinese, Latinos, and Italians were lynched by the KKK for not agreeing or meeting their criteria for membership. Groups such as the NAACP, National Association for the Advancement of Colored People, worked to bring statistics and stories of how lynchings were affecting their community to light, in the hopes that people would stop.

Harlem Renaissance:

From the mid-1910’s to the early 1940’s, there was a mass migration of African Americans from southern states to northern states, specifically, Harlem, New York, known as the Great Migration. With so many African Americans moving to Harlem, it became a city that was rich with African American culture and traditions. Because of this, many African American artists and writers were able to flourish, publishing their work and getting lots of buzz around it. Many people in the Harlem were either writing, or creating other kinds of art that expressed experiences they had had throughout their lives. Because so many African Americans were living in Harlem and close to the art, they had better access to it and were able to see it and relate to the different experiences that were expressed. Many people found solidarity in one another because of these artists and writers that were so open about their experiences.

Essential Question: Why is Mustafa Kemal Atatürk considered the father of Modern Turkey?

Historical Context: Atatürk led the fight, both externally and internally, to salvage the remains of post World War I Ottoman landscape to create The Republic of Turkey. In 1923, he became the first President and, committed to his Nationalist vision, secularized and modernized Turkey through a series of reforms based on European models. In 1925, for example, all men were required to forgo the iconic fez hat and wear European style hats. A Swiss based civil code went into effect in 1926 resulting in many liberating societal aspects for women including in equal inheritance, access to education, and in dress. A more gradual shift led to full voting rights in 1934, well before many of their European counterparts. While access to education for women was celebrated, education in general was no longer the extension of religion. Arabic script was replaced with Latin for written Turkish in 1928 and Islam was no longer to be the State religion. Reforms went on into the 1930’s.

Activity: students will analyze pre- Atatürk reform images in relation to images taken during and after reforms were implemented. The latter images of the ‘sets’ represent the outgrowth of just a handful of the myriad reforms instituted by Atatürk, whose legacy carries on today.

Students will look at the photo, look for patterns, and identify key defining aspects of the photo: people, dress, activities, objects, etc. Students will record their independent observations and then share with a neighbor on what impressed them.

Next, students will consider what the photograph says about the era vis-à-vis culture, societies expectations of women, the economy. What does the photograph suggest? Why do you think that? What elements are suggesting this? Students will record their independent observations and then share with a neighbor.

How does each image reflect each time period? What might you infer about the different eras that is suggested by the differences in the images? What do the differences suggest about changes in societal norms, education, culture (such as women’s dress and/or role in society)? Students will look at the images in relation to one-another. Students will record their independent observations and then share with a neighbor.

Information will be presented on Atatürk’s reforms. Image observation invites student reflection on their evaluations of the era differences based on a specific reform.

Students will choose one set of images and submit a written reflection of the effects of Atatürk’s reforms with specific evidence from the photos to justify their evaluation.

Time permitting, students will view a video of Atatürk giving a speech in 1933 marking the 10th anniversary of the Republic of Turkey. It is in Turkish but has English subtitles. source

---

---

---

---

Introduction

The end of WWII, two world powers emerged: the United States of America and the Russian Soviet Union. Politics for the remainder of the 20^th century would be dominated by the opposing ideologies of the Communist East, and Democratic West. 

Despite the powerful position held by the United States in this era, the post-war period was full of anxiety and fear that communism would spread across the globe. In addition to the external threat of communism, Americans began to fear the possibility that communist spies had already infiltrated the very fabric of American democracy. Beginning in the late 1940’s committees were formed to seek out and identify any potential spies working on behalf of communist Russia. These committees investigated radio stations, newspapers, movie studios and performers, schools, universities, even the government itself. 

While the term “McCarthyism” today is nearly synonymous with the anti-communist frenzy of the post WWII era, Senator Joseph McCarthy of Wisconsin was not a major figure in the anti-communist movement until 1950 when the “Red Scare” was already at its peak. Yet no other figure would achieve such widespread recognition and infamy as a result of their role in the anti-communist movements of the 1940’s and 50’s. 

Check out this TedEd video for more information on McCarthyism and the Red Scare:

• Some say McCarthy’s infamy was largely due to the press who, through bad reporting, brought the senator’s persona to a national audience and further contributed to the hysteria of the Red Scare. 

• Others say it was the press who ultimately brought about his downfall in 1954, by exposing him as an liar who abused his power for personal gains. 

Making Connections

Today, as we continue to evaluate the role of the press in politics and as a reliable source of information, it is important for us to question how media can shape our perception of the world around us. Where do we get our news? What sources of information do we rely on, and are they reliable? Is the duty of the press to report “straight facts” or should the media provide interpretation and analysis as well? 

Essential Question

How did the American media contribute to the rise and fall of Senator Joseph McCarthy? Did McCarthy manipulate the press to serve his own anti-communist agenda? Or was the press ultimately responsible for bringing about McCarthy’s downfall?

Historical Thinking Skills

Corroborating – Throughout this Document Based Lesson, students will read selections from various primary sources including newspaper clippings, telegrams, and political cartoons; students will review television clips and radio segments as well. Students will then compare evidence from various sources to gain a more complete understanding of how Senator McCarthy was portrayed in media.

Close Reading – Students will pay close attention to the use of language across several publications from the McCarthy era. Students will then reflect on the message conveyed by these various forms of media, including the portrayal of Senator McCarthy and other key figures.

Primary Source Documents

Document 1:

Above is the first published account of Senator McCarthy’s speech in West Virginia. During his speech, McCarthy claimed to have a list of all the known Communists in the state department.

• Pay close attention to the senator’s response when an interviewer asked to see the actual list of names. Does it seem like McCarthy is making an excuse here?
• How does this article seem to portray McCarthy? Is he confident? Aggressive?

Compare your notes from from this article to a telegram sent to President Harry S. Truman the following day:

Document 2:

Source: National Archive

How does McCarthy come up with his number of “card-carrying communists” in the state department? What sources does he refer to as evidence for his claim?

Notice McCarthy’s tone in this telegram. Remember, he is addressing the President of the United States. What is he asking the President to do for him? Is this an appropriate way to speak to the President? Why or why not?

Below is a draft from President Truman in response to McCarthy’s telegram. It was likely never sent, though it provides us with a clear sense of the President’s feelings toward McCarthy.

Take note of President Truman’s statements about McCarthy’s character in particular. What are his main accusations?

Document 3:

Document 4:

Source: California Digital Newspaper Collection

Drew Pearson was a columnist for the Washington Post and one of the most well-known, often controversial American journalists in during the McCarthy era. Pearson’s column, “Washington Merry-Go-Round,” was known for its colorful depictions of politicians and other public figures around Washington DC. Pearson’s style of journalism combined factual reporting with a considerable amount of celebrity gossip and rumor; because of his tendency to blur the line of what could be considered “factual reporting” Pearson drew a lot of criticism during his time.

Pearson was also one of the first reporters to engage with McCarthy head-on. As a result of his attacks on McCarthy, the Senator directed many of his speeches against the reporter, claiming he was a “communist tool” and urging readers to boycott any newspapers that published his column.

Below is an excerpt from Pearson’s column dated February 18th, 1950.

Document 5:

Source: California Digital Newspaper Collection

How does Pearson use evidence to counter Senator McCarthy’s claims about communists in the US government?

Some people have described Pearson as a “muckraker” – what does this term imply, and how does this passage from his column support or deny his role as one?

Compare Pearson’s statements about McCarthy with the cartoon below. The cartoon was published in May of 1950 by cartoonist Herbert Block. What does the cartoon suggest about McCarthy’s reliability?

Document 6:

How might you describe McCarthy’s appearance in the above cartoon? Is he angry, confident, nervous? How does this compare with other representations of McCarthy in the media?

Next we will hear a recording of Senator McCarthy himself, as a guest on a live radio talk show. Pay close attention to McCarthy’s tactics when talking about newspapers he accuses of being under communist influence. How does he support his claims? What evidence does he use? How does he respond to President Truman’s use of the term “McCarthyism?”

Document 7:

In 1954 Senator McCarthy turned his attention to the possibility of a communist infiltration of the US Army. In order to investigate conflicting accusations on both sides, the Senate initiated a series of hearings from April to June of 1954.

In the television segment below, watch as Joseph Welch (chief legal counsel for the US Army) reprimands Senator McCarthy for his insensitive and reckless accusations.

During this confrontation (around 1:10 in the video) Welch famously asks McCarthy:

“Have you no sense of decency, sir?”

Document 8:

Joseph Welch’s responses to McCarthy signaled the beginning of a decline in the Senator’s career. Watch as television news anchor Edward Murrow offers a special report on Senator McCarthy in his evening documentary news segment: See It Now. The report included recordings of McCarthy’s speeches, which Murrow used to point out inconsistencies and contradictions in the Senator’s arguments.

Document 9:

Reflect on this line from Edward Murrow’s report on McCarthy:

“the line between investigating and persecuting is a very fine one and the junior Senator from Wisconsin has stepped over it repeatedly”

How would you describe Murrow’s approach to investigative journalism? Does he provide enough supporting evidence for his critique of Senator McCarthy? Would you consider McCarthy’s portrayal in the media a form of investigation or persecution? Support your thinking with evidence from the video or the transcript below.

Link to Transcript of the entire report.