1
10
20
-
https://shec.ashp.cuny.edu/files/original/reason_356b1d79c6.png
8f74c2fa2fd8dfb5f0968ff5f0b2a5ad
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341
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468
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Cartoon
Original Caption
"The Reason"
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Title
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"The Reason"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In the early twentieth century, African Americans had plenty of reasons to leave the rural South: disfranchisement, segregation, poverty, racial violence, lack of educational opportunities, and the drudgery of farm life. As the cartoon below from The Crisis magazine shows, lynching stood out as particularly horrific and unjust. Violently reinforcing the legal system of discrimination in the South, white mobs tortured and murdered black men for alleged wrongdoings or for the “crime” of prospering economically. More than 3,700 people were lynched in the United States between 1889 and 1932, the vast majority of them in the South.
Creator
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Albert A. Smith, “The Reason,” <em>The Crisis</em>, March 1920.
Source
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Albert A. Smith, “The Reason,” The Crisis, March 1920.
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1
Relation
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1600
Date
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1920
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Immigration and Migration
Great Migration
-
https://shec.ashp.cuny.edu/files/original/railroadsmap_6cb0b521b2.png
73dacfe04aa1c0eae01cffc451abbf00
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1771
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Map
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Title
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Map of Railroad Routes Followed by Black Migrants
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
African-American migrants to the North chose their destinations primarily based on their state of origin: those from Georgia and the Carolinas headed to cities along the eastern seaboard like New York and Philadelphia; migrants from Alabama and Mississippi headed for the Midwestern cities like Chicago; and those from Texas, Louisiana, and Tennessee often headed west to California.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project, <em>Who Built America?: Working People and the Nation's History</em> (New York: Bedford/St. Martin's, 2008).
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Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
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1600
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Immigration and Migration
Great Migration
Up South
-
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Transcription
Any written text transcribed from a sound.
<p><em>I'm wondering why your family decided to leave Mississippi. How was that decision made and why was it made? </em></p>
<p>Well, the North offered better opportunities for blacks….
I've heard that recruiters were often in danger in Mississippi if they came down to get workers for northern companies. </p>
<p><em>Do you recall him ever expressing any fear about this job that he was doing? </em></p>
<p>Yes. I know that many of the blacks would leave the farms at night and walk for miles. Many of them caught the train to come North…Usually they would leave with just the clothes on their backs. Maybe the day before they would be in the field working and the plantation owner wouldn't even know that they planned to go and the next day he would go and the little shanty would be empty. These people would have taken off and come up here. </p>
<p><em>Was there a fear that the plantation owner wouldn't let them go or that they couldn't leave? </em></p>
<p>That's very true. They wouldn't. Plantation owners had much to lose. [African-American farmers] were illiterate and they had to depend on the plantation owner. He would give them so much flour for use during the year, cornmeal or sugar or that sort of thing and then at the end of the year you would go to settle up with him and you would always be deeply in debt to him. That was his way of keeping people. You never got out of debt with him…. </p>
<p><em>Now, as a young girl, did you agree with this decision to move North? Did you think it was a good idea?
</em></p>
<p>Yes. I think I did. Because even as a child I think I was pretty sensitive to a lot of the inequalities that existed between blacks and whites, and I know that after we came here my mother and dad used to tell me that if I went back to Mississippi, they would hang me to the first tree.
</p>
<p><em>What role did the church play in your early life in Mississippi?
</em></p>
<p>Well, I think the church played a very important part in the life of all blacks in Mississippi because it was religious center as well as social. That was one place that they could go and meet and discuss their problems. Relax. So just the--their big picnics and big church meetings they used to have….
</p>
<p><em>Given the opportunities that were available in the North, why did anyone decide to stay in Mississippi?
</em></p>
<p>Well, I think that it was a lack of knowledge of about what the North had to offer until these agents came there to get them to come up here to work.
</p>
<p><em>You were leaving at least a few of your relatives and friends behind. How did you feel about those people that you left behind and weren't ever going to see again?</em> </p>
<p>Well, I think it comes back to a matter of trying to exist, really, and trying to improve your own lot.</p>
Interviewer
The person(s) performing the interview.
None
Interviewee
The person(s) being interviewed.
Rubie Bond
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Title
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A Tenant Farmer’s Daughter Remembers Leaving Mississippi
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In 1917, ten-year-old Rubie Bond left Mississippi with her parents and migrated to Beloit, Wisconsin. Her father, who worked as a tenant farmer in the South, had been recruited to work at a factory in Beloit. In 1976, she was interviewed as part of an oral history project documenting the experiences of African-American migrants who moved to Wisconsin between the 1910s and 1950s. In this excerpt, Bond describes why her parents decided to leave the South.
Source
A related resource from which the described resource is derived
Bond, Rubie. Interview. Tape Recording, 1976. Beloit Bicentennial Oral History Collection. Beloit College Archives, Beloit, Wisconsin; from Wisconsin Historical Society, “Oral History: Rubie Bond, the African-American Experience in Wisconsin,” Audio Number 637A/1, http://www.wisconsinhistory.org/teachers/lessons/secondary/rubiebond.asp.
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Used by permission of the Wisconsin Historical Society.
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1
Relation
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1600
Date
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1976
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Immigration and Migration
Great Migration
-
https://shec.ashp.cuny.edu/files/original/chicagodefenderads_b737c0cb84.pdf
664e52354f80d2cf787245aac511ef0b
Advertisement
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Title
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Help Wanted Advertisements in the Chicago Defender
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In the United States, the outbreak of World War I (1914-1918) increased the demand for industrial production while decreasing the flow of European immigration. Labor shortages in both factories, mines, fields, and service industries meant greater economic opportunities for African Americans willing to move north. Many African Americans heard about jobs through African-American newspapers that circulated in the South. Help wanted advertisements, such as the ones below compiled from the Chicago Defender, attempted to attract workers with the promise of higher wages, housing, and other benefits.
Creator
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Various
Source
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<em>The Chicago Defender (Big Weekend Edition)</em>, Nov. 11, 1916; Sept. 29, 1917; Dec. 1, 1917; Oct. 26, 1918.
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1
Date
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1916 - 1918
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Work
Great Migration
-
https://shec.ashp.cuny.edu/files/original/urbanleague_a947914745.png
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344
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199
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8
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383
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646
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8
Pamphlet/Petition
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
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Chicago’s Urban League Offers Assistance to Southern Migrants
Description
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Between 1910 and 1920, as the Great Migration swept north, the African-American population in Chicago and other northern cities more than doubled. Members of established African-American communities tried to help new arrivals adjust to city life. Organizations such as the Urban League distributed cards like the ones below offering advice and assistance with housing and employment.
Creator
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Chicago Urban League
Source
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Card distributed by Chicago Urban League, circa 1920. Arthur and Graham Aldis Papers, Special Collections Department, University Library, University of Illinois at Chicago.
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1
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1600
Date
A point or period of time associated with an event in the lifecycle of the resource
1910 - 1920
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Great Migration
-
Biography/Autobiography
Biographical Text
<p>I can still remember the darkness and cold of those days. The winter wind in Chicago just takes your breath away and, while I was saving up to buy a warm coat, all I had to cut that wind was sweatshirts and sweaters. Shivering in that elevated train, watching the snow blow and swirl in the streetlights and the sun just starting to come up—those were the days when I was low and lonely and afraid in Chicago. The cold and the noise seemed to beat on me and the big buildings made me feel as if I'd come to live in a penitentiary. Oftentimes, I wished I could run away back home to New Orleans. </p>
<p>But after I got up to Chicago, I stuck. I didn't go back to New Orleans for fifteen years. And whatever I am today I owe to Chicago, because in Chicago the Negro found the open door.</p>
<p>In Chicago, our people were advancing. Not only were they making money they were active in clubs and all sorts of organizations. And I don't mean this was just organizations like the NAACP. There were all kinds of civic organizations and social clubs. The people were church people, but they were talking about different things than we ever did down South—things like getting educated and going into business. The Negro was doing more than just singing and praying, and I began to see a new world.</p>
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Title
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Mahalia Jackson Remembers Chicago
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Gospel singer Mahalia Jackson (1911-1972), the grandaughter of former slaves, was born in New Orleans, Louisiana, where she learned to sing in her family's baptist church. In 1927, at the age of sixteen, Jackson migrated to Chicago where she found a job as a domestic. She joined a gospel choir and earned money as a soloist at churches and funerals. In 1937, she began recording gospel music professionally. Jackson became a strong supporter of the civil rights movement and performed at many rallies, including the 1963 March on Washington. In her in her autobiography Movin' On Up, she remembers her early years in Chicago.
Creator
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Mahalia Jackson
Source
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Mahalia Jackson, with Evan McLeod Wylie, <em>Movin' On Up</em> (New York: Hawthorn Books, 1966), 46-49.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1600
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Great Migration
-
Teaching Activity
Objectives
<ul><li>
<p>Students will  determine why so many African Americans "voted with their feet" and moved north between 1910 and 1920.  (Cause and Effect)</p>
</li>
<li>
<p>Students will be able to describe how the Great Migration changed individual lives and the broader experiences of African Americans. Â </p>
</li>
</ul>
Materials
1601, 1599, 1598, 1597, 1596, 1595, 1594, 1593
Historical Context
<p>The years between 1910 and 1920 marked the beginning of a major shift of the African-American population within the United States. Â The nation's African-American population was transformed from a predominantly rural and agricultural people to a largely urban and industrial people. Â It has been estimated that nearly 500,000 to one million African-American men, women and children left the South before, during and shortly after World War I to settle in areas such as New York, Chicago, Detroit, Pittsburgh and other areas in the North and Midwest. Â </p>
<p>Historians contend that this mass movement of sharecroppers and wage workers commonly referred to as "The Great Migration" was spurred on by economic and social factors. Â These factors include the decline of cotton production, an increase in lynchings and other forms of racial violence and discrimination, recruitment of African Americans by northern industries and the influence of African-American newspapers in the North.</p>
<p>The movement "up South" created a large African-American population in northern cities, who faced new social, economic and political dilemmas. Â These dilemmas inspired the creation of new social and political movements within the African-American population to confront the new structures of institutionalized racism in the North.</p>
Lesson Plan Text
<p><strong>Step 1: </strong>Â Pass out the worksheet and project the map of the routes travelled by migrants during the Great Migration. Â Tell students that today they will be learning about the experiences of the men, women and children who left the South for better economic, political and social opportunities in the North between 1910 and 1920. Â They will be creating a character, a typical migrant, and a scrapbook for that character as they look through primary sources. Â Working individually or in pairs, students should fill out Part I of the worksheet. Â They should look at the map to determine where their characters are from and where their characters are headed. Â Students should make sure their characters' routes reflect historical reality (i.e., characters from Florida do not end up in Chicago). Â Discuss with students that migrants tended to follow routes set by railroads that connected urban areas. Â </p>
<p><strong>Step 2:</strong> Hand out a pack of the documents to each student/pair. Â Project each of the documents and discuss them with students. For some documents, ask students to read aloud portions of the text. Â As they read and view the documents, students should make notes in the graphic organizer about how evidence from the documents reflects the experiences of their characters. Â </p>
<p><strong>Step 3: </strong>(Optional) Before creating their scrapbooks, have students answer the questions in Part III of the worksheet. Â </p>
<p><strong>Step 4:</strong> Distribute art supplies. Â Tell students to create a scrapbook about their characters' experiences during the Great Migration. Â </p>
<ul><li>
<p>Scrapbooks must be at least 4 pages in length</p>
</li>
<li>
<p>Scrapbooks must include images and words that address why the person left the South and what happened to him or her in the North</p>
</li>
<li>
<p>Scrapbooks must include words and images that show what kind of work the person did in both places, what kind of community experiences he/she had in both places and how he/she was or was not able to exercise the rights of citizenship</p>
</li>
</ul><p><strong>Note:</strong> After analyzing documents in class, the teacher may assign the scrapbook-making activity as homework. Â </p>
<p><strong>Step 5: </strong>(Optional) Ask students to trade their scrapbooks with another student/pair and discuss the differences between them. Ask students to present their scrapbooks to the entire class. Â </p>
<!--StartFragment--><!--EndFragment-->
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
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Create a Migrant's Scrapbook from the First Great Migration
Description
An account of the resource
In this activity students examine documents from the period of the First Great Migration of African Americans to the North. As they look at the documents, they take notes to build a character of a migrant. Then they create a scrapbook that shows their characters' personal journeys and experiences during the Great Migration. This activity can be part of a unit that includes the film <em><a href="http://ashp.cuny.edu/ashp-documentaries/up-south/" target="_blank" rel="noreferrer">Up South: African-American Migration in the Era of the Great War</a></em>. Â Students will need art supplies such as construction paper, tape or glue, scissors, and markers to make the scrapbooks.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2010.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
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2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Great Migration
Interactive Knowledge Building
Up South
-
https://shec.ashp.cuny.edu/files/original/identityworksheet_f18112511b.pdf
a4ddc913ccb20f7824e50b0ecdf6f1e8
Worksheet
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Great Migration Scrapbook worksheet
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This worksheet helps students plan a character and takes notes on primary sources for the activity "Create a Migrant's Scrapbook from the First Great Migration."
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2010.
Rights
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American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1600
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Great Migration
-
Biography/Autobiography
Biographical Text
<p>THE FIRST TIME I went North was in 1924. My pal then was Hines, a young man about eighteen. He was from a farm in Texas. We were hoping we’d get to see the Mason-Dixon line. I thought in my mind that it would look like a row of trees with some kind of white mark like the mark in the middle of the highway....The train stopped in Covington, Kentucky just as the sun was rising. Someone said the bridge ahead was the Mason-Dixon line. We were North. We didn’t have to worry about sitting in the back, we felt good.... </p>
<p>When we reached Detroit each of us had an address of the people where we would live. Mine was the Gordon house on 30th Street. I looked at that number so many times before leaving home I had it perfect....We got off the train and at that moment our memories snapped. Both Hines and I could remember the streets but not the numbers....We decided to take a cab and ride to the streets and look at the numbers. We thought the addresses might come to us this way. We thought if we asked someone on the street they would surely know our friends just like we knew everybody in the country. </p>
<p>We rode a cab to 30th and McGraw. The cabdriver said colored people lived north of McGraw. We walked slowly and spoke to people. They didn’t stop or look around at us. We were amazed. People speak back in the country. We started again at one end of 30th. We would knock on two or three doors on each block. The train arrived at five and we were still walking at nine. We began to get real worried. Would we sleep in the street? Were there any parks? One side of 30th was completely white. But hearing so much about equal rights and complete freedom, and that North was heaven, we didn’t realize any difference. One white woman said that our friends couldn’t possibly live on her block because no colored lived at that end of 30th. We walked off her porch wondering why. We didn’t want to believe in discrimination up North but it kept going around in our heads. </p>
<p>Someone advised us to call the police and spend the night at the station. We said to each other, “Hell, no, we aren't going to write home and say we spent our first night in the city in jail.” I had never been to jail at that time and I sure wasn't going to start then.</p>
Dublin Core
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Title
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A Black Migrant Crosses the Mason-Dixon Line
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In this memoir first published in 1952, Charles Denby, an African-American migrant from Alabama, recalls his train ride North and first night in Detroit, Michigan. In 1930, out of work because of the Great Depression, Denby moved back to the South. He returned to Detroit in 1943, where he became an member of the United Auto Workers union and was active in radical causes for more than three decades.
Creator
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Charles Denby
Source
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Charles Denby, I<em>ndignant Heart: A Black Worker's Journal</em> (Wayne State University Press, 1989), 27-28.
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Reprinted from <em>Indignant Heart: A Black Workers Journal</em> by Charles Denby. Copyright © 1978 Wayne State University Press, with the permission of Wayne State University Press.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1952
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Immigration and Migration
Great Migration
-
https://shec.ashp.cuny.edu/files/original/homelifechicago250_be69343cbf.tif
5ff4dcdb3b3b9dc6e3966f62ed1dbc32
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2373
Height
1779
Photograph
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“A colored family in a one room light housekeeping apartment”
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
One of the first challenges for southern migrants who arrived in Northern cities like Chicago was finding a place to live. One report tells of a single day when 600 families applied to live in 53 housing units. Given the demand, unscrupulous landlords charged high rents for run-down apartments. Rapid population growth was not the only reason black families had so few options. Both de facto and de jure segregation contained black residents' housing choices to a few neighborhoods like those on Chicago's south side that became known as the city's "black belt." A strong sense of family sustained many migrants through these difficult conditions.
Creator
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Unknown
Source
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Known as "Chicago Families in Furnished Rooms" or "A Colored Family in a One-Room Light Housekeeping Apartment," in dissertation by Evelyn Heacox Wilson, March 1929; University of Chicago Library.
Primary
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1
Date
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1929 (Circa)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Great Migration