2
10
20
-
https://shec.ashp.cuny.edu/files/original/surveyworksheet_7d1146e2a4.pdf
79d650cbcbdd7ba89aacb5304ec45f43
Worksheet
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Title
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Black Chicagoans Describe their Migration Experiences worksheet
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
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This worksheet is designed to help students draw historical understanding from the experiences of African Americans who moved north during the Great Migration.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning <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>.
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2
Relation
A related resource
1888
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A point or period of time associated with an event in the lifecycle of the resource
2011
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
-
https://shec.ashp.cuny.edu/files/original/urbanleague_a947914745.png
3ffdb9cc8abfc7f5181c9de927d0d6b3
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344
Height
199
Bit Depth
8
https://shec.ashp.cuny.edu/files/original/urbanleague2_2406932efe.png
a50cc4200e4527f28128f96aeeea6ae9
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Pamphlet/Petition
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Language
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English
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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.
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Chicago Urban League
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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
Relation
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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
-
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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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.
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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
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
Interactive Knowledge Building
Up South
-
Article/Essay
Text
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<p>Sharecropping is a way of farming in which a landowner allows a tenant to use his land in return for a share of the crop produced on the land. This system developed in the South after the end of the Civil War. The freed slaves were not given any land by the government and most only knew how to farm cotton. The white landowners needed workers to continue raising cotton on their land. African-American families (and many white families as well) became sharecroppers on the white-owned land.<br />
<br />Each family began the agricultural cycle in the spring by getting seed, supplies, and food on credit from the landowner. They planted the seeds, tended the cotton plants as they grew, and picked the cotton when it was ready to be harvested. The landowner decided on a price and paid them for the crop, but first took out the amount they owed him for the seeds, supplies, and food they had bought on credit.<br />
<br />Even in the best of times, the family’s share might not be enough to cover these expenses. When the price for cotton was low, this became more and more the case. Sometimes landowners cheated the African-American sharecroppers. The result was more and more debt and dependency for sharecroppers in the 1880s and 1890s. The poverty of these families was remarkable even in this generally poor region: the typical African-American sharecropping woman kept house with only a straw broom, a laundry tub, a cooking kettle, and a water pail.<br />
<br />African Americans had no effective way to challenge this unfair system. Many had never learned to read or write. Because they were prevented from voting or serving on juries, they had little chance of fair treatment in the court system, which was dominated by whites.</p>
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Description of Sharecropping
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English
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American Social History Project / Center for Media and Learning
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This short essay describes the sharecropping system that supported the agricultural economy of the South after slavery.
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American Social History Project/Center for Media and Learning
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning <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>.
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2
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1894
Date
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2011
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Modern America (1914-1929)
Subject
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Work
Great Migration
-
Article/Essay
Text
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<p>In Deborah Brown’s family lore, the American South was a place of whites-only water fountains and lynchings under cover of darkness. It was a place black people like her mother had fled. </p>
<p>But for Ms. Brown, 59, a retired civil servant from Queens, the South now promises salvation. </p>
<p>Three generations of her family — 10 people in all — are moving to Atlanta from New York, seeking to start fresh economically and, in some sense, to reconnect with a bittersweet past. They include Ms. Brown, her 82-year-old mother and her 26-year-old son, who has already landed a job and settled there. </p>
<p>The economic downturn has propelled a striking demographic shift: black New Yorkers, including many who are young and college educated, are heading south. </p>
<p>About 17 percent of the African-Americans who moved to the South from other states in the past decade came from New York, far more than from any other state, according to census data. Of the 44,474 who left New York State in 2009, more than half, or 22,508, went to the South, according to a study conducted by the sociology department of Queens College for The New York Times. </p>
<p>The movement is not limited to New York. The percentage of blacks leaving big cities in the East and in the Midwest and heading to the South is now at the highest levels in decades, demographers say. </p>
<p>“I feel a strong spiritual pull to go back to the South,” Ms. Brown said. </p>
<p>Middle-class enclaves, like Jamaica and St. Albans in Queens, are feeding this exodus. Black luminaries — like James Brown, W. E. B. Du Bois and Ella Fitzgerald — once lived in St.Albans, a neighborhood that is now being hit by high unemployment and foreclosures. </p>
<p>The migration of middle-class African-Americans is helping to depress already falling housing prices. It is also depriving the black community of investment and leadership from some of its most educated professionals, black leaders say. </p>
<p>The movement marks an inversion of the so-called Great Migration, which lasted roughly from World War I to the 1970s and saw African-Americans moving to the industrializing North to escape prejudice and find work. </p>
<p>Spencer Crew, a history professor at George Mason University who was the curator of a prominent exhibit on the Great Migration at the Smithsonian Institution, said the current exodus from New York stemmed largely from tough economic times. New York is increasingly unaffordable, and blacks see more opportunities in the South. </p>
<p>The South now represents the potential for achievement for black New Yorkers in a way it had not before, Professor Crew said. At the same time, unionized civil service jobs that once drew thousands of blacks to the city are becoming more scarce. </p>
<p>“New York has lost some of its cachet for black people,” Professor Crew said. “During the Great Migration, blacks went north because you could find work if you were willing to hustle. But today, there is less of a struggle to survive in the South than in New York. Many blacks also have emotional and spiritual roots in the South. It is like returning home.” </p>
<p>Ms. Brown, who spent 35 years investigating welfare fraud for New York State, may have seemed the embodiment of the black American dream in New York City. </p>
<p>In the 1950s, her parents moved to Harlem, and then to Queens, from Atlanta. Her grandmother was a maid; her grandfather was a brick mason. One generation later, her parents were prospering. Her father became a senior tax official for the state; her mother was an executive assistant to the state corrections commissioner. </p>
<p>But Ms. Brown says New York is now less inviting. She plans to join her 26-year-old son, Rashid, who moved to Atlanta from Queens last year after he graduated with a degree in criminology but could not find a job in New York. </p>
<p>In Atlanta, he became a deputy sheriff within weeks. She is hoping to open a restaurant. </p>
<p>“In the South, I can buy a big house with a garden compared with the shoe box my retirement savings will buy me in New York,” she said. </p>
<p>The Rev. Floyd H. Flake, pastor of the 23,000-member Greater Allen African Methodist Episcopal Cathedral in Jamaica, Queens, said he was losing hundreds of congregants yearly to Florida, Georgia, North Carolina and Virginia. </p>
<p>“For decades, Queens has been the place where the African-American middle class went to buy their first home and raise a family,” Mr. Flake said. “But now, we are seeing a reversal of this as African-Americans feel this is no longer as easy to achieve and that the South is more benevolent than New York.” </p>
<p>Some blacks say they are leaving not only to find jobs, but also because they have soured on race relations. </p>
<p>Candace Wilkins, 27, of St. Albans, who remains unemployed despite having a business degree, plans to move to Charlotte, N.C. </p>
<p>She said her decision was prompted by an altercation with the police. </p>
<p>In March 2010, witnesses say, Ms. Wilkins was thrown against a car by a white police officer after she tried to help a black neighbor who was being questioned. She was charged with resisting arrest and disorderly conduct, according to the Queens district attorney’s office. </p>
<p>Ms. Wilkins disputes the charges, which are pending, and has filed a complaint against the police. A police spokeswoman said the department was investigating her complaint. </p>
<p>“Life has gone full circle,” said Ms. Wilkins, whose grandmother was born amid the cotton fields of North Carolina and moved to Queens in the 1950s. </p>
<p>“My grandmother’s generation left the South and came to the North to escape segregation and racism,” she said. “Now, I am going back because New York has become like the old South in its racial attitudes.” </p>
<p>Many black New Yorkers who are already in the South say they have little desire to return to the city, even though they get wistful at the mention of the subways or Harlem nights. </p>
<p>Danitta Ross, 39, a real estate broker who used to live in Queens, said she moved to Atlanta four years ago after her company, responding to the surge in black New Yorkers moving south, began offering relocation seminars. She helped organize them, and became intrigued. </p>
<p>Ms. Ross said she had grown up hearing stories at the dinner table about segregation. She said the Atlanta she discovered was a cosmopolitan place of classical music concerts,
interracial marriage and opulent houses owned by black people. </p>
<p>A single mother, she said that for $150,000, she was buying a seven-room house, with a three-car garage, on a nice plot of land. </p>
<p>Ms. Ross said she had experienced some culture shock in the South, and had been surprised to find that blacks tended to self-segregate, even in affluent neighborhoods. </p>
<p>She said that the South — not New York — was now home. </p>
<p>“People in Georgia have a different mind-set and life is more relaxed and comfortable here,” she said. “There is just a lot more opportunity.”</p>
Dublin Core
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Title
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For New Life, Blacks in City Head to South
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
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This article explores the return migration of African Americans from New York City to the South, reversing the Great Migration that took place in the early decades of the twentieth century.
Creator
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Dan Bilefsky
Source
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Dan Bilefsky, "For New Life, Blacks in City Head to South," <em>The New York Times</em>, June 21, 2011; at http://www.nytimes.com/2011/06/22/nyregion/many-black-new-yorkers-are-moving-to-the-south.html?pagewanted=all<br />
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Great Migration
-
https://shec.ashp.cuny.edu/files/original/identityworksheet_f18112511b.pdf
a4ddc913ccb20f7824e50b0ecdf6f1e8
Worksheet
Dublin Core
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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
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American Social History Project/Center for Media and Learning, 2010.
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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
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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
-
https://shec.ashp.cuny.edu/files/original/chicagodefenderads_b737c0cb84.pdf
664e52354f80d2cf787245aac511ef0b
Advertisement
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Help Wanted Advertisements in the Chicago Defender
Language
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English
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American Social History Project / Center for Media and Learning
Description
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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
-
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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Mahalia Jackson Remembers Chicago
Language
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English
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American Social History Project / Center for Media and Learning
Description
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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.
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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
-
https://shec.ashp.cuny.edu/files/original/migration-map_5687edec2a.jpg
623186f67626419f675d6ec7905f2e2e
Omeka Image File
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8
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3
Height
484
Width
726
Map
Dublin Core
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Title
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Map of Migration Routes Followed by African Americans During the Great Migration
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Between 1910 and 1930, more than one million African Americans moved out of the South to cities in the North, Midwest, and West. They sought economic opportunity, freedom from racial segregation, and safety from lynching and other kinds of racist violence.
Creator
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Schomburg Center for Research in Black Culture
Source
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<em>In Motion: The African-American Migration Experience</em>, Schomburg Center for Research in Black Culture, http://www.inmotionaame.org/gallery/detail.cfm?migration=8&topic=10&id=8_003M&type=map&page=
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
2
Relation
A related resource
1894
Date
A point or period of time associated with an event in the lifecycle of the resource
1916
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
-
https://shec.ashp.cuny.edu/files/original/railroadsmap_6cb0b521b2.png
73dacfe04aa1c0eae01cffc451abbf00
Omeka Image File
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Width
1771
Height
1047
Bit Depth
8
Map
Dublin Core
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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
A related resource from which the described resource is derived
American Social History Project, <em>Who Built America?: Working People and the Nation's History</em> (New York: Bedford/St. Martin's, 2008).
Rights
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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
A related resource
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