Contextualizing The Great Migration & the New Negro Movement (TOPICs 3.11-3.17)

Black Excellence & WW1: Celebrated Abroad, Feared at Home

LO 3.16.A Describe the causes of the Great Migration.

LO 3.6.A Describe the causes of heightened racial violence in the early twentieth century.

“Will someone tell us just how long Mr. Wilson has been a convert to TRUE DEMOCRACY?” - Baltimore’s Black Press: Afro-American, 1917

“The spirit of the Negro who went across the seas -- who was in battle -- is different from the spirit of the Negro before the war… He will not quietly accept discrimination, and we should not ask him to do so. It is a new Negro that we have with us now. . . . The war transformed these men into new creatures -- citizens of another type.” - William Sanders Scarborough, The Independent, New York, 1919

Objective:

1. Students will be able to explain the heroic deeds of Henry Johnson and the “Harlem Hellfighters” 

2. Students will critically analyze the American military and federal government's treatment of Black soldiers 

3. Students will evaluate the extent to which World War 1 caused the Civil Rights movements of the 50s and 60s

“We return. We return from fighting. We return fighting. Make way for Democracy! We saved it in France, and by the Great Jehovah, we will save it in the United States of America, or know the reason why. - W.E.B. Du Bois, 1918

“Woodrow Wilson opened a big can of worms on the night of April 2nd, 1917…African Americans seized upon the blatant hypocrisy of Wilson’s pledge and appropriated democracy as a rhetorical and ideological weapon for the cause of racial equality and individual justice.” - Historian, Dr. Chad Williams

A full lesson on World War 1? (YES!!)

World War I is referenced twice in the College Board's CED: in 3.6, highlighting the violence Black veterans faced upon returning home, and in 3.16, as a cause for the Great Migration. However, I strongly believe that World War 1 deserves its own topic. Understanding the broader impact of World War I on African American communities not only deepens students' comprehension of 3.6 and 3.16 but also provides critical context for the birth of the New Negro Movement. The war was a major turning point in both American history and the lives of Black Americans. It also reveals how racial mythology operates. Racism is not about incorrect beliefs—it is fundamentally about power. The U.S. federal government and military did not fear that Black soldiers would fail them in the war, they feared that Black soldiers would succeed. Thus, racism’s primary goal was to deny Black Americans opportunities to disprove the myths on which white supremacy was built. Despite efforts to suppress their contributions, the valor of Black soldiers on the battlefield during World War I did directly challenged the myths of Black inferiority that upheld white supremacy.

I love this lesson for the seeds it plants about the 'Long Civil Rights Movement.' Rosa Parks didn’t just 'get tired one day.' She was part of a sustained strategy directed by leaders who had served in World War I. This lesson will help students make connections across the curriculum. It also provides insight into a key development in W.E.B. Du Bois’ philosophy and 'uplift strategy' and highlights the power of the Black press during the Jim Crow/Nadir era.

Lesson Plan (55 minute Class period)

Introduction mini lecture (12 Minutes)

• African American Military Service Context, slides #1-12: I start with a short lecture providing historical context for African Americans serving in the armed forces since the Emancipation Proclamation. This includes Frederick Douglass’s aspirations that military service would force American society to respect African Americans and a brief review of how that did not fully materialize. I also discuss the service and treatment of the Buffalo Soldiers during the Spanish-American War, again noting the optimism from the Black press that military service would lead to better treatment for Black veterans.

• American Political Context: World War I and the Reaction of the Black Press, slides #13-21: It is important for students to understand the shifting positions of American politicians regarding the war in Europe and the extent to which the Wilson administration used propaganda to justify entering the war. Wilson’s key phrase was that the U.S. had to 'Make the World Safe for Democracy.' As historian Dr. Chad Williams notes,“Woodrow Wilson opened a big can of worms on the night of April 2nd, 1917…African Americans seized upon the blatant hypocrisy of Wilson’s pledge and appropriated democracy as a rhetorical and ideological weapon for the cause of racial equality and individual justice.”

Slides #17-21 describe the reaction of the Black press and key Black leaders to Wilson’s call for war, then prompt students to predict W.E.B. Du Bois’ stance before moving into S.P. Y. practice.

Document Analysis (7 Minutes)

Students examine Du Bois’ July 1918 'Call to Arms' in The Crisis. Working in pairs or maximum of a group of 3, they select an S.P.Y. skill ('P' or 'Y') and analyze the document. Next, ask students if they are surprised by Du Bois’ position (many are). This is a great time to do a little “thinking outloud” and model the thought process for “Y” analysis. Why might have Dubois taken this stance at that moment?

The Role of Black Soldiers, the U.S. Army’s Secret Message to the French, and Discussion (7 minutes)

Slides #20-26: Explain to students about the Harlem Hellfighters’ experiences serving with the French military and the secret message the U.S. Army sent to the French warning them against treating Black soldiers as equals. Then discuss a few key points:

• Why was the U.S. government so afraid of Black soldiers receiving equal opportunities?

• Did they believe Black soldiers would not perform well—or were they more afraid that they would perform well?

• What does this reveal about American racism?

• Key takeaway: American racism is not based on incorrect thoughts but on maintaining power. White supremacy in the American government was not rooted in a genuine belief that Black Americans were inferior. In fact, it was built on the fear that, if given a fair chance, Black Americans would succeed—thus, the primary strategy of white supremacy was the systematic denial of Black opportunity.

The Story of Henry Johnson (6 minutes)
An excerpt of Chad Williams book is included in the handout, but I don’t have students read it. Instead, I choose to dramatically retell the story. Students always enjoy approach. I’ve had former students come up to me two years later and mention the heroic Black solider from World War 1. A dramatic retelling just makes the story more memorable. Students then summarize Johnson’s actions in one word.

More on the Harlem Hellfighters’ and an Analysis of the Black Soldiers' Treatment (4 minutes)
Slide #30 has more impressive stats of the Hellfighters’ achievements: 170 members of the regiment were awarded the Croix de Guerre (French Medal of Honor). However, next, look at a quote from Dr. Jennifer D. Keene and have the students summarize her description of the treatment of Black soldiers in one word.

The End of the War and Suppression of Black Soldiers' Legacy (5 minutes)
Slide #32: Explain to students that despite their heroism, Woodrow Wilson told the French not to allow Black soldiers to march in the victory parade, fearing it would 'offend Americans.' Next, on slide #33, have students analyze the book and article titles about Black soldiers in WW1. The word “forgotten” jumps out. Next move to Dr. Chad Williams’ argument about how the narrative of Black soldiers in World War I has been systematically suppressed. Williams notes that the famous 'Double-V Campaign' built on the legacy of Black WWI veterans who, inspired by the war, became active in the fight for Black liberation.

• Key example: Charles Hamilton Houston: His WWI experience led him to become an NAACP lawyer and a mentor to Thurgood Marshall.

Document Analysis (6 Minutes)
Students should read Du Bois Crisis article from May 1919 and examine how Du Bois’ tone shifted over 10 months. This serves as a launching point to explore the sentiments of the New Negro Movement.

Final Discussion (10 minutes)
Using Slide #40, engage students in a discussion using your preferred method. Key questions:

• How does racism react to Black excellence?

• What does this reaction reveal about American society and how should that impact strategy in the fight for Black liberation?

• How did Black WWI veterans help lay the foundation for the modern Civil Rights Movement?

This lesson not only reinforces historical content but also deepens students’ understanding of power, resistance, and the ongoing struggle for racial equality in America.

Homework (or Class Warm-up the Next Day)

Read source #6 from historian Chad Williams identify his main claim, then use the graphic organizer on the handout to write a claim about the impact that World War 1 had on African Americans and support your claim with three pieces of evidence.