website version of phase one

8/7/2019 Website Version of Phase One

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Printable Resource List

GPS Standard SS8H7

The student will evaluate key political, social, and economic changes thatoccurred in Georgia between 1877 and 1918.a. Evaluate the impact the Bourbon Triumvirate, Henry Grady,International Cotton Exposition,Tom Watson and the Populists, Rebecca Latimer Felton, the 1906Atlanta Riot, the Leo Frank Case,and the county unit system had on Georgia during this period.

b. Analyze how rights were denied to African-Americans through JimCrow laws, Plessy v. Ferguson,disenfranchisement, and racial violence.

c. Explain the roles of Booker T. Washington, W. E. B. DuBois, Johnand Lugenia Burns Hope, and Alonzo Herndon.d. Explain reasons for World War I and describe Georgia¶scontributions.

Primary Sources

Allen, James, and John Littlefield. ³Without Sanctuary: Photographs and Postcardsof Lynching in America.´ Last modified 2005. Accessed February 11, 2011.

http://withoutsanctuary.org/main.html

This is a powerful and disturbing website to use with students to explore racialviolence in Georgia. The site contains over 100 photos and postcards at this time, and theowners want the collection to grow over time. The descriptions of the photos and postcards include dimensions, type of print (gel silver, cardmounted, etc.), and anyinscriptions on the front or back, as well as a general description of the event and locationof the lynching.

³Atlanta Life Insurance Company Building.´ Atlanta Time Machine. Accessed February6, 2011.

http://www.atlantatimemachine.com/downtown/insurance.htm

The website provides photos, postcards, and other images of Atlanta past and present. This page shows a digitized postcard, front and back, of the Atlanta LifeInsurance Company Building, founded by Alonzo Herndon. The photo is a more recentfor comparison. The front of the postcard shows an artist rendering, and the backside hasa short blurb about the home office.



Durham, Suzanne. ³World War I Photograph Album.´ Manuscript collection, University of West Georgia, Ingram Library Special Collection. Catalog # MS-0008.

This is a remarkable collection of photographs and postcards that were actually found in alandfill. The 124 photos and postcards are of French provincial and city scenes, depictingencampments, biplanes, artillery equipment, soldiers, nurses, farmers, trenches, and ruins.

Durham is the Head of Special Collections for Ingram Library, and the compiler of thiscollection.

DuBois, W.E.B. The Souls of Black Folks, 3rd edition. Cambridge: Cambridge University Press.1903.

http://books.google.com/books?id=7psUAAAAYAAJ&printsec=frontcover&dq=the+souls+of+black+folk&hl=en&ei=2P1fTc3eA5G4twfF_d3aCw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCsQ6AEwAA#v=onepage&q&f=false

DuBois writes his blueprint for achieving civil rights for blacks in America. TheSouls of Black Folks is an authoritative literature that promotes a political activism that is

required to advance African Americans. There are several copies of this book incirculation, however Google Books has scanned a copy for free public use. Looking atselections of this text can give good insight into the atmosphere that surrounded theBooker T. Washington and WEB DuBois debates. Georgia students will find this particularly relevant because after becoming the first African American to earn a PhDfrom Harvard University, he moved to Georgia in 1897 to teach history and economics atAtlanta University.

Eubanks, J. Steven. ³Woodfin Hall Carmical 1891-1981.´ Local History Collection,University of West Georgia, Ingram Library Special Collections, catalog #LH-0023.

Woodfin Hall Carmical¶s collection includes photographs of Camps Wheeler andGordon, both of which he was stationed during World War I. Carmical was a resident of Coweta County, Georgia.

Grady, Henry. ³¶The New South¶ Speech (December 22, 1886).´ The American CivilWar. Accessed January 12, 2011.http://www.anselm.edu/academic/history/hdubrulle/CivWar/text/documents/doc54.htm

This transcript of Henry Grady¶s New South speech is part of a syllabus for acourse at the University of Puget Sound. There are several versions of the speechavailable on the web; this one is listed because in addition to the words Grady spoke, thetranscript also includes in parentheses the audience response, such as laughter andapplause. This will help the student reader understand not just the points Grady wasmaking (the plantation/agrarian South has given way to an industrialized South, TheSouth is now part of a larger nation, and blacks and race relations have changed), but howthey were received by his audience.



Grady, Henry. The New South. New York: Robert Bonner¶s Sons. 1890http://books.google.com/books?id=5xwSAAAAYAAJ&printsec=frontcover&dq=

new+south&source=bll&ots=yGfx5O630W&sig=z8J_knjDvbWitskThEPUWV5 Nj2w&hl=en&ei=Vj5YTfTkNMOAlAfB54CPBw&sa=X&oi=book_result&ct=re

sult&resnum=13&sqi =2&ved=0CHoQ6AEwDA#v=onepage&q&f=false

Grady expounds on his speech given half a decade earlier for the vision of theSouth. His book is a good text to grasp the ideals of progressives and liberals in theProgressive Era. Grady indicates points of implementing the dreams of the New South.His book

Gray v. Sanders, 372 U.S. 368 (1963).http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=372&invol=368

In 1962, the U.S. District Court for the Northern District of Georgia decided thatthe county unit system was invalid and must be changed. The district court appealed to

the U.S. Supreme Court, which upheld the decision. This is the Supreme Court decision,which includes some wording that could benefit students. For example, the court held:³5. The use of this election system in a statewide election violates the Equal ProtectionClause of the Fourteenth Amendment.´ Also: ³(d) The conception of political equalityfrom the Declaration of Independence, to Lincoln's Gettysburg Address, to the Fifteenth,Seventeenth, and Nineteenth Amendments can mean only one thing - one person, onevote.´

Jim Crow Image Gallery.´ The History of Jim Crow. Last modified 2007. AccessedFebruary 5, 2011.http://www.jimcrowhistory.org/scripts/jimcrow/gallery.cgi

This is a great resource for teachers and students, designed with educators inmind. In fact, there are lesson plans available on the site. There are several imagegalleries offered on this page, including W.E.B. DuBois¶ exhibit in the Paris ExpositionUniverselle Collection and examples from the Prints and Photographs Division Library of Congress.

³Jim Crow Stories´. The Rise and Fall of Jim Crow. PBS. Last modified 2002.Accessed February 18, 2011.http://www.pbs.org/wnet/jimcrow/stories_narratives.html

Although this series is a few years old, the links and audio files are still active on

this site. The link below is for the ³Personal Narratives´ page of the site; there are elevenaudio files of people who lived through, and were affected by, the Jim Crow laws. RealPlayer is required, but it is worth the time to download the free program.

³John and Lugenia Hope Papers, 1888-1947,´ Twenty-one microfilm reels, located atThe Robert W. Woodruff Library, Atlanta University Center.



This is a collection of personal papers of John and Lugenia Burns Hope, primarilymade up of personal and official correspondences while Hope was president of Morehouse College and Atlanta University and Lugenia Hope was involved in socialservices. There are articles, essays, and speeches by both Mr. and Mrs. Hope, and alsofinancial records of the universities. The library is located at 111 James P. Brawley

Drive, SW, Atlanta, GA. The papers will give educators and students insight into thelives of two prominent African Americans, through their courting years and the yearswhen John Hope was President of Morehouse College and Atlanta University and Mrs.Hope was engaged in social work.

³Leo Frank Clemency Application, 1915.´ Georgia¶s Virtual Vault: Georgia Secretary of State. Accessed January 5, 2011.http://cdm.sos.state.ga.us/cdm4/frankclem.php .

This collection is from Georgia¶s Virtual Vault, managed by the Georgia Archivesand the Secretary of State¶s Office. It contains 27 scanned images including the

application for clemency, Governor John M. Slaton¶s decision, letters and petitionsupporting and opposing clemency and commutation, including letters written by Frank¶swife. The scans are high-quality and almost all completely legible. Students may needhelp deciphering a couple of the letters due to the writer¶s style. Most of the documentsare typed.

Mackintosh, Barry. Booker T. Washington: An Appreciation of the Man and HisTimes. Washington D.C.: Office of Publications, National Park Service,1972.

An Appreciation makes a nice supplementary primary source to Washington¶sautobiography because it contains several photographs and original document images,such as the property inventory sheet of his family¶s owner during slavery. This book waswritten by the head curator of the Booker T. Washington National Monument, so thisshould be considered a fine collection of photographs. It also includes his speech beforethe Atlanta Cotton Exposition in 1895.

³Mr. Grady¶s Speech.´ Atlanta Constitution, December 26, 1886. Accessed April 10,2011.http://proquest.umi.com/pqdweb?index=2&did=527307142&SrchMode=2&sid=6&Fmt=10&VInst=PROD&VType=PQD&RQT=309&VName=HNP&TS=1302623710&clientId=30336

Although not the text of the original speech, ³Mr. Grady¶s Speech´ compilesreactions from several Northern newspapers, including New York Mail and Expess, NewYork Commercial Advertiser , Philadelphia Times, and the New York Evening Post . Thisshort article shows the favorable reaction of those in the North to Henry Grady¶s speechat the New England Society banquet.



³Platform Adopted by the National Negro Committee, 1909.´ African AmericanOdyssey, American Memory Project, Library of Congress. Accessed February 2,2011.http://memory.loc.gov/ammem/aaohtml/aopart6b.html

This page is actually one of many primary sources on this site. The first is a reportto the secretary of the Anti-Lynching Committee in 1921 detailing the lynching reportedin the previous year. Another document is the ³Platform Adopted by the National NegroCommittee´, 1909, which is the precursor to the NAACP. These documents are a recordof men of all color rising up to oppose segregation, disenfranchisement, and racialviolence.

Plessy v. Ferguson, 163 U.S. 537 (1896).http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=163&invol=537

This is the U.S. Supreme Court decision upholding ³separate but equal´ laws.

What is interesting, besides the well-known information about the impact of this case onhow states used separate but equal laws to legalize segregation, is the text about howdifferent states determine if a person is ³colored´ depending on the percentage of black blood in the person¶s background. Using this to get across to students how something sotrivial now was seen practically under a microscope then can be an important lesson onhow separated the races really were at that time.

³The Cotton States Exposition.´ Cleveland Gazette (Cleveland, OH), May 18, 1895.Accessed from the Ohio Historical Center¶s African American ExperienceIn Ohio. Accessed February 18, 2011.http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=18351&Current=02_02A

This newspaper article is a short plea from either a reader or possibly an editor concerning how the ³afro-Americans´ will be treated at the forthcoming Exposition.Although rather short, it is interesting to read how other state¶s view the South¶streatment, and includes a comment about how blacks were treated at a previous expo inChicago.

³Thomas E. Watson Papers.´ University of North Carolina Digital Collections. AccessedFebruary 17, 2011.http://www.lib.unc.edu/dc/watson/

Watson¶s entire manuscript collection is housed at the Southern HistoricalCollection at University of North Carolina-Chapel Hill. The collection was digitized in a joint effort between the Southern Historical Collection and the Carolina Digital Libraryand Archives. It is a searchable, browsable collection and includes complete runs of Watson¶s Magazine, The Watsonian, and The Jeffersonian. This is a great resource for students researching Watson and the Populists. Featured materials are broken up intocorrespondences, photos, and oral histories.



Toomey, Joseph M. Georgia¶s Participation in the World War and the History of the Department of Georgia: The American Legion. Macon, Georgia: J.W. BurkeCompany, 1936.

Toomey compiled all the records he could from the War Department and local

sources into a reference book detailing Georgia¶s contribution during World War I inseveral areas. There is information about the forts and camps in Georgia, which divisionswere stationed there, an index of Georgians who served, casualties, medal winners, and asection on ³colored´ soldiers from the state. The second half of the book is devoted tothe American Legion, its origin in the war, and those involved at the time. There are afew photos, but most of the primary source material is composed of list information.

Washington, Booker T. The Booker T. Washington Papers. Edited by Louis R. Harlan.Chicago: University of Illinois Press. 1972.

This is a definitive set of writings by Washington, also available on web sources.

It is compiled into four volumes: volume one is made up of autobiographical writings andincludes letters and extracts from other personal works; volumes two through four are papers arranged chronologically, comprised of letters and other writings.

W.E.B. DuBois, letter to Booker T. Washington, September 24, 1895. Accessed February20, 2011, African American Odyssey digital exhibit, Library of CongressAmerican Memory Project.http://www.loc.gov/exhibits/odyssey/archive/06/0606001r.jpg

Although opposed philosophically as to how quickly and by what means blacks shouldgain civil rights, DuBois wrote this letter to Washington congratulating him on his AtlantaCompromise Speech delivered at the Atlanta Cotton Exposition.

Websites

³1906 Atlanta Race Riot.´ Coalition to Remember the 1906 Atlanta Race Riot. Lastmodified 2006. Accessed February 12, 2006.http://www.1906atlantaraceriot.org/

This site was developed in the centennial year of the riot to raise public awarenessof the riot and foster dialogue on race in Atlanta. Although the site has not been modifiedsince 2006, it still offers current links to resources on the riot, and includes a slideshowwith the names of the victims.

Blankenship, Glen; Patricia Guillory, and Bonnie Bullard London. ³Georgia¶sRedemption Years,´ in Georgia and the American Experience, 312-315. Lilburn,Georgia: Clairmont Press, 2005. Last modified 2007. Accessed February 19,2011.http://www.mystatehistory.com/georgia/ga_05/ch_9_3.pdf



This chapter is part of a Georgia history textbook designed for grades six througheight. If you follow the root address, it asks for a password and requires and account;however, I accessed this chapter directly through a search engine. The textbook isavailable for purchase from the publisher and information is available at the publisher¶shome page. The chapter offers short biographical information on each member of the

triumvirate, their beliefs, and their clashes with Rebecca Latimer Felton.

Buchanan, Scott E. ³County Unit System.´ The New Georgia Encyclopedia. Lastmodified April 15, 2005. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1381&sug=y

This article explains the county unit system in Georgia, and how the system madeit possible for rural counties to have the same or more power than urban counties, such asFulton. That control by the rural voters helped keep segregation alive in the state, as wellas Democratic Party rule. The New Georgia Encyclopedia site is a joint project of theGeorgia Humanities Council, the UGA Press, UGA/Galileo, and the Office of theGovernor. The site should be considered very reliable by educators. It has a team of editors and the contributor guidelines are formally laid out and well-explained.

Dinnerstein, Leonard. ³Leo Frank Case.´ The New Georgia Encyclopedia. Last modifiedAugust 3, 2009.http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-906&hl=y

This is an excellent article on the case written by arguably the foremost authorityon the case, Leonard Dinnerstein. Although the topic has been covered at length in book form, this article succinctly covers the murder of Mary Phagan, the evidence, the trial,appeals, the Governor¶s decision, and concludes with the pardon and the influence of the

case in such areas as race relations, the arts, and museum exhibits.

Hild, Matthew. ³Bourbon Triumvirate.´ The New Georgia Encyclopedia. Last modified November 3, 2006.http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3592.

Hild¶s article is a onepage description the triumvirate, short biographies of thethree politicians comprising the triumvirate, Joseph E. Brown, Alfred H. Colquitt, andJohn B. Gordon, as well as delving into why the term ³Bourbon Triumvirate´ is not avery accurate description of the three men, as they did not refuse to adapt after the CivilWar, nor were they like-minded in all areas.

³Jim Crow Museum of Racist Memorabilia´ Ferris State University- Jim Crow Museum.Accessed February 12, 2011,http://www.ferris.edu/htmls/news/jimcrow/index.htm

This site exhibits a history of Jim Crow and the meanings that Jim Crow impliesfor African Americans. Dr. Pilgrim is a sociologist who is dedicated to collecting anddisplaying artifacts that tell the story of discrimination and injustice of the Jim Crow



south. The museum is made of two separate traveling exhibits; ³Hateful Things´ and³Them.´

Mixon, Gregory and Clifford Kuhn. ³Atlanta Race Riot of 1906.´ The New GeorgiaEncyclopedia. Last modified September 23, 2005.

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3033&hl=y

Mixon and Kuhn provide a well researched article on the riot, including a small abstract,causes, a chronology of events during the riots, and a section on the immediate and long-termaftermath of the riot.

Parker, David B. ³Rebecca Latimer Felton (1835-1930).´ The New GeorgiaEncyclopedia. Last modified January 29, 2010.http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/HistoryArchaeology/LateNin eteenthCentury/People-10&id=h-904 .

This is a recent (2010) article on Rebecca Latimer Felton, with a short biographical

section on her life before she ran for congress at the age of 39. Most of the article covers her political life, exploring her as a Progressive, but also as a radical, but certainly a representative of her time, as she was a staunch supporter of lynching to protect women.

³Rebecca Latimer Felton.´ Women in Congress. Accessed February 5, 2011.http://womenincongress.house.gov/member-profiles/profile.html?intID=74

This site was created and is maintained by the Office of the Clerk of the U.S.House of Representatives. Although the page does not have creation dates on it, studentsshould expect the content to be trustworthy. This page contains much more informationthan the Congressional biography pages, so students should consult this page first in

research. The biographical information is brief, but there is much information here abouther service in Congress. The bibliographical information at the end should be helpful for students as well.

³The Booker T. Washington Papers.´ University of Illinois Press. Accessed February 20,2011. http://www.historycooperative.org/btw/

This is a definitive set of text searchable writings by Washington. It is compiledinto four volumes: volume one is made up of autobiographical writings, and includesletters and extracts from other personal works; volumes two through four are papersarranged chronologically, comprised of letters and other writings.

Wormser, Richard. ³Atlanta Riot 1906.´ PBS Jim Crow Stories. Accessed January 9,2011.http://www.pbs.org/wnet/jimcrow/stories_events_atlanta.html .

This short article is a part of a four-part series aired on PBS titled The Rise and

Fall of Jim Crow in 2002. Although the article is short, there is a link within the article



A Little Girl is Dead draws comparison between the Leo Frank case, the Dreyfus casein France, and the Preparedness Parade bombing in San Francisco, and how repercussionscan carry on for many years. Golden covers the crime briefly, the trial at length, andoffers appendices including the commutation by Governor John M. Slaton, and a

newspaper article written two months prior to Frank¶s lynching.

Oney, Steve. And the Dead Shall Rise. New York: Pantheon Books, 2003.

Oney¶s book is meticulously researched and well-written. This book, along withDinnerstein¶s, are probably considered the two best written on the subject. Oney, aformer Atlanta Constitution writer, used court transcripts, articles, first-person accounts,and other legal documents in his research. His book has more research into all of theinvolved parties than most. This would be an excellent source for students researchingnot just the facts of the case, but also the mindset of those involved and the temperamentof society in Georgia at the time.

Phagan, Mary. The Murder of Little Mary Phagan. Far Hills, New Jersey: New HorizonPress, 1987.

The Mary Phagan who wrote this book is the great niece of the murder victim Phagan.Critiques of the book are mostly negative, condemning the book for many reasons: toomuch attention is paid to the author and not the victim; the assertion that Leo Frank was,in fact, guilty; the poor writing style, etc. I would not recommend this book to 8th gradersresearching the Frank case.

Resource Guide: 1906 Atlanta Race Riots. Coalition to Remember the Atlanta Race Riot.Last modified 2006. Accessed February 12, 2011.

http://www.1906atlantaraceriot.org/1906_resources_Ga_Archives.pdf

This page does not contain the actual primary sources, but it does offer a guide for researchers who wish to access the Georgia Archives, detailing the state records available(since the militia was involved), personal accounts, and newspaper sources. The root siteis also included in the website portion.

Rouse, Jacqueline Anne. Lugenia Burns Hope: Black Southern Reformer . Athens:University of Georgia Press, 1989.

Rouse¶s biography is listed under primary sources due to the number of photographs of

Hope throughout her life. This resource can also be listed under secondary sources, as itis a well- written biography of Hope, wife of John Hope (president of Morehouse andAtlanta University, and herself a social activist.

Woodward, C. Vann. Tom Watson: Agrarian Rebel . New York: Oxford UniversityPress 1938.



This has been reissued in 1955 and reprinted in 1969, so the early publication dateshould not dissuade students from using this resource. The book is mainly concerned withhis political life, and the bibliography offers excellent information on his writings andothers¶ about him.

Exhibits:

The New South

A- The period following the Civil War and Reconstruction in the South washarsh. The economy spiraling downward, African Americans on the rise, andawkward social relationships places the southerners into uncharted territories. Inreaction to the transforming southern political leaders, such as Tom Watson, began pushing for reforms in the interest of the people. The locus of his platformwas under the populist movement in the South.

This movement is opposed to the ³New South´ doctrine of Henry Grady.

Grady¶s ideal rested on industrial growth and the restoration of white supremacy.Grady was the managing editor for the Atlanta Constitution. The paper wasGrady¶s platform for the growth of Atlanta and also promotes international eventssuch as the International Cotton Exposition that was held in Atlanta on threeseparate occasions.

The political maneuvering of these figures along with the works of theBourbon Triumvirate creates a tension in the air. Tensions and animosities builtup among Populists and Democrats, Catholics and Protestants, and blacks andwhites. Tensions between the races transforms from mere tensions to outrightviolence in the 1906 Atlanta Race Riot. The riot cements the fate of dozens of blacks that die amidst the rioting.

The Progressive Era is marked by several different innovations. Some being a part of the industrial revolution, some being a part in the forward progression of civil rights, and some a part of the gender struggle. RebeccaLatimer Felton plays an important role in the push for women¶s rights. Felton wasthe first woman to receive a seat in the US senate.

Jim Crow South

B- The Plessy v. Ferguson decision in 1896 sets the foundation for all thefollowing ³separate but equal´ legislation that follows. In the wake of the decisionwhite supremacist groups begin organizing their efforts to increase segregationamong the races. The ³separate but equal´ doctrine dominates the entire country

for the next half century until the ruling is determined to be unconstitutional in1954 in the Brown v. Board case.

Jim Crow South results from the segregation of the races. Jim Crow is the³black codes´ that negate the rights gained by freed slaves from the 13 th, 14th, and15th amendments. The codes were not limited to laws enacted, but become a wayof life for southerners. Disenfranchisement took away all political power AfricanAmericans could muster up in Reconstruction. Jim Crow is an idea that goes



beyond using separate public restrooms, and sitting in different seats; living inJim Crow South means African Americans are an inferior race.

In the era there were certain social expectations that must be adhered to.Serious consequences (that include lynching in many cases) are in store for anyone who was willing to break the race line. Whites feared the emergence of

black power and in reaction they create a caste system of hate. Race riots resultfrom the times in Wilmington, North Carolina; Atlanta, Georgia; Springfield,Illinois; St. Louis, Illinois; Tulsa, Oklahoma; Detroit, Michigan. James Johnson, president of the NAACP, refers to 1919 as ³The Red Summer´ because of theviolence displayed against blacks that year.

Af rican American Leaders

C- The effects on African Americans resulting from the dogged segregationof Jim Crow South are numerous. One effect is the division of blacks amongthemselves. Two schools of thought develop for the appropriate manner in whichto deal with civil rights issues.

Booker T. Washington created the first school in dealing with theoppressive white treatments of blacks. Washington urges blacks to put up with theinjustices and strive for higher education and stronger industry. Washington believes that he civil rights issues will work themselves out over time. Hecontends that hard work is the key to success as individuals and as a race.

DuBois staunchly opposes Washington¶s stance. DuBois argues that non-activism will only perpetuate racial injustice. Political activism is the only way tocombat the oppression. He believes that a group of highly intelligent men (the³talented tenth´) can relieve the injustices created by a white dominated society.DuBois helped found the NAACP; that has lived up to its name throughout theCivil Rights Movement. Washington is viewed as a conservative and DuBois aradical liberal.

These philosophies govern most aspects of colored advancements. AlonzoHerndon epitomizes the ideals of the Washington philosophies while stillinterested in the DuBois¶s ideas. Herndon, a former slave, ran a very successful barber shop where he meets the most prominent men in Atlanta. John Hope iscloser to the ideals preached by DuBois. He was very active in civic groups for the advancement of minorities.

Georgia¶s Participation in World War I

D- The issues that face blacks in America often overshadowed by moreinternational events. The world is in the midst of the industrial revolution and onits way to the beginning of World War I. In Europe countries entangle alliancesthat cause war for more countries than necessary. Along with strong nationalismcampaigns by various ethnicities the countries create hostile environments thatlead to blurred jurisdictions, and in June of 1914 Archduke Franz Ferdinand (heir to the Austrian-Hungarian throne) is assonated in Sarajevo, Bosnia.

World War I results from state leaders' aggressions toward other countries.These aggressions are supported by the rising nationalism of the Europeannations. Economic and imperial competition and fear of war prompt military



alliances and an arms race, which further escalate the tensions supplying to theeruption of war.America will enter the war after a US passenger ship (the Lusitania) is sunk by aGerman submarine in 1915. Georgia is involved in military aspects as well asindustrial support. Georgia has several military training camps and a couple of

POW camps for WWI. Georgia also puts its textile industry to use for war efforts.

Historic Sites

1. Stone Mountain Park

U.S. Highway 78 East, Exit 8

Stone Mountain, GA 30087

or 1000 Robert E. Lee Blvd

Stone Mountain, GA 30083

Admission Prices:

One-time admission price for children and adults: $27.00with Mountain Membership: $17.00Year Mountain Memberships: 12+ is $54.00, ages 3-11 is $42.00

Parking :

2011 One-Day Parking (Passenger Car, Truck, Motorcycle) $10.00One-Day Parking (Vehicles with 15 or more passengers) $20.00Annual Parking Pass (Passenger Car, Truck, Motorcycle) $35.00Annual Mountain Member Parking Pass (Passenger Car, Truck,Motorcycle) $20.00

Hours

The park is open 365 days a year. The hours vary during the year, butrange between 8:00 A.M. and 10:00 P.M. A detailed calendar is available

on the park web site.http://www.stonemountainpark.com/dates-hours/OperatingCalendar.aspx

Contact Information

General Information: 770.498.5690 or 800.401.2407

Group Information: 770.498.5636

Campground: 770.498.5710 or 800.385.9807



Stone Mountain Park¶s Customer Service Center Monday ± Sunday 9:00AM ± 5:30 PM ESTFor automated 24 hour information, call 770.498.5690 within the metroAtlanta area or 1.800.401.2407 outside metro Atlanta.

Mailing Address: Stone Mountain Park

PO Box 778Stone Mountain Park, GA 30086

Benefits to 8th grade students

Although the park has evolved over the years into a family-friendly amusement park, the historical aspects of the park and its place in Georgia¶s race-related history isimportant. The Ku Klux Klan used Stone Mountain for their 1915 foundation setting,and they continued to use Stone Mountain for their rallies for 50 years, until 1981. Theowner of the mountain actually granted easement to the Klan so it could holdceremonies/celebrations there in perpetuity.

This site is a known world-wide, although its historical roots in the Klan are not.Students can see how the history of the monument is intertwined with racial history of thestate of Georgia. For instance, the Klan at the time of the 2nd founding called itself theKnights of Mary Phagan, having organized around the Leo Frank trial. The Klan itself helped pay for the carving, and thus had a tremendous amount of influence in theConfederate theme, which also shows the political and social clout of the Klan at thetime.

After decades of attempts, the state purchased the property in the 1950s andcondemned its own property, ending the easement, but not the connection to the Klan.

2. An Unoff ical Walking Tour of the 1906 Atlanta Race Riot

This is not an official tour sanctioned by any organization. It is simply a list of locations relative to the riot in Atlanta.



y Locations:o Five Points/ Woodruff Park

On September 26, the crowd gathered in this area spurred by a postedsign by the KKK.

o Decatur StreetThe first violence started here when whites and blacks clashed, and thefire department turned hoses on the blacks.

o Herndon Barbershop, 66 Peachtree StreetOwned by a successful black businessman, the barbershop was broken

into and vandalized by a group of whites. A shoeshine man wasreportedly killed there.

o Kimball House Hotel, location of a current parking deck A group of approximately 10,000 whites gathered there and incitedinto violence, resulting in the death of one man in a barbershop in thelobby.



o Forsyth Street Bridge Now a MARTA hub, four black men were killed there and more jumped from the bridge to escape the mob.

o Marietta and Forsyth Streets

Three murdered blacks were dumped at the foot of the Henry Gradystatue here.

o Peachtree Street and Cain StreetThe governor¶s residence at the time was located at the site of theWestin Hotel. He called up the militia on Sunday, well after the riotingstarted.

o Piedmont HotelOwned by the same owner as the Atlanta newspaper that fueled theriot, it was the scene of a large mob gathering, and a place where the

Mayor spoke out against the paper for its actions.

y Benefits to 8th grade students

Although this is not an officially designated historic site, the locations associated withthe riot give anyone visiting the area the opportunity to make the past come alive. Thereis a difference between reading about something in a textbook and having the chance toactually see where something took place. For 8th grade students, the importance of knowing that this part of Georgia¶s past, specifically a time when violence could erupt because blacks ³overstepped their bounds´, is not so far in the past that we cannot seeexactly where the events took place cannot be measured. For many this age, history is

something in the past too far away to conceive. This could change that outlook.

3. Fort Oglethorpe, Georgia

y Location:

3370 LaFayette Road, Fort Oglethorpe, GA 30742

y Admission:

Chickamauga Battlef ield: $0Cravens House on historic Lookout Mountain: $0

Point Park at Lookout Mountain Battlef ield:

ADULT $3.00 Per Person. (Age 16 years or older)

CHILDREN FREE (Age 15 and under)

*EDUCATIONAL INSTITUTIONS:



School groups may receive a fee waiver if you make reservations at least twoweeks prior to your visit. A fee waiver application must be submitted along witha letter of request on institution letterhead requesting and explaining thereasons for the educational visit. Talks or guided tours must be reserved inadvance and are subject to availability of staff.

Fee Waiver Request Application . . .

y Hours:

National Military Park- From Sunrise to Sunset

The Chickamauga Battle Visitor Center- 8:30-5:00

y Contact inf ormation:

By Phone:

Chickamauga Battle Visitor Center- (706) 866-9241

Lookout Mountain Battlefield Visitor Center- (423) 821-7786

Fax- (423) 752-5215

By Mail: Park SuperintendentChickamauga and Chattanooga National Military Park P.O. Box 2128Fort Oglethorpe, Georgia 30742

Email: Click Here

y Benefits to 8th grade Students

Chickamauga is most famous for the battle that took place in the Civil War;however, it has an instrumental part in Georgia¶s effort in WWI. Chickamauga is hometo garrison and administration camps. Just beside that at Camp Greenleaf (at

Chickamauga) has Army Med Corp training.

The city of Fort Oglethorpe hosts is also home to a POW camp for the allied powers. The historical battlefield puts students into the actual setting of Georgia¶sstrongest efforts during WWI.

Websites with Audiovisuals

y Short (1:30) clip from Public Broadcasting Atlanta¶s Voices of Change series onLugenia Burns Hope.



http://www.pba.org/programming/programs/voicesofchange/3144/

y Short (1:30) clip from Public Broadcasting Atlanta¶s Voices of Change series onW.E.B DuBois.

http://www.pba.org/programming/programs/voicesofchange/3105/

y Steve Oney, author of And the Dead Shall Rise presents a lecture on the Frank case on Forum Network (service of PBS and NPR as part of the Breman JewishHeritage Museum¶s exhibition on the Frank case. (2008)

http://forum-network.org/lecture/and-dead-shall-rise

y Steve Oney speaking on C-Span2 Book TV about his book. This is a 45 minutelecture. (2003) This lecture is better quality than the Forum Network one.

http://www.c-spanvideo.org/program/178832-1

y Author Robert Norrell talks about his book Up From History: The Life of Booker

T. Washington. (C-Span video library)http://www.c-spanvideo.org/program/283886-1

y This is a 2:48 video from C-Span¶s American Writers series; the topic of thisedition is W.E.B. DuBois and Booker T. Washington.

http://www.c-spanvideo.org/program/165130-1

y Theda Perdue, Professor of Southern Culture at the University of North Carolinadiscusses her book Race and the Atlanta Cotton States Exposition of 1895. Thisvideo is approximately an hour long. (Forum Network)

http://forum-network.org/lecture/theda-perdue-race-and-atlanta-cotton-states-exposition-

1895

website version of phase one

Documents