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Arc of Justice Teacher's Guide 2011–2012 great michigan read TEACHER’S GUIDE 2 Welcome 3Q&A with the Author, Kevin Boyle 4–7 High School: Social Studies 8–9 High School: English Language Arts 10–11 College Level 12–13 Younger Readers 14–15 Additional Resources Welcome What is the Great Michigan Read? that explores a Michigan event with Th e Michigan Humanities Council’s national importance. Great Michigan Read is a book club Th is teacher’s guide presents for the entire state. With a statewide suggestions for incorporating Arc of focus on a single book—Arc of Justice, A Justice into high school and college Saga of Race, Civil Rights, and Murder in the curricula. It includes a special section Jazz Age by Kevin Boyle—it encourages for educators who wish to explore Michiganians to learn more about our related themes with younger students state, our society and our history. who will not be reading the book. When possible, the teacher’s guide Why Arc of Justice? suggests connections between Arc Arc of Justice is a masterful recounting of Justice and local or contemporary of a landmark event, culminating issues. High school recommendations in an epic legal battle that helped are presented in the context of the lay the foundation of the civil Michigan Merit Curriculum High rights movement. School Content Expectations. In 1925, African American physician Ossian Sweet purchased a home in Other resources a white neighborhood in Detroit. n Book discussion kits, including Determined to protect his family complementary copies of Arc of Justice and property, Sweet chose to defend n Historical photo PowerPoint himself from the mob organized to n Reader’s guides drive him out. n Bookmarks Arc of Justice provides essential n Short documentary video historical background as Americans n Newspaper inserts with an excerpt continue to confront issues of tolerance from Arc of Justice and equality. n Grants for related programs How can my classroom participate? For more details—including a Arc of Justice is an adult-level text calendar of events, additional resources appropriate for high school and college and to register your classroom—visit students. Th e book covers some of www.michiganhumanities.org, join the the most important historical themes Michigan Humanities Council Facebook of the 20th century: civil rights, group or follow @mihumanities www.michiganhumanities.org urbanization and race relations. Arc of (#greatMIread) on Twitter. Justice will challenge students, but it is an exciting and engaging narrative 2 | great michigan read Q&A with the Author How did you fi nd out about the story What is the story’s most-compelling of Ossian Sweet? lesson for today? Sweet’s story is a part of Detroit lore. Arc of Justice captures the moment when I’d heard about it growing up in the the Northern system of segregation city—not everything, of course, but was created, a system that divides enough to pique my interest. the nation’s great cities into diff erent neighborhoods—separate and unequal. Why were you compelled to write We still live with that system today. I Arc of Justice? like to think that Sweet’s story makes I really wanted to write about the us look around us—and wonder why struggle of civil rights. But I wanted we continue to accept such injustice. to look at civil rights in a place and time that didn’t fi t the standard story further reading of the movement, a story that took Boyle, Kevin. Arc of Justice: A Saga of Race, Civil Rights, and Murder in the Jazz place in the North, not in the South, Age. Henry Holt, 2004. and in the 1920s, not the 1950s and Boyle, Kevin and Victoria Getis. Muddy Boots and Ragged Aprons: Images of Working-Class Detroit, 1900–1930. Wayne State University Press, 1997. 1960s. And I desperately wanted to Boyle, Kevin, ed. Organized Labor and American Politics, 1894–1994: The Labor- write about Detroit. Liberal Alliance. State University of New York Press, 1998. Boyle, Kevin. The UAW and the Heyday of American Liberalism, 1945–1968. Cornell University Press, 1995. author Kevin Boyle Kevin Boyle was born in Detroit Michigan Notable Book in 2005. It was in 1960. He earned his bachelor’s also a fi nalist for the Pulitzer Prize. Boyle degree from the University of Detroit has been awarded fellowships from the Mercy and his doctorate from the John Simon Guggenheim Foundation, University of Michigan. Currently, he the Rockefeller Foundation, the is a professor of history at Ohio State Fulbright Commission and the National University in Columbus. Endowment for the Humanities. He has Arc of Justice won the National Book written or edited three other books and KEVIN BOYLE: OHIO STATE UNIVERSITY OHIO STATE BOYLE: KEVIN Award in 2004 and was named a numerous articles. teacher’s guide | 3 High School: Social Studies Growth of an Industrial and Urban America (hsce 6.1) NY Boston WI MA n the fi rst half of the 20th century, MI America experienced a major DetroitD New York Idemographic shift that included PA Chicago Toledo Cleveland the mass movement of African OH NJ IN Pittsburgh Americans from the South to northern IL cities (the Great Migration), a large Daytonn Washington, D.C. Wilberforce University, Howard University, Ossian infl ux of immigrants from Eastern near Dayton, Ossian Sweet’s medical school Sweet’s high school and WV alma mater college alma mater and Southern Europe, and a general VA KY movement of Americans from rural to urban locations. Th e 1920 census demonstrated that the majority of TN NC Americans lived in urban areas, and SC the percentage was growing annually. AL Th is was partially fueled by an explosion in manufacturing. In Arc of Justice, historian Kevin MS GA African American enclaves Boyle details the story of Ossian Key cities in Ossian Sweet’s life Sweet, a native Floridian who settles in Detroit to practice medicine in 1921. FL Sweet is just one of about 2 million African Americans who left the South Bartow as part of the Great Migration. While Ossian Sweet’s hometown his case isn’t typical—most African Americans would work in factory or Arc of Justice illuminates a key era of American history by exploring the story domestic jobs—his journey north, of Ossian Sweet and his quest for justice in Detroit, Michigan. It is ideal for his experiences in Detroit and the American history and geography classrooms covering the early 20th century circumstances surrounding his trial and urbanization. Themes below refl ect Michigan Merit Curriculum High School showcase the triumphs, contradictions hsce Content Expectations ( ) for U.S. history and geography. and struggles of 1920s urban America. n Growth of an Industrial and Urban America (hsce 6.1) n Factors in the American Industrial Revolution (hsce 6.1.1) n Urbanization (hsce 6.1.3) n Population Changes (hsce 6.1.4) 4 | great michigan read ACTIVITIES Detroit: Industrial Boomtown From 1920 to 1930, Detroit’s population exploded, growing from about 1 million to 1.5 million. How did Detroit’s growth coincide with a general trend of urbanization and growth of other cities? What made Detroit diff erent? How did this growth strain the city’s The corner of Michigan and Griswold, Detroit, circa 1920. infrastructure? How might the diff erent groups that fl ooded into the city sometimes took place hundreds of exacerbate existing tensions and create years ago. Using a nearby township, new ones? What was life like in Detroit village or city, ask your students to at the time? What kinds of people were identify historical housing patterns and coming to the city in the 1920s? investigate the reasons behind them. Ask your students to develop a Th ey might look at enclavess based on fi ctional persona, someone who moved race, ethnicity or class. Th eyy might STATE UNIVERSITY STATE away from their family to live and examine the notion of “wrongonng side ofof work in Detroit in the 1920s. Using the tracks” or “other side off the riverriver,”,” the voice of their fi ctional persona, which oft en divided areas intonto ddesirableesirable Ossian Sweet, ask your students to write a series of and undesirable. Th ey mighthtt look at circa 1950. letters to their families who remained housing styles or density. home. Where did they work? Where Students should present ttheirheir did they live? What was the city like? fi ndings, develop a thesis andndd use What other things would they share historical evidence to back ththeirheir case. with their families? Additionally, Th is project could incorporateatte a variety students could explore how their of primary and secondary sources,ources, fictional persona might have settled in including old mortgage or ininsurancensurance your hometown. In what way is this maps, local history publications,tions, oraorall diff erent from the Detroit experience? histories, photographic surveysveeys oror—— for more distant cities—cleverver uusese Local Housing History of Google Maps with Streett VView.iew. Th e housing patterns that exist in Th e student reports might coconsistonsist of Detroit and other American cities group research projects withh poster are not accidental. Th ey are rooted in displays, individual presentations,ations, OSSIAN SWEET: COURTESY OF THE BURTON HISTORICAL COLLECTION, DETROIT PUBLIC LIBRARY / DETROIT: WALTER P. REUTHER LIBRARY, WAYNE WAYNE LIBRARY PUBLIC LIBRARY, REUTHER DETROIT COLLECTION, / P. HISTORICAL WALTER THE BURTON OF DETROIT: COURTESY SWEET: OSSIAN political and individual decisions that photographic reports and/orr mapsmaps.. teacher’s guide | 5 High School: Social Studies Progressivism and Reform (hsce 6.3) professional, but he lived and worked The Twenties (hsce 7.1.1) in Black Bottom, an African American ghetto where poverty, squalor and s the economy continued its violence were commonplace.
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