Marcus Garvey and the UNIA

Unit

Marcus Garvey and the UNIA

Years: 1919-1925

Historical Events, Movements, and Figures

01

Prior Knowledge

Prior to this lesson, students should be familiar with the African diaspora – particularly the history of Black people in the West Indies, and the immigration of peoples from the West Indies to the United States, especially New York City. Students should have an understanding of the racial climate of the United States in 1919, inclusive of the racism and violence that greeted Black soldiers as they returned home from fighting in World War I, and the extreme violence of White Supremacist organizations such as the Klu Klux Klan in the American South.

You may want to consider prior to teaching this lesson:  Moving North Plessy v. Ferguson The Breakdown of Justice: Lynching and the Scottsboro Case

02

Student Objectives

  • Describe the philosophy and vision that Marcus Garvey and Amy Ashwood shared when founding the United Negro Improvement Association (UNIA)
  • Identify the reasons for the praise and criticism that Marcus Garvey received over the course of his life and career
  • Describe the legacies of Marcus Garvey in relation to Black people’s political philosophies and activism in the United States and abroad
Show more

03

Organizing Idea

Marcus Garvey inspired people with his convictions about Black unity, pride, and economic independence in the early 20th century. As leader of  the largest Black international organization in history, the Universal Negro Improvement Association (UNIA), he had the opportunity to make his voice and beliefs known. Garvey and the UNIA were propelled to the forefront of Black activism in the 1920s, when their message resonated powerfully with working-class Black men and women. Despite his popularity, Garvey faced opposition in the United States from other well known Black leaders as well as the United States government.  Garvey’s work also involved failures, missteps and financial setbacks, complicating his reputation. His most important legacy was his inspiration to worldwide Black nationalist leaders and intellectuals who followed him.

Show more

04

Teacher Context

Marcus Garvey, charismatic leader and early promoter of Black nationalism and racial pride, galvanized Black working-class men and women throughout the African diaspora in the early 20th century. Born in Jamaica in 1887, Garvey rose to prominence by building an enormous base of power and popularity in Harlem, New York during the 1920s. The organization that expressed his vision, the Universal Negro Improvement Association, became one of the largest Black social change movements in history. Garvey’s career involved failures, missteps and financial mismanagement as well as successes, complicating his reputation. Ultimately, his most important legacies were his visionary ideas and their inspiration to numerous Black nationalist leaders, artists, and intellectuals who followed him. 

Marcus Garvey, Early Life and Work

Marcus Garvey was born in St. Ann’s Bay, Jamaica, to a working family of modest means, and left formal schooling at the age of 14.  Garvey worked as a printer, journalist, and labor organizer in Jamaica, then Central America and Britain. In 1914, back in Jamaica, Garvey established the Universal Negro Improvement Association (UNIA) alongside Amy Ashwood– soon to be his first wife. Two years later, believing Jamaica was too small and the people unreceptive to the message, they moved to the United States. Garvey set up headquarters for his international organization in Harlem, New York City. The Association’s emphasis on black pride and economic self-sufficiency resonated with African Americans frustrated and disillusioned by decades of segregation. His message spoke most powerfully to non-elite Black men and women, the working class masses of Black urban communities.  The UNIA held vibrant and participatory conventions and parades, where Garvey often dressed in military or academic clothing.

 

Garvey’s Vision

Garvey’s philosophies on race and race relations, promoted by the UNIA, can be summarized in six points. First, he believed that Blacks and Whites could not be truly integrated, and that Black people would never be able to succeed while playing by white rules. Second, he believed that Blacks should not intermarry but remain a pure race. Third, that Black people should create their own economic system, that is, their own factories and businesses. In fact, the organization itself created many Black-owned and operated businesses, including their famous, yet short-lived, Black Star Line fleet of cruise ships. Fourth, that they should be proud of their African heritage and race. Fifth, that all Black nations, especially those in Africa, must be given back to their Black majority populations; white European colonization should be eradicated. And sixth, Garvey held that some North American, Central and South American, and Caribbean Black people should move back to Africa and form and lead an African nation. 

Key Initiatives

The UNIA went by the slogan, “One God! One Aim! One Destiny!” and achieved remarkable success as the first and largest international Black organization. At its height in the early 192os, the association had galvanized millions of followers worldwide. It is important to note that Garvey’s beliefs would later develop into the Black Nationalism movement of the 1950s and ‘60s, led, in part, by Malcolm X– whose father was a UNIA organizer in Michigan.

The UNIA also differed from many organizations of its era as women held many leadership positions.  Three of the six directors in 1918 were female, and each local division had both a Lady President and Male President. Though these roles differed by region in terms of power distribution, women resisted marginalization throughout the history of the UNIA– a topic long overlooked in historical accounts of the movement.

 

Obstacles and Opposition

Garvey’s ideas and actions were not without critics. Many observers and rivals, Black and White, regarded his self-presentation and over-the-top parades and conventions as worthy of ridicule. Many also disagreed with Garvey’s notions of a segregated, Black “pure race,” as well as his ties with racist white groups, such as his meeting in 1925 with acting Imperial Wizard Edward Young Clark of the Ku Klux Klan. Of the KKK, he said, “They are better friends to my race, for telling us what they are, and what they mean, thereby giving us a chance to stir for ourselves. . . . Every white man is a Klansman. . . . and there is no use lying about it.” 

Recent scholarship has also identified the role of Colorism– skin-color privilege and bias– in Garvey’s tense rivalries with elite and educated Black leaders in the U.S. and the Caribbean. The influential African American leader, W. E. B. DuBois and some of his peers were highly dismissive. DuBois described Garvey as, “The most dangerous enemy of the Negro race in America and the world.”  A. Philip Randolph’s newspaper, Messenger, referred to Garvey as “ an unquestioned fool and ignoramus.” 

Due in part to Garvey’s poor business practices, his ventures went bankrupt, and he was briefly jailed for illegal business practices (although it is not known whether he was, in fact, set up by his opponents). The U.S. government deported Garvey back to Jamaica in 1927. He never returned to the United States. At the age of fifty-two, Marcus Garvey suffered a stroke and died.  

 

A Long-Lasting Legacy

Garvey represented something profound to many Black people.  He was a visionary who rose from being a worker to leader of a historically groundbreaking mass movement. Garvey changed the way many Black people saw themselves—and the world. 

Garvey’s vision inspired many of the revolutionaries who fought for African Independence in the 1950’s and 1960’s. This included Kwame Nkrumah of Ghana, who later realized Garvey’s dream of the Black Star Line in creating the state shipping corporation of Ghana; the black star also stands at the center of Ghana’s flag and gave its name to the Ghanaian football team.  

Garvey is a figure of intense national pride in Jamaica and regarded as a prophet in the Rastafarian religion.  His words and work are fundamental to reggae as seen in the work of artists from Bob Marley, Peter Tosh and Burning Spear to Damian Marley and Nas (Swan 2017).  In the United States, Garvey’s message seeded the Black Power and Black is Beautiful movements. The Pan African flag designed by Garvey continues to rally Black pride and be a symbol of Black power.  Thus, despite his opposition, obstacles, and missteps, Marcus Garvey’s vision of a proud, unified, and self-reliant Black people lives on.

References & Further Resources

Marcus Garvey: Pan-Africanist (Throughline 2021)(Podcast)

UNIA-ACL

Marcus Garvey and the Universal Negro Improvement Association (David Van Leeuwen, ©National Humanities Center)

MARCUS GARVEY AND THE UNIA – Myseum of Toronto

Universal Negro Improvement Association (PBS)

​​Marcus Garvey: Look for me in the Whirlwind Resources (PBS)

Colorism (Kendi); Stamped From the Beginning – Chapter 25 (Kendi)

The Marcus Garvey and Universal Negro Improvement Association Papers Project Copyright © 1995-2014 The Marcus Garvey and UNIA Papers Project, UCLA

Photo Gallery (UCLA)

“Philosophy and Opinions of Marcus Garvey” by Marcus Garvey, Edited by Amy Jacques-Garvey is in the Public Domain

A History Of Beef Between Black Writers, Artists, and Intellectuals (Codeswitch)

Show more

05

Teacher Tips

Marcus Garvey, like all leaders, was a complex figure who had flaws and made mistakes. As students learn about his failures and success, support them in examining the complexities of the different interpretations of Garvey based on the varying identities and needs of his audiences. 

Colorism underlies the tension between W.E.B. DuBois and Marcus Garvey. (Teachers can access Ibram Kendi’s short essay, “Colorism as Racism: Garvey, Du Bois and the Other Color Line” to build their own background knowledge.) Colorism is the systemic and ideological skin color privilege granted to light-skinned bodies and the belief that lighter skin somehow signifies more worth, virtue, or capability. As you discuss Colorism it is important to recognize that it continues to exist and this may be or may become a controversial topic in your classroom. Help students use inquiry-based perspective taking – particularly reserving judgment on historical figures, asking questions instead of jumping to assumptions, and being mindful of the language they use and assumptions they make about the ideas and experiences of figures in the past and their peers in the present.

The secondary sources in this lesson use the term Black to refer to all members of the African diaspora, not simply African Americans. It is important in Garvey’s case to consider both his Jamaican ancestry and his connection to Africa. We recommend having a conversation with students about the different terms that may appear in the sources as well as the ways in which the language we use about race has changed since this time. Many primary documents of the time period also contain references to “negro” or “negroes”. It is important to clarify that students should be mindful with language that they use to discuss the past, when terms differ from what is most appropriate to use today. You may find the Racial and Ethnic Identity guide from APA to be a helpful tool for your own reference when introducing different terms. 

Finally, when sharing the Student Context essay you should be aware that it includes a reference to lynching. Lynching is an extremely violent and traumatic reality of Black history in the United States and should also be presented from a trauma-informed lens. It is imperative that teachers are sensitive to the emotional reactions of their students when discussing details of lynchings. Recent scholarship refers to lynching as racial terrorism, and we recommend that teachers adopt this language to make it clear to students the extent to which lynching brutalized and traumatized Black communities. You can learn more to support your scholarship in this area (i.e., the Red Summer and lynching) through this National Archives resource  which outlines that during this time lynchings proliferated and “thousands of African Americans were hanged, burned to death, shot to death, tortured, mutilated, and castrated by white mobs who almost never were prosecuted for their crimes.”

Show more

06

Student Context

Marcus Garvey was born in Jamaica in 1887. Jamaica is an island nation in the West Indies. Though slavery was abolished there in 1864, Jamaica was a colony of the United Kingdom until 1962. Marcus Garvey, along with fellow Jamaican Amy Ashwood, founded the Universal Negro Improvement Association (or UNIA) in Jamaica in 1914. The aim of the organization was to preach Black nationhood and identity through economic independence and connection to a shared African history and culture. Garvey challenged people to look at the true history and wealth of the African continent with pride.

 

In 1916, Garvey and Ashwood moved to the United States, where their message of economic self-reliance, proud Black identity, and community solidarity resonated powerfully for many working-class Black men and women.This was particularly true in light of the institutional and direct racism of that time which included:

 

  • The racism and injustice that were felt by the more than 380,000 Black soldiers who served in World War I when they returned to the United States in 1917. Though many prominent Black leaders believed that  Black patriotism and military service  in tt would demonstrate their worth and prove their right to be treated as full and equal citizens of the United States, soldiers returned to find that this was not the case. 
  • The Anti-Black violence which grew in the years between 1917 and 1919, culminating in the “Red Summer” where anti-Black violence occurred across 26 cities.
  • The release of D.W. Griffith’s 1915  The Birth of a Nation, a film that disseminated extreme racist propaganda, including praise for the KKK’s founding and the practice of lynching.

Garvey and Ashwood founded a New York branch of the UNIA, began the Negro World newspaper and created a steamship company called The Black Star Line. Garvey quickly became a rising leader with his insistence that Black economic and political independence were possible for all Black people throughout the diaspora. He inspired people with his conviction in Black unity, pride, and autonomy.  As a result, Garvey and the UNIA were propelled to the forefront of Black activism. By 1920, there were a thousand UNIA branches throughout the Americas and Africa. 

Despite his popularity and financial endeavors, Garvey faced a tremendous amount of opposition in the United States both from other well known leaders such as W.E.B. DuBois and from the United States government.  Garvey’s work also had failures, missteps and financial setbacks. Despite these controversial aspects of his career, Garvey’s ideas were inspiring for many Black nationalists that followed. These included 1960s leaders of the newly independent African nations such as Kwame Nkrumah of Ghana, and in the US, Malcolm X’s writings, and the Black Power movement of the 1960s.  Artists and musicians have also found inspiration in Garvey, from Bob Marley, Peter Tosh and Burning Spear to Damian Marley and Nas. These influences are his most enduring legacy.

Show more

07

Key Questions

01.

Why has Marcus Garvey’s vision resonated with so many members of the African Diaspora over the past century?

02.

How much more powerful might Garvey and DuBois have been together?

03.

What or who do you think was the biggest enemy to Garvey’s vision for “African redemption”?

08

Activities & Sources

Select the activities and sources you would like to include in the student view and click “Launch Student View.”

It is highly recommended that you review the Teaching Tips and sources before selecting the activities to best meet the needs and readiness of your students. Activities may utilize resources or primary sources that contain historical expressions of racism, outdated language or racial slurs.

Silent Discussion 45 Minutes

Prior to the start of the Silent Discussion, select the primary sources and discussion question(s) below that best match your aim for this lesson, in order to learn about and understand the lasting legacy of Marcus Garvey on different audiences.  

Introduce students to the term Pan-Africanism and then begin by having students read the student context if they have not already done so. Then, introduce that by 1920 Marcus Garvey had a huge audience. Garvey’s nightly meetings in Liberty Hall had regular audiences of six thousand. His newspaper, Negro World, had a circulation of between 50,000 and 200,000. Garvey claimed that the United Negro Improvement Association (UNIA) had six million members and while it’s hard to know if that is true, there were certainly many people worldwide who believed in his message. 

Discussion Questions:

  • Choose an audience based on a selected identity (age, race, gender, socio-economic level, etc.) Based on the audio/image/text, what do you think may have been appealing to a person of this identity in Garvey’s message?
  • Marcus Garvey is one of the major leaders of a Pan-African Movement.   What evidence can you find of Pan-Africanism in Garvey’s work?
  • Garvey’s work influenced Black nationalist leaders of the 1950s and ‘60s, including Malcolm X. What is an example of one of Garvey’s messages that might have appealed to Black nationalists?

Instruct students to write a paragraph response to the discussion prompt, and then leave their response on their desk as you begin the discussion.

After the Silent Discussion, have students reflect as a whole class or in small groups on the following:

  • What was Marcus Garvey’s vision and why has it resonated with so many members of the African Diaspora over the past century?
  • Which parts of Garvey’s vision do you think have been wholly or partially realized?  What do you think has made this possible?
  • What parts of Garvey’s vision have not come true?  Why do you think this is?

Socratic Seminar: Declaration of the Rights 60 Minutes

For this Socratic Seminar, have students read the Declaration of the Rights of the Negro Peoples of the World to discuss Marcus Garvey’s vision and its impact on members of the African Diaspora over the past century. Questions that may prompt initial discussion:

  • What sections stand out as interesting or important in this text? 
  • Which part(s) or passages seems most central to understanding “Garveyism”?
  • Based on this document, how would you summarize what the UNIA stood for/believed?  Which sentence, phrase or bullet point best highlights their beliefs?

After the seminar, lead a reflection in which students answer the following question:

  • How does this Declaration of Rights compare to the Declaration of Independence?
  • What connections can you see between what was occurring in the world in 1920 and the complaints and declarations listed in this document?

Opposition Jigsaw 60 Minutes

For this Opposition Jigsaw, create groups of three students and assign each to study a different opposition that Garvey encountered as described in one of the sources. Have students read/annotate/examine the sources for their area of focus and answer the following questions:

  • What details stand out as interesting or important in this source? 
  • Marcus Garvey has been called a “controversial” figure.  Why do you think that is?
  • What images or text challenged, extended, or supported your thinking?
  • What do various groups gain by dismissing Garvey?

There are three source sets, each representing a different controversy or opposition related to Garvey:

1)FBI & J Edgar Hoover

2)W.E.B. DuBois

3)Concerns about Garvey and the Ku Klux Klan

After students have examined the documents, have them meet briefly (10-15 minutes) in a caucus with others who examined the same sources to review their responses/understanding to source Set Specific Questions:

  • Why might J. Edgar Hoover and the FBI have feared Marcus Garvey?
  • What did W.E.B. DuBois admire about Garvey?  Why do you think that initial admiration turned to opposition? 
  • Given the context, why might it have been a smart idea for Garvey to partner with the KKK?  Why might it have been a terrible idea? 

Then have students return to their original groups and have mini–seminars (using specific evidence from their source) to share their new knowledge and understandings as well as to engage in discussion around similarities and differences.

Gender and the U.N.I.A. 60 minutes

Introduce students to the important role that women played in the U.N.I.A. that served as a distinguishing characteristics from other organizations of that time:

Throughout the history of the U.N.I.A., women powerfully resisted marginalization. Despite the relative lack of subsequent scholarship on female leaders, organizations and accomplishments it is known that each local division of the U.N.I.A had both a Lady President and Male President, though these differed by region in power distribution. Additionally, we know that three of the six directors in 1918 were women.

The group should ideally be given a class period to research their assigned/selected Woman of the U.N.I.A. using the internet or provided resources:

  • Amy Ashford-co-founder of  the U.N.I.A. 
  • Amy Jaques-a key leader within the U.N.I.A. and as associate editor in The Negro World newspaper. 
  • Known Directors and Division Leaders of the U.N.I.A.
    • Adelaide Casely-Hayford
    • Henrietta Vinton Davis
    • Maymie Lena Turpeau De Mena

After completing their research, students should create a poster, presentation or written summary to present their answers to the following questions:

  • What societal challenges did this woman face during this time ?
  • How and why was this woman important to the U.N.I.A.?
  • How did colorism, gender and/or sexism impact her role in the U.N.I.A.?

Resources accessible for student’s usage may include the following sources.

Debate-Almost King

Students should read the Man Who Was Almost Made King and then consider and prepare to defend independently or in small groups, whether Marcus Garvey was a great hero and influential leader of African Americans or should his accomplishments be discredited due to his controversial beliefs and failures. Each group may reference the Vivian Morris reading as well as previously reviewed sources. (Note that the source is lengthy; you might choose shorter selections based on your own students’ needs, interests, and lesson time constraints.)

Essay- Redemption Song

In 1937, during a speech titled The Work That Has Been Done, Marcus Garvey stated “Emancipate yourself from mental slavery… none but ourselves can free our minds…”. More than forty years later, fellow Jamaican Bob Marley, went on to utilize this line in his famous song Redemption Song. This song written by Marley contained Garvey’s famous quote within its lyrics. 

Listen to Redemption Song in its entirety in order to write an essay exploring the connection between these two figures. 

  • What do you think the title of the song means in relation to the lyrics?
  • How might Garvey have responded to the full lyrics of the song in relation to his beliefs particularly as a Jamaican? 
  • What connections could be made to their connections to Africa? Garvey to Ghana and Marley to Ethiopia?
  • What message and actions might Garvey & Marley have both wanted their audiences to take from their words?

Performance Task: Research Project: Year of Return

In 2019, many individuals participated in what was known as the Year of Return. This was an initiative organized by the government of Ghana alongside American based cultural groups, that encouraged those of the African diaspora to return to Africa to settle and invest in the continent. 

  • Gather data on the number of individuals that “returned” and data around how their return impacted Ghana (in relation to the population, economy, cultural events, etc.)
  • Determine the “advertised” and “real” benefits and challenges that occurred for those who returned. 
  • Answer questions around how this modern event may have connected and been responded to by Marcus Garvey and the U.N.I.A. Suggested questions may include:
    • How does this effort connect to Pan-Africanism or the U.N.I.A. approach?
    • How would Marcus Garvey have viewed and responded to this effort?

What do you think Garvey would identify as the next step or next initiative to follow the Year of Return?

Please login or sign up to access the student view functions.