The New Deal for Black Americans

Unit

The New Deal for Black Americans

Years: 1929-1945

Economy & Society

Freedom & Equal Rights

01

Prior Knowledge

Students should be familiar with the push and pull factors of the Great Migration before starting this lesson. It would also be helpful for students to have prior knowledge of the Great Depression and the New Deal, as this lesson focuses on the impact of both events on Black Americans rather than the New Deal policies as a whole. Finally, students should understand the widespread segregation and discrimination that Black Americans faced in the workforce and in the military in the early 1900s.

02

Student Objectives

  • Identify the ways in which New Deal Programs both helped and harmed Black Americans suffering under the Great Depression
  • Describe how the WPA contributed to a growing sense of Black pride and expanded knowledge of Black culture, history, art, and literature
  • Explain the challenges Black Americans faced at home, where they experienced continued inequality, and abroad, where they were fighting in the armed forces to restore democracy
  • Analyze the contributions of Black leaders, citizens, and civic groups to public policy, legal reform, justice and public safety during the Great Depression, New Deal, and World War II
  • Evaluate the effectiveness of the “Double Victory” campaign
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03

Organizing Idea

During World War II, Black Americans fought for freedom and democracy abroad while facing rampant inequality at home–inequality that was made worse by the Great Depression. When it became apparent that the U.S. government was content with the status quo of segregation and discrimination, Black leaders, the Black press, and the NAACP began to organize and agitate for change. Inclusion in some New Deal programs paved the way for a “Double Victory” in the war, and “Double V” became a credo that was translated into legal and legislative strategies that won real results for Black Americans.

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04

Teacher Context

The Great Depression and Black Americans

The Great Depression devastated members of all socio-economic classes in the United States. However the impact was greatest on those who were already struggling, and the greatest burden fell on Black Americans. Black Americans were the last hired and first fired from jobs. While White Americans faced soaring unemployment rates of about 25% in 1932 across Northern cities, the unemployment rate for Black workers more than doubled that, reaching 50% in Chicago and 60% in Detroit. In the South, Black sharecroppers fell into more debt to their White landlords, causing many to move to Northern cities and fueling a second wave of the Great Migration.

 

FDR’s New Deal

Democratic politician Franklin Delano Roosevelt ran his 1932 presidential campaign calling for a “new deal” for Americans suffering under the Great Depression. Many Black Americans saw Roosevelt as a savior, and the 1932 election marked a period of party realignment; a large percentage of Northern Black voters stopped casting their ballots for the Republican “party of Lincoln,” and became Democrats to vote for Roosevelt. (Southern Black citizens were still unable to vote due to Jim Crow laws disenfranchising them.)

However, the promise of the New Deal was elusive for Black Americans, and some of Roosevelt’s early programs actually harmed Black Americans. For example, the Agricultural Adjustment Act was a federal program that aided large farms that were mostly White owned, not small farmers or sharecroppers who were far more likely to be Black. In fact, under this act, farmers were paid not to plant, so many White farmers fired and evicted their Black sharecroppers. Roosevelt also never fought to extend voting privileges to Southern Black Americans who had no access to the ballot box. He never supported anti-lynching legislation. The New Deal was a false promise for many Black Americans.

Some of the New Deal initiatives did help Black Americans, though. Roosevelt mandated that 10% of federally funded work opportunities be given to Black Americans since that was the percentage of Blacks in the United States population. The Civilian Conservation Corps (CCC) and the Works Progress Administration (WPA) were noteworthy programs that both employed Black men in high numbers. The WPA especially benefited Black Americans by creating the Federal Writers Project, which collected the stories of formerly enslaved people, officially documented Black culture and history, and sponsored Black artists. 

Over time the New Deal programs became more race-conscious. After First Lady Eleanor Roosevelt discovered that Blacks were discriminated against in the South’s WPA programs, she made sure that their complaints received a hearing at the White House, and in 1935, FDR signed an executive order barring discrimination in the administration of any WPA project. FDR also created a “Black Cabinet,” an advisory board to guide his initiatives that included Black political thinkers such as A. Philip Randolph and Mary Bethune. In the end, many Black voters saw the New Deal as a flawed but good deal for Black Americans.

 

World War II

In the midst of the Great Depression, World War II broke out. Mobilization required so many soldiers and workers that the unemployment problem quickly turned into a labor shortage. But while White workers were rapidly brought into war production, Black Americans encountered discrimination. Many AFL unions excluded Black workers, and government-sponsored job training programs did not encourage Black applicants to apply. The military did not accept Black soldiers into combat units, limiting them to menial positions. When organizations such as the NAACP and the Urban League staged mass protests, President Roosevelt “looked the other way.” Having safely won re-election in 1940, he did not want to offend southern segregationist politicians by supporting African Americans’ claims to equal rights to work and fight for their country.

Black Americans supported the war effort, but they also recognized the hypocrisy of fighting simultaneously against fascism in Europe and for equality and justice in the United States. In 1941 a young Black man sent a letter to the Pittsburgh Courier suggesting a “Double V” campaign for victory over fascism abroad and victory over racial discrimination at home. The Courier promoted this idea, and Black Americans across the country adopted the “Double V” slogan.

 

The Double Victory Campaign

In early 1941, union organizer A. Philip Randolph called for 100,000 Black people to march on Washington to demand a presidential order to forbid racial discrimination by companies with government contracts and to end segregation in the military. This program gained support from many African Americans who had not been involved in civil right protests before. Fearing that such a demonstration would damage America’s world-wide reputation for democracy, Roosevelt issued an Executive Order that said in part: “I do hereby affirm the policy of the United States that there shall be no discrimination in the employment of workers in the defense industry or government because of race, creed, color or national origin.” Roosevelt also created the Fair Employment Practices Commission (FEPC) with the power to investigate racial discrimination. Randolph called off the march. The policy of segregation in the military remained unchanged, however, and the Executive Order did not deal with discrimination by unions or give the FEPC adequate enforcement powers. But it signaled a promise that the federal government would protect African Americans’ employment rights.

The wartime demand for industrial workers also brought more Black Americans into the labor force. Many Black women left their traditional jobs in domestic service to take jobs in war plants; 600,000 Black women, 400,000 of whom had been domestics, shifted to industrial employment. Black workers joined unions enthusiastically; between 1940 and 1945, Black membership in labor unions jumped from 200,000 to 1.2 million. The availability of high-paying jobs in defense industries further accelerated the Great Migration.

Sustained protest by the Double Victory campaign and the military’s needs also led to some changes in War Department policies. Both the Navy and the Marine Corps began to accept Black American volunteers, Black soldiers were trained as officers, and Black volunteers gradually began to engage in combat units under White officers. An all-Black airmen’s squadron in a program at Tuskegee Institute in Alabama, known as Tuskegee Airmen, completed over 1,500 attack missions and were recognized with 150 Distinguished Flying Crosses, 14 Bronze Stars, and 744 Air Medals. Black women were also given expanded opportunities with some 4,000 serving in the Women’s Auxiliary Corps. With their participation in World War II and their increasing inclusion in FDR’s America, Black Americans gained a deep sense of group solidarity and renewed strength and commitment to the promise of equality and social justice.

References & Further Resources

Anderson, Karen Tucker. “Last Hired, First Fired: Black Women Workers during World War II.” The Journal of American History, vol. 69, no. 1, 1982, pp. 82–97. JSTOR, https://doi.org/10.2307/1887753. Accessed 10 May 2023.

Bailey, Beth, and David Farber. “The ‘Double-V’ Campaign in World War II Hawaii: African Americans, Racial Ideology, and Federal Power.” Journal of Social History, vol. 26, no. 4, 1993, pp. 817–43. JSTOR, http://www.jstor.org/stable/3788782. Accessed 10 May 2023.

Bell, Derrick. “Diversity’s Distractions.” Columbia Law Review, vol. 103, no. 6, 2003, pp. 1622–33. JSTOR, https://doi.org/10.2307/3593396. Accessed 10 May 2023.

Cooper, Michael. The Double V Campaign: African Americans in World War II. Dutton Children’s Books, 1998.

Kersten, Andrew E. “African Americans and World War II.” OAH Magazine of History, vol. 16, no. 3, 2002, pp. 13–17. JSTOR, http://www.jstor.org/stable/25163520. Accessed 10 May 2023.

Learning For Justice. “The New Deal, Jim Crow, and the Black Cabinet.” Southern Poverty Law Center. https://www.learningforjustice.org/podcasts/teaching-hard-history/jim-crow-era/the-new-deal-jim-crow-and-the-black-cabinet

Mullenbach, Cheryl. Double Victory: How African American Women Broke Race and Gender Barriers to Help Win World War II. Chicago: Chicago Review Press, 2017.

National Museum of African American History and Culture. “Double Victory: The African American Military Experience.” Smithsonian. https://nmaahc.si.edu/explore/exhibitions/double-victory

National World War II Museum. “The Double V Victory.” National World War II Museum. https://www.nationalww2museum.org/war/articles/double-v-victory

Ruffin, Herbert. “FDR’s Black Cabinet: 1933-1945.” Black Past. https://www.blackpast.org/african-american-history/fdrs-black-cabinet-1933-1945/

Sears, James M. “Black Americans and the New Deal.” The History Teacher, vol. 10, no. 1, 1976, pp. 89–105. JSTOR, https://doi.org/10.2307/491578. Accessed 10 May 2023.

Sitkoff, Harvard. A New Deal For Blacks: The Emergence of Civil Rights as a National Issue. New York: Oxford University Press, 2008.

Sklaroff, Lauren Rebecca. Black Culture and the New Deal: The Quest for Civil Rights in the Roosevelt Era. Chapel Hill: University of North Carolina Press, 2009.

Takaki, Ronald. Double Victory: A Multicultural History of America in World War II. Boston: Back Bay Books, 2001.

Werner, Jansen B. “Black America’s Double War: Ralph Ellison and ‘Critical Participation’ during World War II.” Rhetoric and Public Affairs, vol. 18, no. 3, 2015, pp. 441–70. JSTOR, https://doi.org/10.14321/rhetpublaffa.18.3.0441. Accessed 10 May 2023.

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05

Teacher Tips

We recommend balancing the ways in which Black Americans experienced inequality during the Great Depression, the New Deal, and WWII with the ways in which Black Americans experienced solidarity, joy, and a flourishing culture. This is not simply a story of struggle and challenge, but also one of strength and celebration in Black identity. It’s also important to highlight the systemic–rather than the individual–nature of racism during this time period. While FDR proposed some policies intended to positively impact Black Americans, they were sometimes ineffective because of structural racism that would take decades to unravel; some of these structures remain even today. Helping students to understand how racism is embedded in political, economic, and social structures will support the learning in this lesson.

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06

Student Context

The Great Depression was devastating for nearly the entire United States, but it hit Black Americans particularly hard. When Democratic politician Franklin Delano Roosevelt (FDR) ran his 1932 presidential campaign calling for a “new deal” for Americans suffering under the Great Depression, northern Black voters were hopeful that this “new deal” would help relieve the high unemployment rates and poverty plaguing Black communities across the U.S. Some of FDR’s New Deal policies did indeed alleviate suffering; FDR mandated that 10% of federal jobs go to Black Americans, and some programs such as the Works Progress Administration (WPA) and the Federal Writers Project sought to document Black stories and sponsor Black artists. Other policies, however, actually harmed Black communities by failing to change Jim Crow laws, lynching laws, or segregation in several industries. Nevertheless, the New Deal set the stage for a broader critique of the racism embedded in American society and law.

In the midst of the Great Depression, World War II broke out. Black Americans supported the war effort, but they also recognized the hypocrisy of fighting for freedom and democracy in Europe while they experienced inequality and racism in the United States. Black Americans used this contradiction to organize a “Double Victory” campaign pushing for both victory over fascism overseas and victory over racial discrimination at home. Sustained protest by the Double Victory campaign led to more inclusion of Black soldiers in the military, more legal protectors for Black American workers, and higher Black participation in labor unions. With their participation in World War II and their increasing inclusion in FDR’s America, Black Americans gained a deep sense of group solidarity and renewed strength and commitment to the promise of equality and social justice.

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07

Key Questions

01.

To what extent did federal New Deal programs include Black Americans–and to what ends?

02.

How did Franklin D. Roosevelt’s policies help Black Americans? How did his policies harm Black Americans?

03.

In what ways did the New Deal and the Double Victory campaign engender Black pride and expanded knowledge of Black culture, history, art, and literature?

04.

What were the contributions of Black leaders, citizens, and civic groups to public policy, legal reform, justice and public safety during the Great Depression, New Deal, and World War II?

05.

To what extent was the Double Victory campaign successful in achieving equal rights for Black Americans at home as they fought for equality abroad?

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.

New Deal Jigsaw 45 Minutes

In order to complete this Jigsaw activity, place students into small groups of 3-4 students, and assign each group one of the following New Deal programs to research.

  • Civilian Conservation Corps
  • Works Progress Administration
  • Federal Writers Project
  • Farm Security Administration
  • Social Security Administration

Students should find answers to the following questions as they research their assigned program:

  • What was the central goal of your program?
  • What did your program do or change in American society?
  • How did your program impact Black Americans? List at least one specific example or statistic.

Then, have students share out in a mixed small group with students who researched different programs. Hold a class discussion to summarize takeaways and trends, focusing on these questions:

  • To what extent did federal New Deal programs include Black Americans–and to what ends?
  • How did Franklin D. Roosevelt’s policies help Black Americans? How did his policies harm Black Americans?
  • Was the New Deal a good deal or a raw deal for Black Americans?

Roosevelt Song Comparison 30 Minutes

Students will compare two different songs, “The Ballad of Roosevelt” by Langston Hughes and “His Spirit Lives On” by Joe Williams, which were written within a few years of one another. 

Students should work in pairs. Each pair reads both songs together and then completes a Venn diagram to compare and contrast the poems. 

Then have a full class discussion using the following questions:

  • How are the two songs similar? How are they different?
  • Where do you see evidence in the songs of the Great Depression’s impact on the Black community?
  • How do both authors feel about Roosevelt?
  • After looking at these two sources, do you think the New Deal helped or harmed Black Americans?

Photo Gallery Walk 20 Minutes

In order to prepare for the Gallery Walk, place the following photos on posters around the room depicting segregation and inequality as well as progress and Black achievement during the 1940s. 

Have students do a gallery walk as a class. Instruct students to walk around the room in three rounds, answering each round’s question directly on each poster.

  • Round 1: What do you observe in the photo? List at least 3 observations.
  • Round 2: How does this photo connect to your learning about the New Deal and/or the Double Victory campaign? Explain.
  • Round 3: Do you think this photo represents progress for Black Americans or not? Explain.

Assign 3-4 students to each poster, and have them read through all the comments on their assigned poster and report out to the class. They should share the main idea of the document and at least one student comment that resonated with the group.

Have students write a paragraph in response to the following question:

  • To what extent did the New Deal change structural racism in the United States? Use evidence from the photos in your response.

Document Analysis: Formerly Enslaved Person’s Narrative 30 Minutes

Have students read the unedited interview with former slave Mose Davis written down by Ed Whitley from the Federal Writers Project and analyze it using the OPCVL Document Analysis Protocol 

Lead a class discussion about students’ main takeaways from the document analysis. 

  • How does this interview add to your understanding of the Great Depression and the New Deal?

Black Leadership Fliers 45 Minutes

Place students into pairs and assign each pair one of the Black leaders or Black-led organizations below.

  • The Black Cabinet
  • A. Philip Randolph
  • Walter White
  • Mary McLeod Bethune
  • Langston Hughes
  • The NAACP
  • Tuskegee Airmen
  • Howard University

Have students use the internet to research the following questions:

  • How did your leader or group contribute to the New Deal or the Double Victory campaign?
  • What were the key accomplishments of your leader or group?
  • What challenges or setbacks did your leader or group face and/or overcome?
  • How should we remember the legacy or your leader or group today?

Each pair creates a campaign flier for their leader. Their goal is to highlight their leaders’ accomplishments and views. Have the students share their posters with the class and discuss the following questions together:

  • In what ways did the New Deal and the Double Victory campaign engender Black pride and expanded knowledge of Black culture, history, art, and literature?
  • What were the contributions of Black leaders, citizens, and civic groups to public policy, legal reform, justice and public safety during the Great Depression, New Deal, and World War II?

Socratic Seminar: “A Call To The March” by A. Philip Randolph 60-90 Minutes

For this Socratic Seminar, have students read A. Philip Randolph’s speech, “A Call to the March” to discuss the Double Victory campaign.

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

  • To what extent was the Double Victory campaign successful in achieving equal rights for Black Americans at home as they fought for equality abroad?

The Power of Executive Orders 30-45 Minutes

As a class, read the list of demands that the Black community presented to President Roosevelt. Then place students into groups of 3-4. In their groups, students read the executive orders. Have students work together to complete a comparison chart to highlight similarities between the executive orders and to contemplate differences.

Lead a class discussion to reflect on the following questions:

  • What changed as a result of these executive orders?
  • To what extent did various Presidents respond to the demands of the Black community?
  • What should the role of the President be in making change?
  • What other societal structures were or are needed to change structural racism in the United States?

Simulation: Double Victory Policy Conference 90 Minutes

Divide students into different interest groups and ask them to develop a policy proposal to respond to the demands of the Black community during the Double Victory campaign. Assign representatives for the following interest groups:

  • NAACP
  • Tuskegee Airmen
  • President Roosevelt’s Administration
  • A. Philip Randolph
  • Labor unions
  • Black women
  • U.S. Military

Students should spend the first 45 minutes researching their group’s position on structural racism and the Double Victory campaign. Proposals should contain the following elements:

  • Description of interest group
  • Interest group’s goals and position on race and the military
  • 3 policy suggestions to bring to the conference

In the second half of the activity, place students around a conference table and instruct them to negotiate a plan that works for all stakeholders. They should come up with a written policy to which all interest groups agree.

Black Contributions to the War Effort 45 Minutes

Divide students into four small groups and assign each group one of the following source documents, all of which demonstrate the contributions, experiences, and roles of Black Americans to the WWII effort.

Each group should answer the following questions and then share out with the class:

  • What was the main idea of your source?
  • What does your source suggest about how Black Americans contributed to the war effort?
  • Why was “Double Victory” important, according to your source?

Reflection: What Caused Change? 30 Minutes

Have students research interest convergence theory (developed by Derrick Bell) and come up with a class definition. Begin with the identified sources  and use the internet for additional resources if needed. (Teachers should note that the internet contains some highly politicized and incorrect sources on interest convergence theory. This activity presents an opportunity to work with your school librarian to help guide students in evaluating their sources.)

Students should individually write a paragraph reflection in response to the following question:

  • To what extent does interest convergence theory explain the victories won by the Black community during the Double Victory campaign? Refer to details from our historical study of this time period in your response.

Have students share their responses in small groups and discuss the following as a whole group:

  • To what extent was the Double Victory campaign successful in achieving equal rights for Black Americans at home as they fought for equality abroad?

Performance Task: Podcast Project

Each student selects two leaders from their study of the New Deal and the Double Victory campaign. The two leaders should have different perspectives. Students should research their two leaders and create an evidence-based script for a podcast interview including the two historical figures and themselves (the student) as the interviewer. The interview should cover at least two topics from the unit of study and showcase historically-accurate different perspectives on the topics. Students can cast their peers to play the roles and record the podcast, or they can submit the written script, depending on teacher preference.

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