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Morgantown, VW A: During World War II, the Pittsburgh Courier ran a weekly series called the “Double V” campaign. The campaign was an effort of the paper to bring about changes in the United States in regard to race relations. The campaign demanded that African Americans, who were risking their lives in the war, be given full citizenship rights at home.[1] The genesis of the campaign was a letter sent to the Courier by James G. Thompson, eloquently demanding that African Americans who risk their lives fighting for the United States should be treated as first-class citizens when they returned from the battlefields. "Being an American of dark complexion and some 26 years, these questions flash through my mind! 'Should I sacrifice my life to live half American?' 'Will things be better for the next generation in the peace to follow?' 'Would it be demanding too much to demand full citizenship rights in exchange for the sacrificing of my life?' 'Is the kind of America I know worth defending?' 'Will America be a true and pure democracy after this war?' 'Will Colored Americans suffer still the indignities that have been heaped upon them in the past?'"[2] The United States and its allies had adopted a V for Victory campaign. Thompson proposed in his letter that “colored Americans adopt the double VV for a double victory.”[3] Black soldiers would fight fascism on the battlefield—and African Americans would fight racial discrimination in the United States. The Courier had fought both fights for years; therefore, it was not surprising when in the next issue (February 7), the newspaper announced a Double V campaign. Over the next several months, the Courier published articles, testimonials, photographs, and drawings supporting the campaign. They received hundreds of telegrams and letters praising the campaign, and by mid-July the paper claimed that it had recruited two hundred thousand Double V members.[4] The campaign swept the nation—well, black communities nationwide. There were Double V dances and parades, Double V flag-raising ceremonies. Double V baseball games between black professional teams, Double V beauty contests, and a Double V song, "A Yankee Doodle Tan," introduced to a nationwide audience by NBC.[5] There was even a Double V hairstyle. The campaign became so popular that the government began to be concerned that “such a campaign might result in a refusal of Negroes to support the war effort at the very moment when support was most needed.”[6] The Courier was accused of “hurting Negro morale” by government officials and editors of Black newspapers were summoned to Washington. Percival Prattis, the Executive editor of the Courier, responded with an editorial in the Pittsburgh Courier following the meeting: “The hysteria of Washington officialdom over Negro morale is at once an astonishing, amusing, and shameful spectacle. It is astonishing to find supposedly informed persons in high positions so unfamiliar with the thought and feeling of one-tenth of the population. One would imagine they had been on another planet, and yet every last one of them insists that he ‘knows the Negro.’ It is amusing to see these people so panicky over a situation which they have caused and which governmental policies maintain. It is shameful that the only ‘remedy’ they are now able to put forward is Jim Crowism on a larger scale and the suppression of the Negro newspapers, i.e., further departure from the principles of democracy. If the Washington gentry are eager to see Negro morale take an up turn, they have only to abolish Jim Crowism and lower the color bar in every field and phase of American life. Squelching the Negro newspapers will not make the Negro masses love insult, discrimination, exploitation, and ostracism. It will only further depress their morale."[7] Nevertheless, the Double V campaign increased the circulation for all Black papers, with the Courier leading the way with a circulation of over 270,000.[8] Prattis, deemed the “Negro Press” as “a force, even though catalytic, for good and improvement in race relations.”[9] Prattis recognized that the Black press could get results and elevate the status of African Americans with campaigns like the Double V campaign. The Double V campaign lasted a year. It did not win the war against racism in the United States—that was an unrealistic goal; however, it was impactful. Black Americans embraced the war effort. The Double V campaign also bonded black people. Double V Clubs supported the war effort by selling war bonds and collecting and sending items to black soldiers. But, they also wrote letters to members of Congress to protest poll taxes, and they confronted white business leaders about their hiring practices. The campaign foreshadowed the activism that would characterize the civil rights movement. Franklin Hughes Resources: [1] PBS BlackPress: The Pittsburgh Courier. (n.d.). [2] Thompson, J. G. (1942, January 31). Should I Sacrifice To Live ‘Half-American?’ The Pittsburgh Courier. [3] ibid [4] Washburn, P. S. (1986). The Pittsburgh Courier’s Double V Campaign in 1942. American Journalism, 3(2), 73–86. doi: 10.1080/08821127.1986.10731062 [5] ibid [6] Simmons, C. A. (2006). The African American press: a history of news coverage during national crises, with special reference to four black newspapers, 1827-1965. Jefferson, NC: McFarland. Retreived from https://books.google.com/books?id=-2ZbYRT9bpMC&pg=PA80&lpg=PA80&dq=%22prattis%22+%22double+v+campaign%22&source=bl&ots=3NmDg4yjXA&sig=tQFg8P-LxZHfls6BVyB5cOPeaOY&hl=en&sa=X&ved=0ahUKEwi1hoH8mOPRAhUS0IMKHR5_CKcQ6AEIJjAC#v=onepage&q=%22prattis%22%20%22double%20v%20campaign%22&f=false [7] ibid p.82 [8] ibid p. 81 [9] P. L. Prattis, Phylon (1940-1956) Vol. 7, No. 3 (3rd Qtr., 1946), pp. 273-283
"The Pittsburgh Courier drew its inspiration for the Double V campaign from a letter by James G. Thompson of Wichita, Kansas, published in the January 31, 1942 issue. Thompson, in his letter titled 'Should I Sacrifice to Live 'Half American?',' advocated for a 'double VV' for a dual victory over enemies to the country and enemies—opposed to equality, justice, and democracy—at home. In its next issue, on February 7, the Courier displayed Double V drawings emphasizing the theme 'Democracy, At Home, Abroad.' The paper announced the Double V campaign the next week, declaring its support for the defeat of totalitarianism abroad and inequality at home" (Dan J. Puckett "Double V Campaign" in African American Experience) The Pittsburg Courier's Double V Campaign swept the nation – the African-American sections of the nation that is – so much so that there were Double V baseball games, Double V Gardens, Double V Beauty Pageants, pictures of Double V Girls in the daily papers, a Double V hairstyle (the "Doubler"), Double V fashions and accessories, Double V dances, Double V bands, and Double V songs (such as 'A Yankee Doodle Tan The Double 'V Song' as discussed in The Songs That Fought The War by John Bush Jones). Double V Clubs gathered items to send to soldiers overseas, met with businessmen about nondiscriminatory hiring practices, sold war bonds, wrote Congressmen to protest poll taxes, and even conducted demonstrations. The Double V Campaign became a symbol of pride for Black Americans during a time when Jim Crows laws were prevalent and so many of the rights that soldiers fought for abroad were denied them at home. 'Awaken America with your cry for a 'Double Victory!' the campaign materials, songs, and more from The Pittsburgh Courier June 13, 1942 p. 14 The Double V Campaign is often overlooked or relegated to a footnote in U.S. History, but it is a time when Black women on the home front subverted traditional gender roles to become social activists, and the beginnings of a larger civil rights movement can be seen. For, even though the Double V Campaign was a point of pride for many, some in the white establishment viewed it as "a war against our enemies abroad -- and the whites at home" and as "endangering the war effort." Even J. Edgar Hoover, then director of the F.B.I. tried to stifle the Black Press and shut down the Double V Campaign as sedition and treasonous ('Treason?' transcription from The Black Press Soldiers Without Swords) The New York City Social Studies Scope & Sequence asks teachers to address the impact of WWII on African-American communities; the contributions of African-Americans; as well as the role of women. To address these questions in a common core-aligned Social Studies unit, we have collected the following resources for students in grades 10-12 to read and examine - including primary and secondary sources of the era, first person and secondary accounts, fiction, and informational texts. In particular this collection of texts asks the following questions: Charity Adams, First Officer in the Women's Army Auxiliary Corps (WAAC), Digital ID 1260343, NYPL The war's impact on minorities:
What was the 'Double V' campaign?
Experiences of the men and women in military service:
Classroom Reading:Printed Primary and Secondary Source Texts:To start, all students can read The Double V Campaign: African Americans and World War IIby Michael Cooper, which contains good information (and photos) on the Double V Campaign and the problems black servicemen faced in their fight for a double victory. Students can then access articles from the Pittsburgh Couriervia the NYPL ProQuest Historical African American Newspapers database for primary source information; however, image quality in many of the articles is poor. Close reading of the excerpted chapter "The Double V Campaign" from Bitter Fruit: African American Women in World War II (pp. 257-314) by Maureen Honey (editor) should also be assigned and discussed. The chapter includes primary and secondary source materials such as poetry, letters to the editor, essays, advertisements, stories, and photographs from the period. Media Clips:Students can then examine media clips from the period including the African-American Troop Training video clip from Ken Burns' The War (from Episode Three: A Deadly Calling, November 1943-June 1944) and The Black Press: Soldiers Without Swords, a film by Stanley Nelson. If time allows, screening the entire film is preferred as it relates the story of the rise and fall of the Black Press and its role in creating the Double V Campaign. Otherwise, screen the essential section titled 'Treason?' which compares the disparate coverage of the mainstream press and the Black press concerning the contributions of African Americans during WWII. This section revisits the nearly forgotten 'Double V' campaign spearheaded by the Pittsburgh Courier that linked the struggle against fascism abroad to segregation at home, and nearly resulted in Black publishers being indicted for sedition. There is a study guide to the film available online (via PBS), and the articles titled Treason and Pittsburgh Courier (with accompanying questions) should be used with students after viewing. Oral Histories:Students can then listen to the Oral Histories of Ray Elliot - 1939-1945: "Two Wars to Win" and other WWII veterans in Fighting for the Double V: Memories of Six African American Veterans of World War II (Historical Society of Berks County). Questions to consider as they listen to these oral histories: WWII is often remembered as a time in which Americans came together to work for a common cause - what do Ray Elliot's and the other veterans' statements reveal about the accuracy or inaccuracy of this statement? Students should provide three examples from oral history testimonial as evidence to support their opinions. Political Cartoons:Finally, students can examine selected political cartoons from Dr. Seuss Goes To War The World War II Editorial Cartoons of Theodor Seuss Geisel via the printed resource (also available online through the UC San Diego Library's site). While looking at the cartoons students should consider: what is the main message of each cartoon? what event, issue, or person does the cartoon refer to or target? is the cartoon trying to persuade or inform? who is the audience and what is the intended message to them? what devices are used by Dr. Seuss (artistically, text placement, etc.) to get this message across? Selected cartoons include:
Common Core State Standards for this Texts and Task UnitHistory/Social Studies: Reading HistoryRH.10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. History/Social Studies: WritingWHST.9-10.1 Write arguments focused on discipline-specific content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. WHST.11-‐12.1 Write arguments focused on discipline-specific content. WHST.11-‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST.11-‐12.9 Draw evidence from informational texts to support analysis, reflection, and research. Want to use these texts in the Classroom?The above documents and texts are compiled in NYPL Classroom Connections Texts & Tasks Unit - for Common Core Lesson Plans: The World War II Double V Campaign. This Texts and Task unit can be used for lesson planning or to supplement and enhance current lessons. This Texts and Tasks Unit includes information on text complexity, text dependent questions, and recommended performance tasks for a Common Core State Standards-aligned Social Studies unit. The Double Victory Campaign during World War II: Texts & Tasks Unit for Common Core lesson planning (click to view downloadable PDF) One Woman's Army: A Black Officer Remembers the WAC by Charity Adams Earley (Major Charity Adams Early was the commander of the only all-black Women's Army Corps unit (The 6888th Central Postal Directory Battalion – "No Mail, No Morale") to serve overseas during World War II. Her memoir recounts her wartime story optimistically. For grades 9 and up.) Lawrence D. Reddick World War II Project mixed material collection at the Schomburg Library. The collection consists of correspondence with black servicemen and women, summaries of interviews Reddick conducted, as well as research files maintained by him. Only available on site at the NYPL Schomburg Center for Research in Black Culture. Secondary Sources:Double Victory: How African American Women Broke Race and Gender Barriers to Help Win World War II by Cheryl Mullenbach. In five chapters devoted to War Workers, Volunteers, Political Activists, Entertainers and In The Military the stories of the African-American women who worked in these fields are revealed. Includes primary source photos from the time period as well as first hand accounts (Grades 7 and up) The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rightsby Steve Sheinkin (Pub date Jan 2014). The story of the massive explosion that rocked the segregated Navy base at Port Chicago, California on July 17, 1944 killing more than 300 sailors who were at the docks, and shattering windows up to a mile away. On August 9, 1944, hundreds of men refused to go back to work until unsafe conditions were addressed; however, instead of addressing these concerns, 50 African-American sailors were charged with mutiny for their perceived insubordinate actions. Includes first hand accounts from the sailors and their families. A compelling, convoluted, and cached historical account (Grades 5 and up) The Double V: How Wars, Protest, and Harry Truman Desegregated America's Military by Rawn James, Jr. Written by the son and grandson of African American military veterans, this text traces the legal, political, and moral campaign for equality that led to Harry Truman's 1948 desegregation of the U.S. military, documenting the contributions of black troops since the American Revolutionary War and their efforts to counter racism on the fields and on military bases (Grades 9 and up) Courage Has No Color: The True Story of the Triple Nickles: America's First Black Paratroopers by Tanya Bolden. They became America's first black paratroopers. Why was their story never told? Sibert Medalist Tanya Lee Stone reveals the history of the Triple Nickles during World War II including their role fighting against attacks perpetrated on the American West by the Japanese during World War II (Grades 5 and up). Additional Resources:Related Topics and Ideas for Further Research (click to view downloadable PDF) Book and Resource List: Extended Reading & Research List for Double V Campaign (Gr. 7 and up): includes all of the resources above as well as additional library resources to teach the Double V Campaign for wider audience of Grades 7 and up including historical fiction (Invasion! by Walter Dean Meyers, and Mare's War by Tanita S. Davis), additional media clips, secondary sources, lesson plans for teaching, and more. Photographs: Search the NYPL Digital Collections for photographs of African Americans during World War II War Posters: Powers of Persuasion: The Poster Art of WWII 'United We Win' from the National Archives. 'United We Win' focuses on the war efforts to encourage participation by African-Americans and to promote the achievements of African-American servicemen and women - such as the boxer Joe Louis who voluntarily enlisted on January 7, 1942; though he never saw active duty he played a large part in the media recruitment campaign for African-Americans. His military poster, 'Private Joe Louis says...we're going to do our part and we'll win because we're on God's side' was an influentical wartime image. Please feel free to add additional reading suggestions, lesson plans, and other educational resources in the comments below. Felice Piggott teaches at The Young Women's Leadership School, East Harlem (TYWLS EH), a single-sex, 6th-12th grade school. She teaches Information Technology/Literacy, Filmmaking and Advisory classes, as well as maintaining the Library. She gets a kick out of referring to herself in the third person. |
Which event in the near future do you think the double-v campaign was a catalyst for?
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