American History Teachers' Collaborative Lesson Plan: An Introduction to African American Efforts in WWII

An Introduction to

African American Efforts in WWII

Lesson Plan for Grades 3-5

Renayee Westfield

AHTC Summer Institute July 23-27, 2007

Abstract:

This lesson introduces the significance of African American war efforts and its relation to challenges they faced at home and abroad. (WWII)

Key Concepts: WWII, Discrimination, Racism, Service

Duration: 2-3 Class Periods (45 minutes)

Essential Questions/Enduring Understanding:

What were the roles of African Americans in WWII on the home front and abroad?

How did African Americans help the country during WWII?
What problems did they face?
What impact do you think their efforts will have on the social status of African Americans in the war years and ultimately, the years after the war?

Assessment:

Content: Students will answer the essential questions in paragraph format.

Process: Students will organize information using the Photo Analysis Worksheet, Written Document Analysis Worksheet, and group discussion.

Setting the Purpose:

Background/Prerequisite: While this lesson could be taught during units on WWII, Civil Rights, or Discrimination it is important to note the context of the lesson construction. If not done already, it may be necessary to familiarize students with WWII and/or racial climates present in the United States during this particular era.

Students will have a discussion about their knowledge of the social/racial climate in the United States during the time period before, during, and after WWII. They will use their prior knowledge as a foundation to analyze pictures and documents from the WWII era and relate them to the African American effort of the time.

Extended Learning: This lesson could be followed up with additional study on the Tuskegee Airmen/99^th Pursuit Squadron and their role in desegregating the armed forces as well as other desegregation efforts (sports etc.) Further investigation into how these events changed the racial scene in America over the next 30 years.

Procedure:

· Discussion: What was life like for African Americans during the 40’s, or WWII era?

Be sure to record some student responses on the board.

Discussion: (Reference list “With these things in mind…”) What role did African Americans play in WWII?

Distribute Photo Analysis Worksheet to students. Arrange students in groups of 4-6. Give each group a picture from the first set of photos. These photos are arranged first so that students will begin to note that blacks were delegated to jobs clerical and janitorial in nature without consideration of their qualifications in other areas more related to the war. Students will complete worksheets using group photo.
After work period, engage students in a discussion of their photos. Allow group to show photo and then share some of the things listed on the worksheet. Highlight Step 1b, Step 2, and Step 3 during the discussion.
Discussion: Based on your analysis of these photographs, what roles did African Americans play in WWII?

Note: In other words, how did the media portray their role in WWII?

Discussion: Based on these images alone, do you think African Americans actually fought in the war? Why or Why not?

PART 2

Recap the discussion of the last two questions:

*Discussion: Based on your analysis of these photographs, what roles did African Americans play in WWII?
Note: In other words, how did the media portray their role in WWII?
*Discussion: Based on these images alone, do you think African Americans actually fought in the war? Why or Why not?

Explain that this lesson will provide insight into other roles for African American’s during WWII and how this related to the problems of this era as well as implications for change in the country.
Distribute Written Document Analysis Worksheet to students. Arrange students in groups of 4-6. Give each group a copy of one of the documents from primary document section. The documents in this section (1-4) discuss the formation of and/or qualifications of the 99^th Pursuit Squadron (Tuskegee Airmen). Students will complete worksheets using group document. It is not important that students understand every word in the articles. Students can read text as a group or on their own. You may find it useful to go over common, yet hard to read words with students (Tuskegee, Chanute, Squadron). Students will be able to pull a basic understanding out of the articles.
After work period, engage students in a discussion of their documents. While students from each group present the information on their worksheets record common themes on the board (all-black, Chanute, Negro, squadron, etc.) Inform students that the word “negro” in our times means the same as black, or African American. Also, point out that Chanute Air Force Base is located 15 minutes north of Urbana, making this very important local history.
Discussion: Based on your analysis, what can you conclude about African American involvement in WWII at home and oversees (in battle)?

At home: clerical, janitorial
Overseas: combat

View photographs of 99^th Pursuit Squadron
Read the Mystery Document (overhead) to the class. Discuss the elements of the document (dates, subject, etc.) Discuss the following parts:

First sentence-“While American Soldiers….”

What were the two wars in this sentence?
What might the use of “American Soldiers” vs. “All-Black” suggest about the way African Americans were viewed?

What were the instructor’s findings on the qualifications of the 99^th P.S?

Find evidence to support answers.

What pressures did the men of the 99^th face?
Why was the squadron’s success so important to the men of the 99^th ?

Discussion: What impact do you think the success of the 99^th Pursuit Squadron had on the military in the future?

Did it still remain separated?

Discussion: What impact do you think the 99^th had on the social status of African Americans during and after the war?

Lead students to include present times, civil right’s movement, desegregation of sports, school and public facilities.

Optional: Show students copies of Truman’s Executive Order ending segregation in the Armed Forces.

Also, show students copy of Chicago Defender news article about order.

Note the articles below the headline:

Lynching
Klan scares black voters
Civil rights legislation
Snub Truman’s wife

Use these headings to highlight social climate for blacks of this era.

List of Materials and Resources:

Worksheets:

Document and Photo analysis worksheets can be found at: http://www.archives.gov/education/lessons/worksheets/

Photographs & Documents:

Day 1:

Day 2 – Part 1:

99articJuly49
99 articOct41
99messhall
99airmendepot

99planeinspection

Day 2 – Part 2:

Executive order:

www.loc.gov/exhibits/odyssey/archive/09/0901001r.jpg

Executive news article: