Goals & Objectives
Students will understand the many different factors that motivated the presidential executive orders for the integration of military units.
Students will evaluate and appraise the value of primary documents for their significance in creating civil rights reform.
Students will identify and summarize the key elements of primary documents in regard to integrating the military.
Students will create a letter to the president using their research from primary documents to recommend the best effective plan to integrate the military.
Students will evaluate and appraise the value of primary documents for their significance in creating civil rights reform.
Students will identify and summarize the key elements of primary documents in regard to integrating the military.
Students will create a letter to the president using their research from primary documents to recommend the best effective plan to integrate the military.
California State Content & Common Core Standards
11.10.1 Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African American’s service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
RH11-12.6 Evaluate authors’ differing points of view on the same historical events or issue by assessing the authors’ claims, reasoning, and evidence.
RH11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WHST11-12.1 Write arguments focused on discipline-specific content
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
RH11-12.6 Evaluate authors’ differing points of view on the same historical events or issue by assessing the authors’ claims, reasoning, and evidence.
RH11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WHST11-12.1 Write arguments focused on discipline-specific content
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
lesson Introduction
Day 1: Evaluate the Cartoon “The Return of the Soldier.” Students will work with a partner to evaluate the cartoon using a analysis worksheet. After the class will have a discussion on what the poster was trying to depict and how did it use emotion to evoke that message.
Day 2: Evaluate the World War II poster “A Naval Hero” Students will have a few minutes to evaluate the poster with the poster analysis worksheet. Then the class will have a group discussion on the significances of the poster based on the research which they had learned the previous day.
Day 2: Evaluate the World War II poster “A Naval Hero” Students will have a few minutes to evaluate the poster with the poster analysis worksheet. Then the class will have a group discussion on the significances of the poster based on the research which they had learned the previous day.
Vocabulary
The students will have a homework assignment prior to this lesson where they will have the option to write the definitions of each word in a full sentence and then write a sentence using the word in its sentence, or to fill out vocabulary concept maps for each word.
The words will also be reviewed during class discussions during this lesson by the teacher’s use of synonyms and clarifying content during document analysis. The vocabulary words for this lesson: Desegregation, Executive Order, Integration, infantry, creed, morale, discrimination, equitable, compensation, interpretation, national defense, negotiated, statutes, equality, effectuate, and virtue of the authority.
The words will also be reviewed during class discussions during this lesson by the teacher’s use of synonyms and clarifying content during document analysis. The vocabulary words for this lesson: Desegregation, Executive Order, Integration, infantry, creed, morale, discrimination, equitable, compensation, interpretation, national defense, negotiated, statutes, equality, effectuate, and virtue of the authority.
Content Delivery
Day 1: The teacher will put students into six strategic groups for their reading of primary document analysis. The teacher will hand out the analysis forms for the primary documents. With the students the teacher will demonstrate how to fill out and analysis the primary documents by reading and discussing the Executive Order 8802 with the class. She will use focus on vocabulary used in the legal document that students may not be familiar with and ask scaffolding questions that will aid them in finding the important facts of the document. Once she is done exhibiting for the student how to complete the document analysis she will explain how their group will have to read and analysis the documents together and that the information they collect will be used to write the President Truman advising him on why integrating the military is desirable, what he needs to include in his executive order, and how he should facilitate integrating the military. Once the students are working in their groups to read the primary sources the teacher will migrate from group to group to assess the students understanding of the documents and ask scaffolding questions to promote higher level thinking and analysis of the documents. The teacher will monitor the time that each group has with each primary document as they rotate around the room to the different documents.
Day 2: The teacher will have students come into class and sit with their strategic groups. Once the introduction to the lesson is complete the teacher will have the students continue on their reading and analysis of primary documents. She will continue to assess the groups’ progress with the document analysis by migrating around the groups and asking scaffold questions. Once each group has evaluated all the primary documents the teacher will lead a small class discussion on the effectiveness of the Executive Order 9981. Following the class discussion the teacher will go over the scoring guide and the requirements for their letter to the president homework assignment.
Day 2: The teacher will have students come into class and sit with their strategic groups. Once the introduction to the lesson is complete the teacher will have the students continue on their reading and analysis of primary documents. She will continue to assess the groups’ progress with the document analysis by migrating around the groups and asking scaffold questions. Once each group has evaluated all the primary documents the teacher will lead a small class discussion on the effectiveness of the Executive Order 9981. Following the class discussion the teacher will go over the scoring guide and the requirements for their letter to the president homework assignment.
Student Engagement
Day 1: Students will follow along with the teacher as she reads Executive Order 8802 and fill out the Analysis document with the teacher by giving her answers to the various questions on the form. Student will ask any questions they have on how they will complete the analysis documents with their groups. Students will listen to how they will use their analysis of the primary documents to write a letter to President Truman. Students will read and discuss as a group the primary documents and fill out their analysis forms for each document as the rotate around the room to the different primary document stations.
Day 2: students will continue to read, discuss, and analysis the remaining primary documents with their groups until all groups have evaluated all documents. Students will participate in the class discussion on the effectiveness of the Executive Order 9981. Students will listen to the teacher, review the scoring guide, and ask questions about the writing assignment of a letter to President Truman on formulating a plan for integrating the military.
Day 2: students will continue to read, discuss, and analysis the remaining primary documents with their groups until all groups have evaluated all documents. Students will participate in the class discussion on the effectiveness of the Executive Order 9981. Students will listen to the teacher, review the scoring guide, and ask questions about the writing assignment of a letter to President Truman on formulating a plan for integrating the military.
Lesson Closure
Day 1: Quick write response to the quote: “The world’s greatest democracy fought the world’s greatest racist with a segregated army” by Stephen Ambrose. What Hypocrisy (double standard) was Stephen Ambrose trying to show with this quote? Use information from the information you collected during the lesson to support your opinion in your quick write.
Day 2: The teacher will show an image of an integrated army unit. They will have a think pair share on if the Executive Order 9981 was effective on creating immediate and accepted military integrating.
Day 2: The teacher will show an image of an integrated army unit. They will have a think pair share on if the Executive Order 9981 was effective on creating immediate and accepted military integrating.
Assessment
Entry Level: The teacher will assess the students’ prior knowledge of through their completion of the vocabulary assignment and evaluate which words need to be focused on in her demonstration and class discussion on day one.
Entry Level: The teacher will also assess students’ prior knowledge during the class discussion of the “Return of the Soldiers” cartoon and clarify any misconceptions of African Americans in the military prior to the end of World War II.
Formative: The teacher will assess students’ ability to analysis primary documents and their formulating understanding of the transformation process to a desegregated military in the 1940s by evaluating the analysis forms completed by the students. If the students are struggling with understanding the essential elements in the integrating of the military the teacher will be able to instruct the students on the content using an alternate means.
Formative: The teacher will assess the quick writes on the Quote by Stephen Ambrose at the end of day one to assess if students are able to utilize the new content to evaluate a significant contradictory ideology within American society on integration of the military.
Summative: Letter to President Truman will assess the students’ ability to use primary sources to reinforce an argument for change and give recommendations to create an effective plan to integrate the military.
Entry Level: The teacher will also assess students’ prior knowledge during the class discussion of the “Return of the Soldiers” cartoon and clarify any misconceptions of African Americans in the military prior to the end of World War II.
Formative: The teacher will assess students’ ability to analysis primary documents and their formulating understanding of the transformation process to a desegregated military in the 1940s by evaluating the analysis forms completed by the students. If the students are struggling with understanding the essential elements in the integrating of the military the teacher will be able to instruct the students on the content using an alternate means.
Formative: The teacher will assess the quick writes on the Quote by Stephen Ambrose at the end of day one to assess if students are able to utilize the new content to evaluate a significant contradictory ideology within American society on integration of the military.
Summative: Letter to President Truman will assess the students’ ability to use primary sources to reinforce an argument for change and give recommendations to create an effective plan to integrate the military.
Accommodations for English Learner, Striving Readers, and Students with Disabilities
The English Learner and Striving Readers will be required to do the Vocabulary Concept Map worksheets for the vocabulary assignment before the lesson. English Learners will be able to use a translation device or a bilingual dictionary during the activity and assignment.
Both English Learners and Striving Readers will be strategically placed with advanced readers in the primary sources analysis groups to help them read the documents and understand the content. Students with disabilities will be given all the previous accommodations and will be given any additional accommodation to assist the students in completing the assignment as extra time and writing assistance from school aids.
Both English Learners and Striving Readers will be strategically placed with advanced readers in the primary sources analysis groups to help them read the documents and understand the content. Students with disabilities will be given all the previous accommodations and will be given any additional accommodation to assist the students in completing the assignment as extra time and writing assistance from school aids.