Civil Rights

Students will be able to identify a few relevant Civil Rights issues AND how the president of that era confronted/handled/resolved the issue, along with causes/effects; then students will reveal how many issues of the past affect their own lives today and explain how.

The students will read background material on civil rights movement relating to the armed services. They will analyze and discuss Executive Order 9981 and learn how the blinding of Sgt. Isaac Woodward affected President Truman. After reading and class discussion, the students will express their thoughts in a writing activity.

Students will examine primary and secondary source material to draw connections while working individually, cooperatively with a partner, and during whole-group discussion.

To introduce analysis of primary documents to sixth through eighth grade students in preparation for History Fair’s theme, “Breaking Barriers in History”

Students will compare past and present examples of child segregation faced by two African-Americans. One is a recollection of an account by Dr. Martin Luther King, Jr. This account occurred in 1935 when Dr. King was six-year-old. The second account takes place in the present, shared by Andrew S. Evans. This account occurred in 1949 when Evan is eleven-year-old.

Based on the group work, each student will write a 2-3 paragraphs (4-6 sentences) defending or disagreeing with the President's decision to send the 101st Airborne to Little Rock citing evidence from the readings.

Students will work together to analyze primary resources about African Americans in the Great War.

Students will advise Truman on the integration of the US military after WWII. They will play the role of individuals who advise the President based on primary sources.

After a review of African American military history, students will analyze three primary documents associated with President Truman's decision to desegregate the military.

Students will read a section from To Secure These Rights: The Report of the President’s Committee on Civil Rights and analyze the directions under the executive order and the interpretation by the committee of what they were supposed to accomplish.