NAAM Excellence and Resilience in the Workforce Series Lesson Planning Template
Developer: Rachel Collins
Standard(s)/#: EALRs
Subject/Grade: U.S. History 11th Grade
E4.11-12.3 Evaluate how individuals and different groups affect and are affected by the distribution of resources and sustainability.
G1.11-12.3 Compare the causes and effects of voluntary and involuntary migration in the United States.
H1.11-12.2 Design questions generated about individuals and groups that assess how the significance of their actions changes over time and is shaped
by the historical context. Movements and domestic issues (1945-1991)
21st Century Skills 3.A.1 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and
contexts
21st Century Skills 8.C.3 Demonstrate commitment to learning as a lifelong process
21st Century Skills 8.C.4 Reflect critically on past experiences in order to inform future progress
21st Century Skills 9.A.1 Know when it is appropriate to listen and when to speak
21st Century Skills 9.A.2 Conduct themselves in a respectable, professional manner>
What do you want students to know or be able to do as a result of the lesson. Students will be able to…
Content objective(s)
< R- Students will begin to understand the role race played in the aerospace field, specifically Boeing
R- Students will begin to connect possible aerospace career pathways
K Students will begin to importance of economic impact and migration>
Understandings/Propositions:
< consider both CCSS/cognitive necessary understandings and content-specific understandings
• Why did some African Americans migrate to the PNW during WWII?
• What role has African Americans played in the Aerospace?
• What are barriers African American face once they gained employment?
>
How will they learn that or learn how to do that?
< Through direct instruction and panel discussion >
Student discourse (think-pair-shares or chat) on topics
Analyzing data on migration of African Americans in the PNW?
Engagement on zoom polls
Language Demands
< consider both language function and content-specific vocabulary >
World War II and explain exact time frame
Riveters
Aerospace
Maritime
Migration
Poll
Chat
Assessment evidence:
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Pre-poll of migration of African Americans in the PNW
Post-Poll
Materials/Copies:
• PowerPoint
• Handout for note taking?
• Zoom Polls
• Chat
Connections to community and/or students’ Funds of Knowledge:
Students should be able to connect to why their families moved to the Pacific Northwest and the importance of being able
to provide for their families.
Local resources currently available to students to get involved in the industry.
Understanding to institutional racism and the impact on African Americans that continue today.
Possible Collaboration:
•
•
•
•
•
•
Museum of Flight
Boeing Black Employee Association
NSBE
Boeing
Black Pilots of America; Red Hawks
Aerospace Organization of Black Aerospace Professionals
Accommodations for students:
< particular plans for supporting students with physical, academic, emotional, social or linguistic needs >
Interpreter if needed
Closed Caption
Offer paper material to be sent
Office hours?
Large sized text/ADA compliant
Extension activity for those that are advanced
Social Justice/Democratic Education considerations:
Student will analyze the reasons why some African Americans migrated to the PNW, resistance they faced once here and
the resilience that has led many the opportunity Africans American to build generational wealth for their families.
Teaching outline—Procedures:
1) Introduction
a. Lesson will be recorded
b. NAAM
c. Pathway Series
d. Self
2) Agenda
3) Assessment -Pre poll
a. What are reasons why African Americans came to the PNW?
i. A – A new start
ii. B - Education
iii. C – Escape from the segregated South
iv. D – Economic Opportunity
b. What industries did African American go into in the PNW during the Second Migration
i. Maritime (Shipyards)
ii. Government – Military
iii. Aerospace
iv. Service
c. How were African Americans treated in those industries?
i. Equals
ii. Second Class Citizens
iii. Unsure
d. (Direct this one to be put in the chat) How do you think African Americans fared in the aerospace industry
today?
4) Why African Americans migrated to the PNW – “With the onset of the Second World War, life in Seattle's black
community underwent considerable change. The 1940 census counted 7,000 African Americans in Washington, most
of them living in Seattle. Thereafter wartime migrations brought thousands of black newcomers to the state to work
in shipyards and airplane factories, to build the Hanford Engineer Works, to serve in the armed forces, and to work
for government agencies. Some African Americans left after the war, yet in 1950 the state contained about 30,000
blacks, more than four times the figure from ten years before (the overall state population increased by "only" 37%
over the same decade). Seattle's black population had jumped from 3,800 in 1940 to 15,700 in 1950, while Portland's
grew from 1,900 to 9,500. Additionally, new or enlarged clusters of African Americans could be found in Tacoma,
Bremerton, Spokane, Pasco, and other towns. In 1950 blacks comprised the largest minority group in the urban
Northwest.” (link to source)
5) Think and Share – Have student share why they believe there was an increase in African Americans in the
PNW and why those specific cities?
a. Give students time to write answer in the chat and volunteers to share with group
6) Resistance they faced once here– “The war opened employment opportunities for blacks in Seattle that had not
existed before. Some came at the expense of people of Japanese descent, who had been evacuated. [Quintard Taylor
explores the pre-war relationship between African Americans and people of Japanese descent in "Blacks and Asians
in a White City: Japanese Americans and African Americans in Seattle, 1890-1940," Western Historical Quarterly 22
(Nov. 1991): 401-29. Post-war racial tensions between blacks and Nikkei are documented in John Okada's fine
novel No-No Boy (Seattle: University of Washington Press, 1979).] More opportunities came because of the city's
mobilization for defense production. The shipyards in particular hired African Americans, in large part because one
union in the yards was relatively receptive to black members. About 6.8% of Seattle's 60,000 shipyard workers in
1945 were African American (and the Kaiser shipyards in greater Portland likely employed even more blacks). The
second largest employer of African Americans was the federal government 0.4% of Seattle's 18,900 federal
employees were black. The Boeing Airplane Company, on the other hand, hired proportionally fewer African
Americans, in part because the International Association of Machinists resisted the idea until pressured into
accepting it by federal officials. "We resent that the war situation has been used to alter an old established custom"
in regard to prohibiting employment of blacks, one union official explained, "and do not feel it will be helpful to war
production." Once employed at Boeing, African Americans encountered segregated lunchrooms and bathrooms, and
second-class status in unions. They could pay dues but not vote or accrue meaningful seniority.
7) Think and Share – How would you combat the resistance? Is it worth it?
a. Give students time to write answer in the chat and volunteers to share with group
8) Resilience that has led to many of the opportunities African Americans to build generation wealth for their
families –
a. The Riveters 1940s: Althea Skelton (bottom row, second from the left) and African American Rosies
contributed to the war effort building B-29 Superfortress bombers in World War II.
b. In 1943, Gordon McHenry, a graduate of Gonzaga University, was hired by Boeing. McHenry would later
become the first Black engineer promoted into management at Boeing.
c. Sam Smith started at Boeing in 1950 and worked in Renton, Washington, in tooling while he pursued a
career in politics. He was elected as a state legislator in 1958, and in 1967, he was elected as the first Black
councilman to serve on the Seattle City Council, a position he held until 1991.
d. In March 1963, Dr. Clarence Larry, of the Boeing Bioastronautics organization, invented the Recording
Retinoscope Stereoscope. It measures what an astronaut or pilot can see during extreme acceleration.
Later, he made contributions to airplane windshield vision studies.
e. In 1966, Walt Braithwaite, a Jamaican native, joined Boeing and brought computer-aided design to the
company, transforming the way airplanes are conceived and produced.
f.
In 1971, Joseph S. Dunning, the first Black aeronautical engineer in the United States, was promoted to vice
president at the McDonnell Douglas Corp. He became the vice president of administration for the Douglas
division.
g. In July 1980, engine mechanic Thomas Hadley Jr. works on a 737-200 JT-8D engine at the Boeing plant in
Renton, Washington
h. 1988, Wayne White was a supervisor who helped to launch the then-new Sheet Metal Shop at the Boeing
site in Auburn, Washington.
i.
Source
9) Panel Discussion – African Americans currently at Boeing
a. Description of how panel will work
i. Prefer videos on
ii. Mics off
iii. Questions in the chat and then will call on students to ask questions
b. Introduction of speakers including
i. Name (Possibly picture of teenage self for PPT)
ii. Years at Boeing
iii. Brief description of their pathway leading them into position
iv. Favorite type of candy
c. Prepared Questions
i. How have you overcome adversity?
ii. How did they decide on their career?
iii. What is the future of aviation/Boeing?
iv. What do you wish about you work that more people would know?
v. What inspires to get you out of bed every morning?
vi. What do you think prevents people from entering this industry?
vii. What are some current challenges? (Black/Women)
d. Closing of the Panel
i. I am… statements of panel
ii. Asked 3-5 students to share I am… statements.
10) Exit Ticket
a. What are reasons why African Americans came to the PNW?
i. A – A new start
ii. B - Education
iii. C – Escape from the segregated South
iv. D – Economic Opportunity
b. What industries did African American go into in the PNW during the Second Migration
i. Maritime (Shipyards)
ii. Government
iii. Aerospace
iv. Service
c. How were African Americans treated in those industries?
i. Equals
ii. Second Class Citizens
iii. Unsure
d. (Put this one in the chat) How do you think African Americans fared in the aerospace industry today?
11) Closing - Excellence – Closings
a. African started off as second-class citizens to and now African Americans are in variety of positions
b. How students can get into the industry
i. Resources –
1. AJAC program
2. South Seattle College
3. Green River College
4. Museum of Flight
5. Central Washington University
6. Flight Schools at Airports