Knowledge Stream Lesson Title: Tuskegee Airman. Proud to be American
Grade Level(s): High School social studies grades 9-12
Author and School: Jeff Bolbach, Intervention Specialist, Maumee High School
Date: July 6, 2009
Lesson Summary:
In this lesson the students will be learning about the Tuskegee Airman a group of
African American soldiers that trained and flew mission during WWII. They will
be introduced to the subject by watching a video where Dr. Harold Brown tells a
story about when he was shot down over Italy. He also discusses a short history
of the Tuskegee Airman. This video leads into an activity where the students look
for answers to questions by using textbooks or the internet. Then the students
will be asked to choose an activity that will extend their knowledge of the
Tuskegee Airman as well as make them present the information in different
media types. The students will be evaluated by the presentation or the internet
question activity. Finally, the students can extend the lesson by viewing the TV
movie Tuskegee Airman.
Materials Needed:
A. Knowledge Stream Video clips: play video clip “battle story” from the video
Dr. Harold Brown | Tuskegee Airman | November 3, 2008
B. Internet search activity and worksheet
C. Classroom activity and research scenarios
D. Student activity and resources rubric
Lesson Implementation
Engage
The class is introduced to the Tuskegee Airman by viewing the
video clip “ battle story”. It is a clip where Dr. Harold Brown speaks
about the history of the airman as well as tells a story of when his
plane went down in Italy. The class can then discuss the
information presented in the video.
Explore
Students are given the internet question activity worksheet, where
they are asked to research questions that relate to the Tuskegee
Airman and the challenges that they faced. The worksheet can be
completed using the hints given which tell the student the answer,
they just have to find them. The answers can be discussed when
they are finished.
Explain
Students explain their understanding of the concepts by
completing one of the activities. The students can be asked to
complete them individually or as a group. They have six different
options to choose from. It is suggested that the students choice be
limited so that everyone does not pick the same thing. Then once
the classroom is completed the students can present what they
have found to the class.
Evaluate
The students can be evaluated by grading both the internet
question activity as well as the presentation activity. In this lesson
a rubric has been included for the activities.
Extend
It is suggested that the students view the tv movie The Tuskegee
Airman which aired in 1995 and can be found in libraries or some
movie stores. This movie should help extend the ideas that are
learned in the lesson but, also keep their interest because it has
major motion picture actors in it.
Name__________________________ Date__________________
After watching the video by Dr. Harold Brown and discussing
what you know about the Tuskegee Airman. Answer the following
questions in a short paragraph. You may use the internet to find the
answers and your textbook may be helpful as well.
1.
Who is Yancee Williams and how did he contribute to the Tuskegee story?
Hint: Reference: http://www.af.mil/news/features/features95/f_950216-112_95feb16.html
2.
Which President signed Executive Order 9981 and what did that order do?
Hint: Reference: http://www.trumanlibrary.org/deseg1.htm
3.
What percentage of today’s military enlisted force is made up of AfricanAmericans?
Hint: Reference: http://chblue.com/artman/publish/printer_1552.shtml
4.
What does the phrase unit cohesion mean?
Hint: Reference:
http://vikingphoenix.com/public/rongstad/military/unitcohesion/cohesion.htm#defunitcohesi
on
Student Activities and Resources
Activities:
1. Write a poem, rap or song about the Tuskegee airmen.
2. You are a trial lawyer, preparing the (5 minute) summation of your case against the
Tuskegee airman who went into the Officer’s Club. You are trying to convict him for
breaking military law.
What arguments would you use to justify his exclusion from the club? Write that
summation and be prepared to present it during class.
3. You are a trial lawyer for the defense in the same case (above). Prepare your own 5minute summation defending his right to walk into that club. Write that summation and
be prepared to present it during class.
4. Create a poster, combining art and words, commemorating the heroism of the
Tuskegee Airmen. Be prepared to show it during class, explain why you included each
element of the poster, and answer questions about the poster from other students.
5. Create a protest sign (in support of the accused) that you would hold outside the
courtroom where the Tuskegee Airman who entered the Officers Club was tried. Be
prepared to show it during class, explain why you included what you did, and answer
questions about it from other students.
6. Write a letter to the editor, quoting Jimmie’s comments about the Iraq war, and voice
your support of or argument against what Jimmie said. Be prepared to read it during
class and answer questions about it from other students.
Student Internet Research:
• http://history.acusd.edu/gen/WW2Timeline/Tuskegee.html
• http://tuskegeeairmen.org/
• http://www.coax.net/people/lwf/ww2.htm
• http://psychology.ucdavis.edu/rainbow/html/military_history.html
• http://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2003/08/18/ED77642.DTL
If you don’t find enough information on the sites listed above or other sites linked to
from within them, go to www.google.com and try searching for words and phrases
including:
A. Tuskegee
B. African-American and WWII
C. Don’t Ask Don’t Tell
D. Segregation
E. Korean War
F. Iraq
G. Segregation
Bonus Questions: What other famous story concerning African-Americans includes a
reference
to the name “Tuskegee?” Why was President Grant opposed to the war against
Mexico?
Sample Assessment Questions (Rubrics) for Student Activities
Poem or Rap Song
• Is the poem or rap song on topic?
• Does it communicate the key issues?
• Does it demonstrate creativity?
• Does it demonstrate a good understanding of poetic devices?
• Does it use stanza form, with a minimum fourteen lines?
• Are there few or no spelling errors?
• Is the handwriting legible or is it typed?
Trial Lawyer (prosecution or defense)
• Does the argument identify the key elements of the case?
• Does it provide at least two reasons for the jury to cast a favorable decision?
• Is it well organized, focused, and detailed?
• Does it express ideas that prove knowledge and understanding of the Constitution and
its principles?
• Are there few or no spelling errors?
• Is the handwriting legible or is it typed?
Opinion Writer
• Is the central idea of the letter clear?
• Does the writer make a logical argument?
• Is the letter interesting?
• Is there sufficient evidence to support the argument?
• Is the letter focused?
• Is there extraneous material in the letter?
• Are there few or no spelling errors?
• Is the handwriting legible or is it typed?
Poster / Protest Sign
• Is the topic very clear just by looking at it?
• Are the main ideas appropriate to the topic and presented correctly?
• Do the illustrations, photographs, and drawings add to the purpose and interest level?
• Do the design, use of color, organization, and use of space help to make the poster
interesting and communicate the message?
• Is it highly creative and original?
• Is it neat and presentable and are there few or no spelling errors?