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Integrating the Military

Lesson Author
Forde, Laura
Course(s)
U. S. History
Required Time Frame
One class period
Subject(s)
Civil Rights
Grade Level(s)
9
10
11
Lesson Abstract
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.
Description

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. 

Rationale (why are you doing this?)

This lesson will help students understand that even though today, integration seems like an obvious decision, in Truman’s presidency it is not so.  This lesson will help students understand the difficulty of the decision and also importance of the decision in its impact on the push for Civil Rights. 

Lesson Objectives - the student will
  • Students will understand what integration of the military meant.
  • Students will understand the importance and difficulty of such a decision.
  • Students will interpret a primary source documents.
  • Students will construct persuasive arguments for the stance they take.
District, state, or national performance and knowledge standards/goals/skills met
  • CCSS.ELA-LITERACY.RH.9-10.6
    Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
  • CCSS.ELA-LITERACY.W.9-10.1
    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-LITERACY.CCRA.SL.1
    Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.RI.9-10.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
Fully describe the activity or assignment in detail. What will both the teacher and the students do?
  • Divide the students into groups of 5, with one kid being assigned the role of President Truman (this kid should be a leader and strong at conducting the group)
  • Divide the readings among the students.  Truman should receive the resolution. Other’s should be divided evenly, but keep one perspective. 
  • Have the students read over the sources and create a short summary to give to the president in their groups. 
  • The President will conduct a cabinet meeting to be advised on what he should do.  The other students don’t argue their point, so much as tell the president what is happening, how people feel, what the reaction might be and from their perspective, what should they do.
  • Truman will be able to ask questions of the advisers. 
  • Then have all Truman’s come together to and decide as to what they should do and why they made the choice.
  • The Truman’s can then report out, or you could do a mock press conference with Truman.
Assessment: fully explain the assessment method in detail or create and attach a scoring guide
  • Students will be graded with the following rubric

 

Historical Role Play: Advising Truman

Teacher Name: Laura Forde 


Student Name:     ________________________________________

 

CATEGORY

4

3

2

1

Historical Accuracy

All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most of the historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Knowledge Gained

Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character "saw" things differently than other characters.

Can clearly explain one way in which his character "saw" things differently than other characters.

Cannot explain one way in which his character "saw" things differently than other characters.

Required Elements

Student included more information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Role

Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.