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Truman and Civil Rights: Deciding to Desegregate the Military

Students will predict why Truman decided to desegregate the military. Students will then work in groups to analyze relevant primary documents to seek clarification for Truman's decision. Finally, each student will use evidence from the documents to write an essay arguing why Truman decided to desegregate the military.
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Racial Politics in the 1920s

Students will be using the Internet to identify regional trends in post reconstruction presidential elections through the election of Herbert Hoover in 1928. Keeping in mind these regional trends, students will then analyze responses to the DePriest tea incident.
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Women's Suffrage and Why We Vote

The students will read about events and people significant to the women's suffrage movement in the United States. They will review documents, photographs, poems and listen to music associated with the movement. They will compose a poster using four primary source documents.
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The DePriest Tea Incident and the Social Integration of the White House

Through the use of primary sources, students will learn about the social integration of the White House in 1929 during what became known as the DePriest Tea Incident.
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Compare and Contrast the Civil Rights Accomplishments of the Truman Administration and the Eisenhower Administration

Students will attempt to answer the prompt: Compare and Contrast the Civil Rights accomplishments of the Truman administration and the Eisenhower administration by examining the documents and incorporating their knowledge of the time period.
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The Universal Declaration of Human Rights

The students will analyze primary sources, and the Universal Declaration of Human Rights. They will apply this information to historical circumstances of human rights violations in a written piece.
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African American Women in the Military during WWII

To assist students in developing analytical skills that will enable them to evaluate primary documents and images such as photographs, political cartoons and posters related to African American women during World War II.
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Why did Truman authorize de facto recognition of Israel on May 14, 1948?

Students will examine primary sources to determine Truman's actions over Israel.
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Arab-Israeli Conflict

Students will make predictions on the recognition of Israel by President Truman and compare it to what actually occurred. Students will research the views of the Israelis and Palestinians on five different issues with a partner and each student will present their research.
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To Do or Not To Do: Truman's Recognition of Israel

To assist students in developing skills that will enable them to analyze primary documents and political cartoons which will help them develop an understanding of the different perspectives of Truman's recognition of Israel.
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