Civil Rights

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.

This series of activities will incorporate individual work in interpreting primary sources, cooperative group learning in the form of class debates, and cross-curricular learning with language arts as students read and discuss famous civil-rights era lite.

Formulate a deeper level of understanding of Truman and Executive Order 9981 by allowing students to construct their own opinion based upon evidence from primary sources.

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.

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.

As part of a unit on the United States Government, students will examine the powers of the President. They will examine Executive Order 9981 and Executive Order 8802 in relation to implicit powers and civil rights.

Students will read correspondence from Truman about desegregating the military as well as primary document background material about his experiences with minority groups during WWI. They will work in groups to create a mini-presentation.

Students will analyze primary documents, make decisions in the role of Harry S. Truman, and participate in group discussion and debate to understand the complex decision making that went into Truman's decision to desegregate the U.S. military.

Students will be placed in groups to analyze primary documents relating to civil rights during the post-WW1 to 1948 time period (both pro and con regarding desegregation). Together, they will create a timeline of the documents given.