8th Grade Social Studies Lesson Plan Black Involvement in World War I and the Red Summer of 1919

Standards: Missouri DESE Social Studies Standards

6-8.AH.2.G.A: Compare how the motives and perspectives of different European, African, and Native American societies influenced their interactions with each other.

6-8.AH.2.CC.B: Compare perspectives and ways of life among Africans, Europeans, and Native Americans when these peoples converged in the western hemisphere after 1492.

6-8.AH.2.PC.B: Describe European motivations for conquest and colonization from the 15th through 18th centuries.

Objectives:

1.???? Scholars will be able to describe the contributions and experiences of the Harlem Hellfighters during World War I.

2.???? Scholars will understand the impact of the return of Black soldiers on American society, leading to the racial violence of the Red Summer of 1919.

Essential Questions:

1.???? What role did the Harlem Hellfighters play in World War I, and how were they treated differently from other soldiers?

2.???? How did the return of Black soldiers from World War I influence the racial tensions in America, leading to the Red Summer of 1919?

3.???? In what ways did discrimination and segregation impact the experiences of Black soldiers during and after the war?

Key Concepts, People, and Terms

·?????? Harlem Hellfighters????????????????????????????? Red Summer of 1919

·?????? Segregation in the Military??????????????? Jim Crow Laws

·?????? Racial Violence??????????????????????????????????????? Patriotism

·?????? Discrimination??????????????????????????????????????? Freedom Tickets

·?????? Croix de Guerre??????????????????????????????????????? Henry Johnson

Academic Engagement:

Giri So (Recall, Knowledge), Benne So (Skill, Concept, Comprehensions), Umoja (Group Activity), Ujima (Solving Problems Together), Ujamma (Research and Shared Information), and Imani (Learning Challenge)

Maat-Nguzo Saba Principle(s):

Kujichagulia (Justice), Ujima (Order), Nia (Balance)

Materials:

Paper, pen, poster board, markers, IPad, internet access, video

Self-study:

·?????? Students will develop a storyboard of key concept, people, and terms.? They will use the internet to find the definitions, restate them in their own words, and then find a graphic which best associates that key concept or term in their minds. Ujamma & Benne So

·?????? Scholars will read Women Roles in Colonial America and then answer 20 multiple choice and true/false questions. Imani

Scholars will view the YouTube video, Life for Women Before the Revolutionary War, and answer six multiple choice and true/false questions. Imani

·????? Small Groups:

Scholars will work in groups and use the internet to research about the adversities facing indentured female servants, black female slaves, and Native American women during 16th and 17th century colonial America; they will list their findings on a hanging chart and demonstrate them in front of the class. They will use their findings next week as part of a project next week where they will debate each other over the resolution, That women have a harder time socially and politically in America, using history as a frame of reference. Ujamma & Ujima

?

After viewing the YouTube video, How to Learn Lincoln Douglas Debate, https://www.youtube.com/watch?v=Q5_nAtHh9Xk, scholars will divide into groups based on their stance on the resolution; they will then decide who will lead the debate next week, develop three points that support their stance, and who will lead the cross-examinations. Ujamma & Ujima

Scholars will work in small groups to complete the Key Concepts and Terms matching exercise that combines the vocabulary from this week with terms from last week. Ujamma & Ujima

Whole Group:

·?????? Students will compete for prizes over early American history flashcards, via Google slides. Umoja & Imani

Assessment:

·?????? Grading of work ???? Can students answer essential questions??????????????

·?????? Formative?

Classwork:

·?????? MONDAY: Key Concepts, Peoples, and Terms; provide modified version for Gold group

·?????? TUESDAY: Key Concepts Matching Exercise (provide modified version for Gold group); Adversities facing white indentured female servants, black female slaves, and Native American Women in Colonial America

·????? WEDNESDAY: Reading: Women Roles in Colonial America and worksheet; Life for Women Before the Revolutionary War YouTube Video https://www.youtube.com/watch?v=wsgurh4wE1A

and questions on Canvas; Gold group , Women in Colonial America and worksheet, YouTube video and questions:? https://www.youtube.com/watch?v=Z9SOO1BJjes

·?????? THURSDAY: Grouping and Lincoln Douglas debate prep: https://www.youtube.com/watch?v=Q5_nAtHh9Xk

·?????? FRIDAY:? Social Studies Formative, Level 1 & 2 questions; flashcard reinforcement via Google slides

Formative Assessment on Black Involvement in World War I and the Red Summer of 1919

?

1.???? What was the primary role of the Harlem Hellfighters during World War I?

A)?? Pilots

B)?? Infantry soldiers

C)??? Spies

D)?? Medics

2.???? True/False: The Harlem Hellfighters were fully integrated with other American units in World War I.

3.???? Explain how the Harlem Hellfighters contributed to the war effort despite facing discrimination.

4.???? What event is known as the "Red Summer of 1919"?

A)?? A period of peace after World War I

B)?? A series of race riots in the United States

C)??? A natural disaster in the southern states

D)?? A political movement for independence

5.???? True/False: Many Black soldiers returning from World War I faced violence and lynching during the Red Summer of 1919.

6.???? Which law or system restricted the rights of Black Americans and segregated them in public places?

A)?? The New Deal

B)?? Jim Crow Laws

C)??? The Monroe Doctrine

D)?? Emancipation Proclamation

7.???? What impact did the return of Black soldiers from World War I have on racial tensions in America?

8.???? Who was the leader of the Harlem Hellfighters during World War I?

A)?? W.E.B. Du Bois

B)?? Colonel Charles Young

C)??? James Reese Europe

D)?? Booker T. Washington

9.???? True/False: The Harlem Hellfighters received more recognition from the French military than from the American military during World War I.

10. Describe the significance of the Harlem Hellfighters' achievements in the context of their fight against both enemies abroad and prejudice at home.

?