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1 The Official Teacher s Companion Guide for Oliver Stone s Untold History of the United States designed by The Untold History Education Project Eric S. Singer M.Ed., Ph.D. Lesson Plan for Episode 2
2 This lesson plan is designed to address, in part or in full, the following California History-Social Studies Content Standard(s): 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. 4. Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam) Students analyze America s participation in World War II. 5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African- Americans Students analyze the development of federal civil rights and voting rights. 1. Explain how demands of African-Americans helped produce a stimulus for civil rights, including President Roosevelt s ban on racial discrimination in defense industries in 1941, and how African Americans service in World War II produced a stimulus for President Truman s decision to end segregation in the armed forces in Students analyze the major social problems and domestic policy issues in contemporary American society. 6. Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies. 7. Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentration in the cities, Frostbelt-to-Sunbelt
3 migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse. Class Time: 90 minutes, or 2 traditional class periods (This lesson is designed to immediately follow the screening of episode 2 of Oliver Stone s Untold History of the United States. The episode is 58 minutes in length. Assuming 45 minute class periods, teachers should, for example, plan to screen the episode on Monday, complete it during the first twenty minutes of Tuesday s class, begin this lesson on Tuesday after the screening and complete it on Thursday.) Objectives: Students will be able to trace the origins of the 1943 urban race riots by analyzing Detroit as a case study. Students will be able to contemplate and comprehend the international implications of race riots at home during the war. Students will be able to identify the major forces that resulted in increased residential segregation and the pent-up demand for urban housing as large numbers of African-Americans migrated to industrial cities during World War II. Materials: Supplement 2- A: Life magazine photographs of the 1943 Detroit riots, Hatred on the Home Front: The Detroit Race Riots, June 1943 : race- riots photos- from- a- city- in- turmoil- during- wwii/#1 Supplement 2- B: Residential Security Map of Detroit (redlining map), prepared by the Division of Research and Statistics Federal Home Loan Bank Board and the Home Owners Loan Corporation (HOLC), June 1, 1939: roitholc- MED.jpg
4 Supplement 2- C: Henry A. Wallace s America Tomorrow speech, delivered in Detroit on July 25, 1943: Supplement 2- D: University of Washington s Seattle Civil Rights and Labor History Project, Restrictive Covenants Database : Possible Interdisciplinary Connection: This lesson plan is taught in History class while Lorraine Hansberry s A Raisin in the Sun is taught in English class. This lesson plan is taught in History class while Ralph Ellison s Invisible Man is taught in English class. Focusing Questions: What factors led to the Detriot race riots of 1943? World War II is often seen as a time of unity, cooperation and collective sacrifice in the United States. How does the study of the Detroit race riots complicate that narrative? What arguments about race and class did Henry Wallace make in his America Tomorrow speech on July 25, 1943 in the immediate wake of the Detroit riots? What connection did he make with U.S. foreign policy during World War II? The Action: Teacher divides students into four groups on paper before class, so that assignments are already made before the lesson begins. Assuming a class of 30, 12 students should be assigned to group 1, 8 students to group 2, 5 students to group 3 and 5 students to group 4. The day before the lesson begins, teacher places masking tape on the floor to delineate four grossly unequal sectors. One sector is so small that barely four people can stand
5 in it, the next sector is slightly bigger, the third sector is roomy and the fourth is luxuriously large. After the screening of episode 2, teacher asks members of group 1 to stand in the smallest sector, members of group 2 to stand in the next smallest sector and the 2 remaining groups to stand in the largest sectors. Attention shifts to the plight of group 1, whose 12 members can barely fit into a space only large enough for 4. After a few minutes of observing the plight of group 1, teacher explains that the demographics of Detroit and other northern industrial cities looked similar to the ones that were visible in the classroom. (15 minutes) Teacher explains that as many African-Americans and poor whites migrated to these cities for wartime industrial jobs, various economic, social and political forces confined where they could live to only a few sectors of the city, while more affluent whites did not have those restrictions. Teacher spotlights two of the forces that reinforced residential racial and class segregation: - redlining -racial covenants Teacher explains that during the New Deal, the Home Owners Loan Corporation, a subsidiary of the Federal Housing Authority, developed residential security maps to determine what parts of the city represented high-risk areas for home loans and what parts of the city represented lower risks. Teacher projects Supplement 2-B on the screen so students can see the residential security map of Detroit. For more background on redlining, please visit: Teacher explains that the red areas of the map were the parts of the city that contained the highest concentration of African-Americans and poor whites. Teacher explains that since financial constraints and restrictive covenants prevented most African-Americans, Jews and some Catholics from living in non-redlined parts of the city, it effectively meant that many African-Americans could not secure home loans at all. Teacher shows pre-selected examples of restrictive covenants from Supplement 2- D, the Seattle Civil Rights and Labor History Project s Restrictive Covenants Database. (20 minutes) Teacher explains that as more and more African-Americans moved into Detroit during World War II, white landlords who owned the majority of properties within the redlined areas subdivided the already tightly-constructed homes into apartments and charged African-Americans high rents. As a result, Detroit s roughly 200,000 residents were crammed into a ghetto on Detroit s East Side named Paradise Valley.
6 Teacher explains that in addition to the cramped housing conditions, the increasing presence of the Ku Klux Klan ratcheted up racial tensions city as blacks continued to migrate into the city. These tensions exploded on June 20, 1943 when a fight erupted between African-Americans and whites on a bridge between Belle Isle, a popular amusement area, and mainland Detroit. It quickly escalated. Ultimately, 25 blacks were killed in the rioting, 17 by white policemen. 9 whites were also killed. Teacher describes the riot in vivid detail. (20 minutes) For essential details on the riot, please visit: Teacher explains that on July 25, 1943, Vice President Henry Wallace traveled to Detroit and gave a speech titled America Tomorrow. Teacher hands out copies of the speech to students and asks them to read it silently. (20 minutes) After students finish reading, teacher draws attention to paragraphs and asks students to respond, specifically to paragraph 14: We cannot fight to crush Nazi brutality abroad and condone race riots at home. Those who fan the fires of racial clashes for the purpose of making political capital here at home are taking the first step toward Nazism. Discussion ensues. Teacher asks students what solutions Henry Wallace is posing to America s social ills and makes a list on the whiteboard.
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