The World War II Era and the Seeds of a Revolution

Total Page:16

File Type:pdf, Size:1020Kb

The World War II Era and the Seeds of a Revolution M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:49 AM Page 538 CHAPTER 20 The World War II Era and the Seeds of a Revolution How did African Americans use the World War II crisis to protest racial discrimination? What role did African-American physicians and nurses play in the struggle to desegregate the military during World War II? How did the Tuskegee Airmen contribute to victory in World War II? How did the war exacerbate tensions and competition over housing and jobs between black and white Americans? How did the Italian invasion of Ethiopia help to shape black internationalism? Why did Ralph Bunche receive a Nobel Peace Prize? Racial segregation as practiced by the U.S. military reminded African Americans of their second-class status in America. The World War II crisis made impossible continued acquiescence to blatant inequalities. The black “Double V” campaign sought victory against racism on the home and foreign fronts. 538 M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:49 AM Page 539 M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:50 AM Page 540 “The treatment that the Negro soldier has received has been resented not only by the Negro into the Cold War. This long conflict, which lasted soldier but by the Negro civilian population as well. until 1989, led to a vast expansion in the size and power In fact, any straight-thinking person with a sense of of the federal government, particularly its military, and greatly influenced domestic politics. justice and right, without any respect to color or International events replaced the Great Depres- race, must realize the dangers inherent in the evil sion as the defining force in the lives of African practices that have been permitted to exist in the Americans. In preparing for and fighting World War Army. It is not a pleasant thought for Negroes to II, America finally emerged from the Depression and ponder that their tax laid the basis for an era of unprecedented prosperity. Industrial and military mobilization resulted in the money is being spent to movement of millions of people, many of them African help maintain an army Americans, from agricultural areas into the cities. This that has little regard for population shift substantially increased black voting the real principles of strength in the North and West, which—combined democracy.” with a moral recoil from the savage racial policies of the Nazis—drove the issue of black equality to the fore- David H. Bradford, the Louisville front of national politics. Moreover, hundreds of Courier Journal, September 2, 1941 thousands of black men and women learned new skills and ideas while serving in the armed forces, and many resolved to claim their rights. Events abroad and in the ǡ Truman’s order to desegregate United States during the 1940s heightened black the armed forces in 1948 marked the victory of a long struggle by consciousness and led to a more aggressive militancy black civilians and soldiers to win among local leaders and black citizens in southern full integration into the nation’s states. military. The Cold War also had a tremendous impact on African Americans and their struggle for freedom. The two sides of this global conflict avoided direct con- frontation with each other. Instead, they sought to enlist Africans, Asians, and Latin Americans as proxies. American leaders, trying to convince these peoples of America’s virtues as a democracy, were pressed to ad- dress the segregation and racial discrimination that Between 1939 and 1954, the U.S. role in the world remained firmly imbedded in American life. The was transformed. The victory in World War II U.S. Department of State sponsored worldwide tours of the Allies—the Soviet Union, Great Britain, of outstanding black jazz musicians to represent the the United States, and dozens of other countries—over positive dimensions of American culture. Still, the ad- the Axis powers of Germany, Italy, and Japan marked vocacy groups and black press that had come of age America’s emergence as the dominant global power. during the 1930s and 1940s focused attention on fight- This international role placed new constraints on the ing racism and demanded the full rights and nation’s domestic policies, particularly when, after the responsibilities of citizenship for all people. The result Axis surrender in 1945, suspi- was a powerful movement for civil rights that many Hear the Audio cions between the United States liberal white Americans and, increasingly, key institu- Hear the audio files for Chapter 20 at www.myhistorylab.com and the Soviet Union developed tions in the national government supported. M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:50 AM Page 541 THE WORLD WAR II ERA AND THE SEEDS OF A REVOLUTION 541 These favorable developments, however, provoked extensive economic interests and colonial possessions strong resistance. Egged on by their politicians, white there. (The United States controlled the Philippines, Hawaii, Guam, and other Pacific islands.) Japan’s aggres- southerners defended segregation with all the power at sive expansionist policies also led to conflict in the 1930s their command. The emerging conflict with the Soviet with the Soviet Union in Manchuria and to a long and Union prompted many white conservatives to charge bloody war with the Nationalist regime in China. The that all those seeking to fight racial injustice were agents United States supported China and encouraged the Europeans to resist Japanese demands for economic and of the communist enemy. These contrary currents—on territorial concessions in their Asian colonies. Japan’s al- one hand, the push for a new democracy, and, on the liance with Nazi Germany and fascist Italy further aggra- other, the Cold War mentality—would indelibly stamp vated United States–Japanese relations, which the emerging civil rights movement. deteriorated rapidly after the outbreak of World War II in Europe. These tensions led to war on December 7, 1941, when Hear the Audio Pearl Harbor On the Eve of War, 1936–1941 the Japanese bombed American warships at Pearl Harbor, Hawaii, and launched a mas- As the world economy wallowed in the Great Depres- sive offensive against British, Dutch, and American terri- sion, the international order collapsed in Europe and tory throughout the Pacific. Asia. Germany under Adolf Hitler (1889–1945) and President Franklin D. Roosevelt watched the Italy under Benito Mussolini (1883–1945) created an events in Europe and Asia during the 1930s with grow- alliance, known as the Axis, to control Europe. These ing concern, but his ability to react was limited. Despite fascist dictators advocated a political program based its large economy and large navy, America was not a on extreme nationalism that suppressed internal preeminent military power at the time. Roosevelt had opposition and used violence to gain their will abroad. trouble convincing Congress to enlarge the army be- Germany was the dominant partner in the Axis. Its cause a significant segment of the American population, National Socialist, or Nazi, Party in part blamed com- the isolationists, believed the United States had been munists and foreign powers for the nation’s economic hoodwinked into fighting World War I and should avoid depression and loss of power. But even more than by becoming entangled in another foreign war. During the anticommunism, however, Hitler was driven by late 1930s, the president had managed to overcome virulent racism and his belief in Anglo-Saxon, or white some of this opposition and had won the authority to in- Aryan, supremacy. Unlike racists in the United States, crease the size of the nation’s armed forces. By early he blamed Jews for Germany’s social and economic 1940 the United States had instituted its first peacetime problems. But the Nazis also despised black people draft to provide men for the army and navy. and considered them inferior or subhuman beings. They discriminated against Germans with African ancestors and banned jazz as “nigger” music. Begin- AFRICAN AMERICANS ning in the mid-1930s, the Germans and Italians embarked on a series of aggressive confrontations and AND THE EMERGING WORLD CRISIS military campaigns that placed much of Central Many African Americans responded to the emerging Europe under their power. In August 1939 Germany world crisis with growing activism. When Italy in- signed a nonaggression pact with vaded Ethiopia in 1935, it was, along with Liberia and Hear the Audio the Soviet Union, a prelude to its Haiti, one of the world’s three black-ruled nations, “Roosevelt and Hitler”: September 1 attack on Poland, and black communities throughout the United States Buster Ezell’s Wartime Song which the Soviets joined a few organized to send it aid. In New York, black nurses weeks later. Poland’s allies, Britain and France, reacted under the leadership of Salaria Kee raised money to by declaring war on Germany, thus beginning World purchase medical supplies, and black physician John War II. West volunteered to treat wounded Ethiopians at As Germany and Italy pursued their aggression in a hospital supported by black American donations. Europe, the empire of Japan sought to dominate East Mass meetings to support the Ethiopians were held Asia. The Japanese considered themselves the foremost in New York City under the auspices of the Provi- power in the Far East and wanted to drive out or sup- sional Committee for the Defense of Ethiopia and plant both the European states—mainly Britain, France, the Ethiopian World Federation. Similar rallies oc- and the Netherlands—and the United States, which had curred in other large cities while reporters from black M20_HINE8817_05_SE_CH20.QXD 9/25/10 6:50 AM Page 542 542 CHAPTER 20 newspapers, such as J. A. Rogers of the Pittsburgh of closed-shop agreements. Government-funded Courier, brought the horror of this war home to their training programs regularly rejected black appli- readers.
Recommended publications
  • HIS 315L: the United States Since 1865
    HIS 315L: The United States since 1865 Chris Babits ※ [email protected] ※ Jermaine Thibodeaux ※ [email protected] ​ ​ ​ MTWThF ※ 1:00 to 2:30 pm ※ CLA 0.112 Supplement Friday Sessions ※ 3:00 to 4:00 pm ※ GAR 3.116 Office Hours Days, Times, and Locations Listed on Canvas Homepage Vietnam War Protesters (April 17, 1965) ​ COURSE DESCRIPTION: This course surveys American history​ from the Civil War to the present day. Through a combination of lectures, readings, and in-class discussions and activities, students will learn about some of the significant intellectual, political, social, cultural, and economic aspects of ​ ​ America’s recent past. Prominent themes include the fight for civil rights and the United States’ expanding role in international affairs. By the end of the semester, you'll have a deeper understanding of racial ideology, gender, LGBTQ rights, and U.S. foreign policy. Daily readings come in the form of primary sources and academic articles. Assignments include primary source analyses, evaluations of academic articles, attendance/participation, and a final paper. At various points in class, we will focus on refining the skills necessary for you to do well on each of these assignments. This class won't stress the memorization of names and dates. Instead, our goal is for you to think critically about why or how people and events influenced the past. Over the course of the ​ ​ ​ ​ semester, students will ask the question historians ask themselves: so what? Why must we know ​ ​ about a certain person, place, or event? What makes something historically significant? And can we foster the lessons of the past to create a better future? HIS 315L, Summer II (2017), 1 LEARNING OBJECTIVES: The American Historical Association​ (AHA) has recently engaged in a project to re-envision history pedagogy.
    [Show full text]
  • Period 6 Review
    Period 6 Review 1865-1898 1889 “The Gospel 1865 1876 Battle of 1886 1898 Spanish- of Wealth” written 1894 Pullman Little Big Horn American War Reconstruction AFL founded Strike Era Period 6 1869 Transcontinental RR 1882 Chinese 1887 1892 Populist 1896 McKinley completed Exclusion Act passed Dawes Act Party formed elected president 1862- Pacific Railway Act passed Big Ideas of Period 6 Growth in the West Causes and Effects Railroads Free Land, Natural Resources Native Americans culture destroyed Rise of Big Business Causes and Effects Industrialization & advancements in technology Labor movement Arguments for and Against Social Darwinism Gospel of Wealth The New South: Myth or Reality Immigration New Immigration from S/E Europe Internal Migration from rural to urban areas Growth of the West Horace Greeley, editor of the New York Tribune, letter to L. Sanderson, 1871 POV CCOT? POV – encouraging migration to the west after the Civil War CCOT – continuity of the 1840s migration with Manifest Destiny o Cut travel time to 1 week vs. 6 months o Created an integrated national market for raw materials and manufactured goods o Led to the creation of 4 standardized time zones o Sped up settlement of the west TREND in the graph CCOT? MINING o Between 1860 and 1890, $2 billion in gold and silver was mined in the west o Boom Towns – Ghost Towns o Diverse population in mining towns: whites, blacks, Mexicans & Chinese o Lead to new states and increased conflict with Native Americans CATTLE FRONTIER o Growing cities in east led to increased
    [Show full text]
  • Secret Societies in Japan and Preparation for the Russo-Japanese War (1904-1905)
    Diacronie Studi di Storia Contemporanea N° 28, 4 | 2016 La voce del silenzio Secret Societies in Japan and Preparation for the Russo-Japanese War (1904-1905) Frank Jacob Electronic version URL: http://journals.openedition.org/diacronie/4738 DOI: 10.4000/diacronie.4738 ISSN: 2038-0925 Publisher Association culturelle Diacronie Electronic reference Frank Jacob, « Secret Societies in Japan and Preparation for the Russo-Japanese War (1904-1905) », Diacronie [Online], N° 28, 4 | 2016, document 7, Online since 29 December 2016, connection on 19 April 2019. URL : http://journals.openedition.org/diacronie/4738 ; DOI : 10.4000/diacronie.4738 Creative Commons License Diacronie Studi di Storia Contemporanea www.diacronie.it N. 28 | 4|2016 La voce del silenzio: intelligence, spionaggio e conflitto nel XX secolo 7/ Secret Societies in Japan and Preparation for the Russo-Japanese War (1904-1905) Frank JACOB * The Amur Society (often falsely translated as Black Dragon Society) was a resource for the Japanese military with regard to the preparation of the Russo-Japanese War, but the real impact, as stated in the later publications by members of the society, might be exaggerated. The present article will outline the influence of this right wing secret society related to the preparation of the Russo-Japanese War at the home front and abroad. It will evaluate the actions by the members of the society and try to answer the question, how important a small right wing society could have been for the course of Japan’s foreign policy. 1. Introduction o successfully wage war, one requires military intelligence and adequate preparation for the event itself.
    [Show full text]
  • Black History Month
    Black History Month As part of our passionaTe commitment to building an inclusive future for our communities, The Adecco Group proudly celebraTes the contributions, achievements, heritage and culture of African Americans during Black HisTory Month and throughout the year. To fosTer a culture of belonging and purpose, we’re offering this downloadable resource on our Diversity and Inclusion resource page. Here, you can learn more about the origins of Black HisTory Month, as well as ways to appreciaTe Black music, literature and entrepreneurship during this month and beyond. Black History Month: How It Started What started out as one week dedicated to the contributions and celebration of African American’s by Carter G. Woodson in 1926, expanded into one month starting in 1976. Woodson chose the month of February because it housed the birthdays of two men –Frederick Douglass and Abraham Lincoln– who greatly influenced the history of the Black American culture. For more information on the observance of Black History Month (also known as National African American History Month), please refer to the links provided below: Origins of Black History Month African American History Month The Continuing Importance of Black History Month The Black American Music Experience African American influence permeates every facet of our lives and culture throughout history, and music is no exception. Much of the struggle and triumph from Black Americans has been continuously chronicled through music. We present this curated playlist of artists, from sacred music to hip hop and rap, who have made a long-lasting impression throughout different genres and periods in history.
    [Show full text]
  • “Canned History”: American Newsreels and The
    “Canned History”: American Newsreels and the Commodification of Reality, 1927-1945 By Joseph E.J. Clark B.A., University of British Columbia, 1999 M.A., University of British Columbia, 2001 M.A., Brown University, 2004 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of American Civilization at Brown University Providence, Rhode Island May, 2011 © Copyright 2010, by Joseph E.J. Clark This dissertation by Joseph E.J. Clark is accepted in its present form by the Department of American Civilization as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date:____________ _________________________________ Professor Susan Smulyan, Co-director Date:____________ _________________________________ Professor Philip Rosen, Co-director Recommended to the Graduate Council Date:____________ _________________________________ Professor Lynne Joyrich, Reader Approved by the Graduate Council Date:____________ _________________________________ Dean Peter Weber, Dean of the Graduate School iii Curriculum Vitae Joseph E.J. Clark Date of Birth: July 30, 1975 Place of Birth: Beverley, United Kingdom Education: Ph.D. American Civilization, Brown University, 2011 Master of Arts, American Civilization, Brown University, 2004 Master of Arts, History, University of British Columbia, 2001 Bachelor of Arts, University of British Columbia, 1999 Teaching Experience: Sessional Instructor, Department of Gender, Sexuality, and Women’s Studies, Simon Fraser University, Spring 2010 Sessional Instructor, Department of History, Simon Fraser University, Fall 2008 Sessional Instructor, Department of Theatre, Film, and Creative Writing, University of British Columbia, Spring 2008 Teaching Fellow, Department of American Civilization, Brown University, 2006 Teaching Assistant, Brown University, 2003-2004 Publications: “Double Vision: World War II, Racial Uplift, and the All-American Newsreel’s Pedagogical Address,” in Charles Acland and Haidee Wasson, eds.
    [Show full text]
  • What Gordon Parks Witnessed
    What Gordon Parks Witnessed The injustices of Jim Crow and the evolution of a great American photographer Tenement residents in Chicago in 1950. (Courtesy of and © the Gordon Parks Foundation) Story by David Rowell DECEMBER 3, 2018 Photos by Gordon Parks When 29-year-old Gordon Parks arrived in Washington, in 1942, to begin his prestigious job as a photographer at the Farm Security Administration, his first assignment was to shoot: nothing. The government agency, which was born of President Franklin D. Roosevelt’s New Deal, had originally intended to highlight rural suffering and the plight of farmers, but that mission quickly expanded to producing a vast visual record of American life. Overseen by Roy Stryker, chief of the photography unit within the agency’s historical section, the collection was a stunning, often sobering artistic vehicle for depicting the ways the government was both serving and failing its citizens. Parks had come to the FSA on a fellowship after being a staff photographer for the St. Paul Recorder newspaper and doing commercial freelance work, but he also hadn’t bought his first camera until 1937, and Stryker knew the photographer still had much to learn. First, as Parks recounted in his 1966 memoir “A Choice of Weapons,” Stryker had Parks show him his cameras — a Speed Graphic and a Rolleiflex — and promptly locked them in a cabinet. “You won’t be needing those for a few days,” the boss said. Instead, he asked his new photographer — who was raised in Kansas but also lived in Minnesota and later in Chicago — to eat in some restaurants, shop in stores, take in a movie.
    [Show full text]
  • " to Be Young, Gifted, and Black." Cue Sheet for Students
    DOCUMENT RESUME ED 442 171 CS 510 360 AUTHOR Jennings, Caleen Sinnette TITLE "To Be Young, Gifted, and Black." Cue Sheet for Students. INSTITUTION John F. Kennedy Center for the Performing Arts, Washington, DC SPONS AGENCY Department of Education, Washington, DC. PUB DATE 1996-00-00 NOTE 10p.; Additional funding provided by The Kennedy Center Corporate Fund and The Morris and Gwendolyn Cafritz Foundation. AVAILABLE FROM http://artsedge.kennedy-center.org/cuesheet/theater.html. PUB TYPE Guides - Classroom - Learner (051) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiences; Black Culture; Black History; Black Leadership; Class Activities; Cultural Activities; Elementary Secondary Education; Playwriting; Production Techniques; *Theater Arts; United States History IDENTIFIERS *Drama in Education; *Hansberry (Lorraine) ABSTRACT This performance guide is designed for teachers to use with students before and after a performance of "To Be Young, Gifted, and Black." The guide, called a "Cuesheet," contains seven activity sheets for use in class, addressing:(1) To Be Young, Gifted, and Black (a theatrical collage based upon the life and work of the African-American playwright Lorraine Hansberry, featuring scenes from her most famous plays, as well as excerpts from her speeches and letters);(2) Lorraine Hansberry: Her Life and Legacy (offering biographical material about Hansberry's life and work);(3) The World of Lorraine Hansberry (looking at important people who influenced Hansberry, and at historical, economic, and social changes that took place during her lifetime and that she was part of); and (4) Before and After the Play (presenting ideas for discussion topics and class activities before and after attending the play).
    [Show full text]
  • Fortress of Liberty: the Rise and Fall of the Draft and the Remaking of American Law
    Fortress of Liberty: The Rise and Fall of the Draft and the Remaking of American Law Jeremy K. Kessler∗ Introduction: Civil Liberty in a Conscripted Age Between 1917 and 1973, the United States fought its wars with drafted soldiers. These conscript wars were also, however, civil libertarian wars. Waged against the “militaristic” or “totalitarian” enemies of civil liberty, each war embodied expanding notions of individual freedom in its execution. At the moment of their country’s rise to global dominance, American citizens accepted conscription as a fact of life. But they also embraced civil liberties law – the protections of freedom of speech, religion, press, assembly, and procedural due process – as the distinguishing feature of American society, and the ultimate justification for American military power. Fortress of Liberty tries to make sense of this puzzling synthesis of mass coercion and individual freedom that once defined American law and politics. It also argues that the collapse of that synthesis during the Cold War continues to haunt our contemporary legal order. Chapter 1: The World War I Draft Chapter One identifies the WWI draft as a civil libertarian institution – a legal and political apparatus that not only constrained but created new forms of expressive freedom. Several progressive War Department officials were also early civil libertarian innovators, and they built a system of conscientious objection that allowed for the expression of individual difference and dissent within the draft. These officials, including future Supreme Court Justices Felix Frankfurter and Harlan Fiske Stone, believed that a powerful, centralized government was essential to the creation of a civil libertarian nation – a nation shaped and strengthened by its diverse, engaged citizenry.
    [Show full text]
  • Harry S Truman U.S
    National Park Service Harry S Truman U.S. Department of the Interior Harry S Truman National Historic Site Truman & Civil Rights Given his background, Harry Truman was an unlikely champion of civil rights. Where he grew up—the border state of Missouri—segregation was accepted and largely unquestioned. Both his maternal and paternal grandparents had even owned slaves. Truman’s background notwithstanding, some would say it was Truman who energized the modern civil rights movement, paving the way for future legislative successes of the 1960s. Truman’s Missouri Roots Harry Truman’s civil rights views as President Truman’s experience as an officer in World War surprised many because they seemed to contradict I and post-war business dealings with a Jewish his upbringing. Truman grew up in a former slave partner also broadened his perspectives. By 1940, as state where his small-town, rural surroundings he sought reelection to the US Senate, his viewpoint included segregation and subordination for many of had matured. its citizens. In a speech in Sedalia, Missouri, he said, “I believe Black residents lived in a separate section of town, in the brotherhood of man, not merely the brother- attended a different school, and were prevented hood of white men, but the brotherhood of all men from shopping at most stores. In his early letters, before law. I believe in the Constitution and the the young Harry Truman reflected on his back- Declaration of Independence. In giving the Negroes ground by frankly admitting prejudices against the rights which are theirs, we are only acting in ac- blacks and Asians.
    [Show full text]
  • Paul Robeson Written by Eloise Greenfield, Illustrated by George Ford
    TEACHER’S GUIDE Paul Robeson Written by Eloise Greenfield, Illustrated by George Ford About the Book SYNOPSIS Reading Level: Grade 4 Winner of the 1976 Coretta Scott King Author Award Honor and Jane Addams Children’s Book Award, this biography tells the story Interest Level: Grades 3–6 of Paul Robeson, who overcame racial discrimination to become an Guided Reading Level: Q international entertainer and civil rights activist. Accelerated Reader® Paul Robeson was born on April 9, 1898. The son of a pastor, Paul Level/Points: 5.1/1.0 learned from his father to love written and spoken words, to be proud of being black, and to stand up for what he believed was Lexile™ Measure: 810L right. These were the things that guided Paul throughout his life. *Reading level based on the After achieving academic and athletic success in both high school Spache Readability Formula and college, Paul gained fame as a singer and actor. His talent and Themes: African American his deep, rich voice won him admirers and fans worldwide. But as he History, Performing Arts, traveled the globe for performances, Paul became disturbed by the poverty and injustices that he saw. In the 1940s and 1950s he began Theater, Perseverance/ speaking out. He fought for freedom. At that time, such activism Overcoming Obstacles, was not tolerated. Paul Robeson came to be considered an enemy Dreams and Aspirations, of the United States government. Discrimination, Biography, With dignity and a dynamic spirit, Paul Robeson—athlete, actor, Nonfiction, United States singer, and civil rights activist—stayed true to himself and took a History, African American stand for his beliefs.
    [Show full text]
  • Tuskegee Airmen Chronology Daniel L. Haulman Organizational
    TUSKEGEE AIRMEN CHRONOLOGY DANIEL L. HAULMAN ORGANIZATIONAL HISTORY BRANCH AIR FORCE HISTORICAL RESEARCH AGENCY MAXWELL AFB, AL 36112-6424 14 November 2011 1 TUSKEGEE AIRMEN CHRONOLOGY Dr. Daniel L. Haulman Chief, Organization History Division Air Force Historical Research Agency Expanded Edition: 30 September 2011 27 June 1939: Congress passed the Civilian Pilot Training Act. (Robert J. Jakeman, The Divided Skies.) September-October 1939: The Civil Aeronautics Administration received Tuskegee Institute’s application to be a civilian pilot training institution, and after Tuskegee obtained permission to use the Montgomery Airport as a facility, the application was approved. (Robert J. Jakeman, The Divided Skies) Late February 1940: The Civil Aeronautics Authority approved Tuskegee’s Kennedy Field for Civilian Pilot Training, after improvements to the field, eliminating Tuskegee Institute’s need to use the Montgomery Airport. (Robert J. Jakeman, The Divided Skies) 25 March 1940: George A. Wiggs arrived in Tuskegee to administer the standard written examination required of all Civilian Pilot Training students. Every student who took the examination passed, surpassing the passing rate of other schools in the South. (Robert J. Jakeman, The Divided Skies.) 16 September 1940: Congress passed a Selective Service Act which required all the armed services to enlist “Negroes”. On the same day, the War Department announced that the Civil Aeronautics Authority, in cooperation with the U.S. Army, would start the development of “colored personnel” for the aviation service. (Public Law 783, 16 September 1940; War Department Press Release, 16 September 1940; 99th Fighter Squadron summary history in the lineage and honors folder of the 99th Flying Training Squadron at the Air Force Historical Research Agency (AFHRA), Maxwell AFB, AL) Late October 1940: In a press release, President Franklin D.
    [Show full text]
  • HS, African American History, Quarter 1
    2021-2022, HS, African American History, Quarter 1 Students begin a comprehensive study of African American history from pre1619 to present day. The course complies T.C.A. § 49-6-1006 on inclusion of Black history and culture. Historical documents are embedded in the course in compliance with T.C.A. § 49-6-1011. The Beginnings of Slavery and the Slave Trade - pre-1619 State Standards Test Knowledge Suggested Learning Suggested Pacing AAH.01 Analyze the economic, The economic, political, and Analyze and discuss reasons for political, and social reasons for social reasons for colonization the focusing the slave trade on focusing the slave trade on and why the slave trade focused Africa, especially the natural Africa, including the roles of: on Africans. resources, labor shortages, and Africans, Europeans, and religion. 1 Week Introduction The role Africans, Europeans, and colonists. colonist played in the slave trade. Analyze the motivations of Africans, Europeans, and colonists to participate in slave trading. AAH.02 Analyze the role of The geography of Africa including Analyze various maps of Africa geography on the growth and the Sahara, Sahel, Ethiopian including trade routes, physical development of slavery. Highlands, the savanna (e.g., geography, major tribal location, Serengeti), rainforest, African and natural resources. Great Lakes, Atlantic Ocean, Use Exploring Africa Website to Mediterranean Sea, and Indian understand previous uses of Ocean. 1 Week slavery and compare to European Deep Dive into The impact of Africa’s geography slave trade. African Geography on the development of slavery. Compare the practice of slavery Identify the Igbo people. between the internal African slave trade, slave trade in Europe Comparisions of the Trans- during the Middle Ages, the Saharan vs Trans-Atlantic.
    [Show full text]