The Double V Campaign Social Studies – Grades 10-12 World War II – Causes and Impact - The in World War II

Focus Question(s):

A. The war’s impact on minorities • How did the war affect African-American communities? • How did the African American Home front contribute to America’s war effort?

B. What was the ‘Double V Campaign’? • Who created and promoted the Double V campaign? • What injustices did the Double V campaign bring to light during World War II? • What did the Double V campaign accomplish? • How did the Double V campaign serve as a catalyst for the civil rights movement?

C. Experiences of men and women in military service • How did America react to the ? • How did the war affect the role of women?

Gr 9-10 1050L-1335L Gr 11-CCR* 1185L-1385L

TEXTS BOOK: “Dr. Seuss VIDEO(S): ARTICLES: ORAL HISTORY BOOK: BOOK: and Video Goes to War The http://www.pbs.o “Treason” and TRANSCRIPT: The Double V Bitter Fruit: African World War II rg/thewar/detail_ “Pittsburgh Courier” Ray Elliot - 1939-1945: Campaign: African American Women in Editorial 5373.htm Articles "Two Wars to Win" Americans and World War II/Maureen Cartoons of 1. African- From PBS The Black http://www.americance World War II Honey, Editor Theodor Seuss American Troop Press: Soldiers nturies.mass.edu/centa /Michael Cooper (The Double V Campaign – Geisel” by Training video Without Swords pp/oh/story.do?shortNa Pp. 257-314) Richard Minear clip from Ken Study Guide me=elliot1939vv (selected Burns’ “The War” http://www.pbs.org/ cartoons) (and/or Episode blackpress/index.ht Three ml 1. Listen, maestro... if “A Deadly Calling” you want to get real November 1943- harmony, use the black

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013 keys as well as the June 1944) white!, published by PM Magazine on June 30, 1942, Dr. Seuss 2. The Black Press: Collection, MSS 230. Soldiers Without Mandeville Special Swords/Stanley Collections Library, UC Nelson San Diego 2. The old run-around, published by PM Magazine on June 26, 1942, Dr. Seuss Collection, MSS 230. Mandeville Special Collections Library, UC San Diego 3. Hey, you talent scouts, give a look down!, published by PM Magazine on June 8, 1942, Dr. Seuss Collection, MSS 230. Mandeville Special Collections Library, UC San Diego

QUANTITATIVE N/A N/A 1130 Lexile 1000 Lexile 1200 Lexile 1530 Lexile (Lexile) Mean Sentence MSL: 18.56 MSL: 18.43 LENGTH 16.74 MSL: 25.50 QUALITATIVE Purpose/ Purpose/ Purpose/ Purpose/ Purpose/ Purpose/ Purpose/ Structure: Structure: Simple Structure: Somewhat Structure: Simple Structure: Somewhat Structure: Complex Structure - Language Simple to Somewhat Complex Complex - Knowledge Complex Language: Simple Language: Complex Demands Language: Language: Somewhat Language: Somewhat Evaluate the above Simple Language: Simple Complex Knowledge Demands: Complex Knowledge Demands: using the terms: Simple, Somewhat Somewhat Complex Complex Complex, Complex, Knowledge Knowledge Demands: Knowledge Demands: Very Complex Demands: Somewhat Complex Somewhat Complex Somewhat complex READER & TASK Requires basic Provides basic Requires basic knowledge Requires basic knowledge of Requires basic knowledge Requires basic knowledge of knowledge of WWII knowledge, visual of WWII America and Jim WWII America and Jim Crow of WWII America and Jim WWII America, Jim Crow America and Jim information and Crow atmosphere. atmosphere. Crow atmosphere. atmosphere, as well as Crow atmosphere. evidence for awareness of women’s roles background of during this period. WWII/Jim Crow America.

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013

TEXT DEPENDENT CARTOON QUESTIONS VIDEO QUESTIONS ARTICLE QUESTIONS WEBSITE: QUESTIONS FOR BOOK: QUESTIONS FOR THE QUESTIONS FOR QUESTIONS RAY ELLIOT - 1939-1945: DOUBLE V CAMPAIGN: BOOK: (The Common Core Answer the questions THE WAR: Questions for “Pittsburgh "TWO WARS TO WIN" AND Bitter Fruit: African State Standards expect for each cartoon: Activity 1: Listening to the Courier” WORLD WAR II /MICHAEL American Women in students to use 1. What is the main Voices of African Americans 1. When was the Pittsburgh 1. Question: World War II is COOPER World War evidence from texts to message of the cartoon? How could individual African Courier founded? Who were often remembered as a time in II/Maureen Honey, present careful 2. What event, issue or Americans best further their its three main editors? Who which Americans came 1.During WWII many African Editor analyses, well- person does the cartoon own quest for equal rights were some of its famous together to work for a Americans felt conflicted (The Double V defended claims, and refer to or target? during World War II? writers? common cause. about striving for civil rights Campaign – clear information. A 3. Is the cartoon trying To help students answer this 2. List at least five things the at home at a time when the pp. 257-314) central tool to help to persuade or inform? question, screen Episode Courier wanted to improve What do Ray Elliot’s need for national unity and students develop these Is so, what and how? Three about black life in America statements reveal about the cooperation was at its In 1939, the world skills is text- 4. Who is his audience “A Deadly Calling” in the 1930s and 1940s. accuracy or inaccuracy of this highest. In a time of war was entered one of its dependent questions: and what does he want November 1943-June 1944) 3. What was the Double V statement? it appropriate for African- darkest periods when questions that can only them to do? which provides back ground campaign? Americans to campaign for World War II began. In be answered by 5. What devices are used on the African-American 4. List at least four tactics used Provide three examples from civil rights at home? Why or 1942, American troops referring back to the to get this message experience during World War by the Pittsburgh Courier to his oral history as evidence to why not? officially entered the text). across? II and several viewpoints from fight for the rights of African support your opinion. conflict. Although the 6. Choose one of these African Americans Americans. 2.Tuskegee Airman war was fought devises and discuss it in interviewed in THE WAR. 5. In your opinion, which of Lieutenant Colonel Herbert abroad, it had a great detail. these tactics was likely to be 2. Imagine it is 1944 and you Carter stated, “ We proved impact on the The interviewees express a most effective, and why? are a young black man that the antidote to racism is American home front. variety of opinions about facing the draft. One of your excellence in performance.” Women experienced whether or not African Questions for “Treason?” friends asks, “Why should I What did he mean by this permanent changes in Americans should have 1. Who thought up the idea for die for a country that doesn’t statement? Do you agree with their lives. participated in the war effort the Double V campaign? even trust me to train him? Why or why not? on the home front and 2. What did the symbol of the with real bullets and treats • Discuss four ways battlefront. [Suggestion: As Double V stand for? me like a second-class 3.Colonel Howard Donovan World War II affected they watch, have students 3. List at least four of the ways citizen?” Another says, “It’s Queen, commanding officer African American life create a chart with each the campaign was our duty to fight for our of the all-black 366th at home. speaker’s name along with his publicized. country too.” Describe the Regiment of the 92nd Directions: Write a or her personal information, 4. In your opinion, which of situation. Write about how Infantry Division in World well-organized essay role in the war and reasons these approaches was likely you would feel and what you War II, is quoted as saying, that includes an for or against participation. to be most effective, and would want to do. What “World War I [had been] one introduction, several After watching the clip, ask why? would you tell your friends? big racial problem for the paragraphs, and a the class members to decide 5. What injustices did the Negro soldier. World War II conclusion. whose viewpoint comes Double V campaign bring to was a racial night closest to representing their light during World War II? mare. . . . The Negro soldier’s Use evidence from at personal view. For example, 6. What did the Double V first taste of warfare in World least four documents do students agree with John campaign accomplish? War II was on Army posts from this section of Hope Franklin who decided 7. Why did J. Edgar Hoover call right here in his own country. Bitter Fruit in the that his country did not the Double V campaign an This in its turn caused body of the essay. deserve his service? Do act of treason? considerable confusion in the Support your response students agree with Barbara 8. Do you think the Double V minds of the draftees as to with relevant Covington that it was best to campaign was treasonous? who the enemy really was.” facts, examples, and “make the best of it” and work Why or why not? What does Colonel Queen details. Include in a segregated army base? Do mean by that statement? additional related students think that What led him to believe that? information. participation in the war effort would help or hinder African 4. Do you think author

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013 Americans’ quest for civil Michael Cooper has a rights after the war?] specific point of view on the role of the Double Victory Now raise the following Campaign and African- question: Americans during WWII in Did African Americans have our history? Cite specific to make an absolute choice evidence. Do you agree or between fighting for their disagree? Explain. own rights or fighting to win the war? Were there any compromises that could be made to further both efforts? If so, what were they, and what were the best strategies to use in wartime?

Discussion Questions for “The Black Press: Soldiers Without Swords: Treason”

(Treason? compares the disparate coverage of the mainstream press and the Black press concerning the contributions of African Americans during WWII. This section revisits the nearly forgotten "Double V" campaign spearheaded by the Pittsburgh Courier that linked the struggle against fascism abroad to segregation at home, and nearly resulted in Black publishers being indicted for sedition. The "Double V" campaign help to lay the groundwork for the Civil Rights Movement to come.)

1.What was the role of the black press in influencing black public opinion about foreign policy? 2. Why were some black newspapers seen as a threat to the war effort? 3. How did the war contribute to the increasing visibility of the black press?

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013

COMMON CORE STATE STANDARDS: CULMINATING TASK (S):

Key Ideas and Details A. ESSAY: RH.10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and Think about how the Double V campaign made African Americans feel at the time. How origin of the information. did it help them to resolve the inherent conflict of fighting for a country that did not RH.10.2. Determine the central ideas or information of a primary or grant them the full rights of citizenship? How did the Double V Campaign empower secondary source; provide an accurate summary of how key events African Americans and others to fight for their civil rights? or ideas develop over the course of the text. RH.10.3. Analyze in detail a series of events described in a text; Use evidence from at least 4 examples/documents from [1] Ray Elliot - 1939-1945: "Two determine whether earlier events caused later ones or simply Wars to Win" preceded them. http://www.americancenturies.mass.edu/centapp/oh/story.do?shortName=elliot1939vv RH.10.9. Compare and contrast treatments of the same topic in and several primary and secondary sources. [2] Bitter Fruit: African American Women in World War II/Maureen Honey, Editor (The Double V Campaign –pp. 257-314) when composing your essay. WHST.9-10.1: Write arguments focused on discipline-specific content. OR WHST.9-10.2. Write informative/explanatory texts, including the B. DBQ ESSAY: narration of historical events, scientific procedures/experiments, or technical processes. Many historians have posed the question: "Was World War II a watershed event in the a . Introduce a topic and organize ideas, concepts, and information to African-American Civil Rights Movement?" During the war, the "Double V" campaign of make important connections and distinctions; include formatting the black press called for victory over fascism abroad and racism at home. Students will (e.g., headings), graphics (e.g., figures, tables), and multimedia when investigate selected primary-source materials to determine whether the contradictory useful to aiding comprehension. gains made in the areas of civil rights, housing, work and military service represented a b. Develop the topic with well-chosen, relevant, and sufficient facts, break with the past or a continuation of the status quo. extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge OR of the topic. C. ESSAY:

WHST.10.6. Use technology, including the Internet, to produce, It is often claimed that the major American wars of the last 150 years have resulted in publish, and update individual or shared writing products, taking the most important social and political gains of minorities and women. Evaluate this advantage of technology’s capacity to link to other information and statement with regard to The Double V Campaign during World War II. to display information flexibly and dynamically. This task asks students to write an argumentative essay explaining to what extent the historical context surrounding the Pittsburgh Courier’s Double Victory Campaign was a WHST.11---12.1 Write arguments focused on discipline---specific turning point in the early civil rights movement. content. • Introduce precise, knowledgeable claim(s), establish the Standards Assessed in the above Tasks: significance of the claim(s), distinguish the claim(s) from WHST.9-10.1 alternate or opposing claims, and create an organization that WHST.10.2 logically sequences the claim(s), counterclaims, reasons, and evidence. OR • Develop claim(s) and counterclaims fairly and thoroughly, D. Research

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013 supplying the most relevant data and evidence for each while Task Description: The task for this unit is to write a formal 10-page research paper on pointing out the strengths and limitations of both claim(s) and any topic in American history. The research paper will answer a student generated counterclaims in a discipline---appropriate form that anticipates thesis question by drawing from a mix of relevant primary and secondary sources. The the audience’s knowledge level, concerns, values, and possible paper will be organized into sections to clearly support its thesis. Relevant, scholarly biases. evidence will be smoothly integrated into the text and cited using appropriate signal • Use words, phrases, and clauses as well as varied syntax to link phrases and The Chicago Manual of Style footnotes and bibliography. the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons Standards Assessed in this Task: and evidence, and between claim(s) and counterclaims. WHST.11-12.1 • Establish and maintain a formal style and objective tone while WHST.11-12.7 attending to the norms and conventions of the discipline in which WHST.11-12.8 they are writing. WHST.11-12.9 • Provide a concluding statement or section that follows from or supports the argument presented. WHST.11---12.7 Conduct short as well as more sustained research projects to answer a question (including a self--- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11---12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST.11---12.9 Draw evidence from informational texts to support analysis, reflection, and research.

Historical Thinking Skills: Students will be able to differentiate between historical facts and historical interpretations.

Historical Thinking Skills: Students will be able to analyze cause--- and---effect relationships

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013

Subject Headings: For Further Library Research: SUBJECT HEADINGS used in this Texts & Tasks Unit:

• World War, 1939-1945 — Participation, African American • United States — Armed Forces — African Americans • African Americans — Segregation • Racism — United States • United States — Race Relations • World War, 1939-1945 — Censorship — United States • African American Press • United States. — Air Force — African Americans — History • Air Pilots, Military — United States — History • World War, 1939-1945 — Participation, Afro-American • African Americans — Civil Rights • Truman, Harry S. -1884-1972-Political and Social Views

Texts and Tasks Unit © New York Public Library - Felice Piggott, Education Innovation Institute Fellow Summer 2013