Lesson Plan - Fighting for Freedom

Build Background Knowledge

Before reading, display this prompt: Harlem Hellfighters: Who do you think they were? Ask students to respond to the prompt in writing or by discussing it with a peer. Then ask them to share their responses with the class. Explain that during World War I, Black soldiers in the U.S. military faced discrimination and racism overseas and at home, even though they were fighting for their country. 

Preview Vocabulary

Use the skill builder Words to Know to preteach the domain-specific terms 14th Amendment, casualties, civil rights, Constitution, democracy, empire, infantry, lobbying, patriotism, posthumously, segregated, veterans, Western Front, World War I, and World War II. Have students refer to the skill builder as they read.

Read the Article

Read the article aloud or have students read it independently or in pairs. As students read, direct them to circle or highlight any words whose meanings they are unsure of. If possible, have students interact further with the text by annotating in the margins with these symbols:

!  =  something surprising

?  =  I have a question.

X  =  something bad

+  =  something good

✓  =  I already knew that.

Begin a discussion by asking for feedback on students’ annotations.

Answer Close-Reading Questions

Have students write their responses, or use the Close-Reading Questions to guide a discussion.

• Describe the mood of paragraphs 1-8. Identify word choices that help achieve the mood. (Word Choice)
The mood of paragraphs 1-8 is suspenseful and action-packed. Details that help achieve the mood include “stared into the darkness,” “again . . . and again,” “ambushed,” “unleashed a shower of grenades,” “In the chaos,” “hurling grenades,” and “plunged his bolo knife.”

• When World War I began in 1914, the United States “pledged to stay neutral.” Why did the U.S. want to stay out of the war? (Making Inferences) 
The United States likely wanted to stay out of the war because the fighting was far away and did not involve the U.S. The war was between two groups of European nations: the Allied powers (France, the United Kingdom, and Russia) and the Central powers (Germany, Austria-Hungary, and the Ottoman Empire).

• Explain the main goal of many Harlem Hellfighters by enlisting to serve in the war. How did they prove themselves in combat? (Key Details)
The main goal of many Harlem Hellfighters in enlisting was to prove their worthiness of equal rights in the United States. They believed that fighting on behalf of their country in the war would earn them equality and respect back home afterward. The Harlem Hellfighters proved themselves by pushing to fight on the front lines, defeating the enemy in battles even when outnumbered, and spending more consecutive time on the front lines than any other American unit.

• What is the purpose of the section “A Rude Awakening”? (Author’s Purpose)
The purpose of the section “A Rude Awakening” is to explain the shock that the Harlem Hellfighters felt when they were sent to South Carolina for training in 1917. In the South, racism was more obvious than it was in the Northeast, where the unit’s soldiers were from. Black soldiers faced discrimination in stores as well as racial slurs and threats.

• Compare the attitude of White American soldiers toward the 369th Infantry Regiment with that of French soldiers. (Compare and Contrast) 
White American soldiers did not think Black soldiers were fit for combat. They mostly refused to fight alongside the 369th Regiment. French soldiers, however, welcomed the regiment and were glad to fight alongside them. French soldiers taught the Harlem Hellfighters how to use machine guns and other weapons.

Analyze a Video

Direct students to watch the video “History of the Harlem Hellfighters and Tuskegee Airmen” at junior.scholastic.com. Then direct students to draw connections between the Harlem Hellfighters and the Tuskegee Airmen. Invite students to consider both groups’ motivations to enlist and character traits shown, as well as the events that followed each group’s return home from war.

Assess Comprehension

Assign the 10-question Know the News quiz, available in PDF and interactive forms. You can also use Quiz Wizard to assess comprehension of this article and three others from the issue.

Your Turn: Analyze a Primary Source

Direct students to the “Your Turn” prompt at the end of the article. Guide students in analyzing the primary source excerpt. Then discuss the questions as a class. For further analysis, invite students to underline details in the article that prove educator Robert R. Moton’s argument that Black soldiers “earned the right of all the benefits of full citizenship.”