Challenging Anti-History Education Laws: Teachers Receive 14,000+ Books on African Americans During WWII

The day my copy of Half American arrived, I taught a lesson on Black experiences in WWII. I teach one on one and the student was really engaged in the content, and especially interested in learning more about the fight for “Double Victory” and how Black soldiers were treated during the war. So, we pulled out the book and started flipping through it together.

Long story short, my student borrowed my copy and is now more than halfway through reading it! We check in on what they’ve learned at the start of every lesson, and I know I’m getting my book back worn in, annotated, and well loved. The student even asked about designing their own unit assessment based on connecting what they had learned in the book to what they had learned both about other experiences in WWII and also on the Black experiences in other time periods we’ve studied.

For a book to truly engage one of my students, especially one that has historically not cared about history or reading, is a true marvel to me.

We received copies of Matthew Delmont’s Half American: The Epic Story of African Americans Fighting World War II at Home and Abroad and are beginning our social studies department reading group around this book. It has been a great resource so far presenting perspectives that are often overlooked in the larger narrative about WWII. It has been influential in thinking about the resources we choose to put in front of students.

The introduction brought up an interesting point when discussing Saving Private Ryan. The opening scene of that movie is commonly used throughout history classes that discuss D-Day and World War II, but the intro brings up an interesting point and makes us reconsider the resources we use and who is centered and who is left out.

As we continue our discussions around this topic we will strengthen our content knowledge around the topic of World War II and more specifically United States and African American involvement in World War II. This book will be a valuable resource in our unit on World War II which is covered in 10th and 11th grade. It will also be helpful when thinking about the resources we choose for other topics to try and think about which stories we leave out.

The books were distributed throughout the department and to the school library. The librarian reports that it has been checked out frequently by students. In the classroom, I used large portions of it in my AP U.S. History course for my unit on World War II.

Different focused excerpts from the book included: women, Double V Campaign, employment & march on Washington, Ex Order 8802, riot, and Veterans. Students individually read their excerpts, noting 10 important details. Do their experiences represent continuity or change as compared to before the war? Place on a spectrum.

Then they met with like readings and compared, reported to the whole class, and plotted all the groups on a spectrum. Finally, they wrote a short essay on the following prompt utilizing information from the excerpts: Evaluate the extent to which African American lives were improved by World War II.

The students really enjoyed Half American. They liked the readability of the text and the subject. Many of them commented that the traditional textbook leaves out so much, and they liked learning more details. It set them up interest wise for the 1950s Civil Rights Movement lessons, and they referred back to the text during that lesson.

Three years ago I joined a Teaching for Black Lives study group and have been using the Stories from the Climate Crisis: A Mixer lesson and Reconstructing the South: A Role Play ever since. The lessons are engaging and have my students consider perspectives that they would not usually be exposed to. I was even able to take the Climate Change Mixer and use it to create similar assignments for other subjects or lessons that the students liked. In my experience, the Zinn Education Project encourages students to think and problem solve based on their own ability to reason. These valuable skills can carry beyond the classroom and help make for responsible citizens out in the world.

Furthermore, students have enjoyed reading Sugar, Half American, and Paradise on Fire. These stories add visibility and diversity to the classroom — something that is often hard to come by and hard to afford as a public education teacher. Anything and everything that the Zinn Education Project shares with a classroom is a vital component of that class going forward.

During my unit on World War II, my students read excerpts from Half American on the Tuskegee Airmen’s experiences with discrimination while fighting in the war. They then answered questions and discussed with partners in class.

It was an excellent way to incorporate the contributions of minorities to the war effort in an authentic way that showcased both their accomplishments and the prejudice that they felt. Discussion of minorities in the war is a specific standard for Michigan but this resource allows educators to more holistically showcase the lives of Black Americans in the war. My students were moved by these excerpts and I believe it helped them further understand the paradoxical nature of the United States’ participation in World War II.

We used the Half American books as the basis for our NCHE Rural Experience Project. Students spent six months researching, starting with the book Half American and culminating in the March program: Two Front: WWII Veterans of the Griggs Supreme Court Case.

The Museum & Archives of Rockingham County (MARC) hosted our annual program celebrating the landmark 1971 U.S. Supreme Court case, Griggs v. Duke Power Co. with a focus on the experiences of African Americans during WWII and how those experiences influenced the Civil Rights Movement. It dove into Half American with its distinguished author Matthew Delmont, as our main speaker. We also shed light on research uncovered by Griggs Project local student interns.

For the first time in my teaching career, I had students enter the National History Day Project contest, and the point of reference came from the book Half American! Thank you Zinn Education Project for helping me teach my students. And now I have another book to add to my class collection of teaching about WWI and WWII.

In my U.S. History class I teach a lesson about the African American experience in WWII using primary sources. Students read the James Thompson editorial “Should I Sacrifice to Live Half American?” from the Pittsburg Courier and the Double V campaign. Students later consider Executive Order 9981, which desegregated the military, and write their own editorial like James Thompson about racial equality in America and in the military.

The book Half American has sparked many ideas to add depth and empathy to this lesson. Additionally, the book was fascinating and engaging to read, and I really appreciate the Zinn Education Project for providing this book to me for free to add to my personal and professional library.

This lesson always sparks very good conversation about what it means to be an American and the important and unique struggle for rights minority groups like Black Americans have led. This lesson gets students to see part of the story of the long Civil Rights Movement that began well before the sit-ins and bus boycotts.

In conjunction with this lesson, I also teach one about the Japanese-American experience in WWII that adds complexity to students’ understanding of rights and freedoms in wartime and how minorities face unique challenges and experiences. All told, this book has added so much to my ability to teach a richer and more complete U.S. stories.

I used Chapter 6, Double Victory, from Half American as a supplemental reading in our unit on World War II. Students read the work independently and then we discussed, relating it to broader learning about the Pittsburgh Courier and the role of Black employees in wartime industries at Heinz, Westinghouse, and U.S. Steel.

I chose this particular chapter to share because it not only describes the dual purposes of the Double V campaign, but also sheds some light on white Americans understanding of the war. I thought that was very telling: I think many times we like to say that this was the last good war and that’s why everyone was on board, but it becomes clear in this chapter that the goals were fuzzy to many who were not particularly concerned with discrimination or Hitler’s policies. Additionally, I knew the description of the Red Cross’s policy of segregating blood would stand out to my students (and it did). This was a real illustration of how deep racism is engrained in U.S. society.

Another bonus of this chapter is that it also shows the emerging power of the Black press, in their negotiations with Sengstacke, which connected to class lessons about A. Philip Randolph, the Pullman Porters Union, and the threatened march on Washington. It’s important to me to highlight the power of social movements and the wide variety of paths we can take to make change.

Thanks for a copy of this book! I am happy to have it in my classroom library and to use it in my teaching.

I first attempted to do a book study the week before Thanksgiving (short week), but the students complained the book was too long; though they did like the subject matter. So, I decided to focus on chapters 7, 3, 5, and 12 during Black History Month. It produced some amazing discussions.

Many of the students, of all races, were angry that the military didn’t allow the Black soldiers to handle weapons, and felt they were “slaves to the White soldiers” by doing their laundry, shining their shoes. They also said our government was two-faced: Talking about soldiers working together against the common enemy but having segregated quarters for the Black and white soldiers.

Before giving them their written assignment, I showed them a clip from Pearl Harbor, where Cuba Gooding Jr., portraying Doris Miller, proceeds to use the gun to fight the Japanese pilots. They were angry that the government took four months to identify and give Miller a medal for being a hero, when white soldiers received recognition right away. I later showed them that the Navy christened a frigate in Miller’s name, an honor only given to former presidents.

Since we are a secured facility (juvenile detention), I printed research for the following people: Langston Hughes, Thurgood Marshall, Doris Miller, James G. Thompson, Benjamin O. Davis, Della Raney, Private Robert Brooks, Charles McGee, Wallace P. Reed, Ella Baker, W.E.B. Du Bois, and the “Black Rosies.” They wrote an essay about one of the people: List three (or more) facts about the person, explain how his/her character enabled him/her to rise above the adversity of their community, and justify how their actions made an impact on U.S. history. Once written, they then had to present the person they researched, and in their presentation, explain why their chosen person was a hero. Almost every student stated that the fact they stood to honor and protect a country that didn’t treat them right made them heroes.

Many of the students asked why they never heard of some of these people during WWII. Many were shocked that “Black Rosies” were doing the same things as Rosie the Riveter. I will definitely present this unit again.

A student asked if he could take the book to his room to read, but there’s a policy against having hard covered books on the living units. I went to a supervisor, showed her the book and explained what I was doing, and she was impressed. She took down the information, and she said she’d look into ordering soft covered copies to put on each unit.

We utilized the Half American books in ELA and social studies classes for five of the classes that I see. My students needed to understand the maltreatments and horrific conditions that all of these great African American men endured. My students learned, and felt, and realized that not much has changed with regard to the treatment of African Americans, specifically in this country.

I received multiple copies of Matthew Delmont’s book Half American: The Epic Story of African Americans Fighting World War II at Home and Abroad. I teach a variety of classes, grades, and extracurriculars, so I knew I could incorporate this text in many ways.

One way I used this text was to have students read excerpts from Chapter 3, “The March on Washington,” as part of a unit about community organizing and advocating for the changes you believe are needed in your community. I paired it with the lesson on Zinn Education Project website around the various stakeholders in the DAPL debate, and a culminating assignment asking students brainstorm, write, gather support, edit, and send proposals to their school board regarding improvements they wanted to see in their own education.

In particular, a quote from pg. 62 of Delmont’s book was useful, and I returned to it many times:

For Randolph and millions of other Black Americans, the lesson from the March on Washington Movement was that ordinary Black citizens possessed a tremendous amount of political potential. The key was to harness it to fight for specific goals. “You possess power, great power,” Randolph said. “In this period of power politics, nothing counts but pressure, more pressure, and still more pressure.”

Thanks for sending these texts to me. I appreciate it!

Half American by Matthew F. Delmont has completely changed the way I teach World War II and the Civil Rights Movement in my 12th grade government class. Typical textbook curriculum teaches the Civil Right Movement as an isolated event; however, Delmont’s book taught me that the movement’s roots are with injustices and hypocrisies during World War II. Students are shocked to read the quotes from articles written by the African American newspapers that show a completely different perspective of the war (abroad and domestically) than that described in textbooks.

After reading this book, I will always teach the WWII Double V campaign in order to include these voices. A part of the book that particularly affected me was the treatment of Black troops on U.S. military bases. I was stunned by the soldier’s letter to the NAACP from Pearl Harbor prior to the attack about the treatment of Black sailors by the Navy. Again, it’s an example of how a textbook completely leaves out voices that are vital in understanding events.

I recently used Matthew Delmont’s book Half American to challenge students’ perceptions about World War II. Students read the introduction and completed blackout poems. Afterwards, small groups of students were assigned a specific chapter of the book to read, discover claims made, and see how the author used evidence to support these claims.

Students were tasked with a creative way to demonstrate their learning and could choose between the following: Creating an African-American “heroes” gallery; creating a movie trailer for the chapter using WeVideo or another platform; creating an infographic to demonstrate learning by numbers; creating a digital collage; or curating a collection of additional primary and secondary sources based on original research, or a student generated idea. I was very pleased with the student engagement and the creativity used to demonstrate learning.

Delmont’s book is an incredible resource for the classroom that challenges students’ perspectives about World War II. Delmont recenters African Americans in the narrative of the war to show what it really meant for African Americans from a variety of walks of life. I highly recommend teachers consider this exquisite resource. My students encountered people and ideas that they had never heard of, and leveraged technology and creativity to produce resources that not only demonstrate but advance learning.

This was a great read and resource on an issue that continues to be glossed over in textbooks and available curriculum. I really appreciated how thorough things were explained and how they were in chronological order. I learned a great deal to help me with my instruction around WWII and the Civil Rights Movement.

Some of the concepts filled in gaps for my content understanding. I liked the beginning chapters that connected the Harlem Renaissance and Black WWI fighters to the revolution in Spain and the rise of fascism. This was something I had no knowledge of previously. The quotes that reinforced the comparison between Nazi Germany and Jim Crow drew such a parallel that really exposes how racism was running our country in the 1930s and 1940s (and beyond). The scope of Jim Crow as it applied to industry and the military were really exposed in this reading.

I pulled many quotes to use in my classroom. The book ends by looking at the Civil Rights Movement, and I appreciated how the author included many activists, such as Ella Baker and Rosa Parks, to show their efforts started during WWII. Overall, a great read and resource on a complex issue that has been hidden from mainstream education.

Our school district has banned books on the Black experience. So, we did a Zoom session with veterans and their grandchildren, nieces and nephews, and shared from the Half American’s specific parts that spoke to them or that they experienced in real life. We had conversations so that all could learn from the book and from actual life experiences of the adult to middle/high school participants.

Some of the high schoolers were considering going into the service and felt enlightened about the racism that persisted and the determination of the veterans in the story, as well as the determination of their relatives who shared that they too lived during this time period. It was a living history lesson on both levels, via the book and via accounts shared by veteran relatives.

The challenge going forward is to think of ways to persist under hardship or crisis and find ways to reinvent the self under these conditions with dignity and honor. The students were to make a dream board of a story chosen from the book, use them as a mentor for their future, and pick pictures and words or quotes that would continue to inspire them.

I ask my students to read a book about walking in someone else’s shoes. We discuss the issues of under-represented views and stories all year long in literature and social studies. Social studies culminates with a unit on major reformers throughout history and how they changed things.

Here is what two of my students said about Half American.

I thought it was very interesting that I had no idea about all this. I have learned about WWII several times, and have heard nothing about this. It was very interesting to read and I like the perspective. I think it is really important to learn about this.—Agatha

I thought it was interesting in the book Half American that it was Black Americans who identified the threat from fascism long before much of the rest of the nation did, and who were among the first to see the war as an existential struggle between forces of fascism against the forces of freedom, democracy, and human rights. —Makenzie

Although I was given a copy of Half American, I was not allowed to utilize it in my classroom. As a teacher who prides themselves on inclusive teaching, I was instructed at least three times this school year to ensure I am teaching about and praising white people in my class. My administrator is constantly worried about white students in my class, even though I am white myself. I am super thankful for the Zinn Education Project sending me a copy of this amazing book but in Oregon we are not permitted to truly teach about BIPOC people in our classes.

In my African American history class we read and had discussion responses to excerpts from chapters 14 and 17. These chapters really underscored the important role African Americans played in the War and the terrible betrayal they received when they returned. This activity was the culminating activity of our lesson on African Americans in the first half of the 20th century.