Go to Part I Download a PDF of this article
The Tuskegee Airmen: Building Wings and Learning to Fly as Readers
Part II: The Lesson
By Jerry Stemach and Carol Seibert
Engaged Learning
Henry Gooding and Don Johnston shared a desire to learn more about what interested them. Based on this personal interest, they asked questions, talked to “experts” and used the resources available to them to increase their knowledge.
Use this sample UDL (Universal Design for Learning) lesson to help YOUR students experience learning in a more personal and meaningful way.
THE LESSON ( Go to Part I for the files to download)
Activate Background Knowledge
- Use the audio book file to read the first page of Chapter 1 aloud
- With the whole group, have learners close their eyes and try to visualize themselves flying.
- In pairs, have learners
- Brainstorm what it might be like to fly (sights, sounds, feelings)
- Write down or draw at least 3 of their thoughts on sticky notes
- Share their thoughts with the whole group
- Post their notes on a chart paper labeled “Imagine Flying”
Read
Follow along in the text as the rest of Chapter 1 is read aloud.
Think
Point out the following:
- Henry’s daydream—or visualization—of himself as a pilot led him to ask questions.
- Henry’s questions led him to find out more through research.
- He interviewed his uncle.
- He went to the library to learn more.
- Henry’s research led him to think about how he could become a pilot.
Think, Pair, Share
As a whole group, discuss the challenges and opportunities that Henry learned about in Chapter 1, and list them on chart paper or on the board.
Form Interest Groups
Ask learners to review the list of challenges and opportunities and choose one of the topics on the list that they want to learn more about.
- Challenges may include ideas like racism, a lack of opportunity, etc.
- Opportunities may include ideas like going to another country to learn how to fly, etc.
Build Background Knowledge and Begin Research
Have small groups sit together as everyone listens to Chapters 2 and 3.
Each student will
- Follow along in the text.
- Listen for information related to the small group’s selected challenge or opportunity.
- Highlight relevant information and/or make notes in the text.
Small Group Planning
After reading Chapters 2 and 3, have small groups discuss and list the following:
- What did they learn from the chapters?
- What NEW questions do they have related to their topic?
- How can they learn more about their topic?
Small Group Assignment (to be completed as homework or during subsequent class periods)
Have small groups expand their knowledge and understanding of their topic through the following types of research:
- Interview someone related to the topic (e.g. someone who experienced and/or protested against racism, someone who was involved in WWII, someone who became a pilot, etc.)
- View a video, movie or documentary related to the topic (see links at bottom for resources)
- Read interviews with WWII veterans on the web (URL below)
- Read books or articles about the topic
Share New Knowledge
Have each small group prepare a short presentation that they can share with the class. A presentation can be as simple or as elaborate as you wish to assign. A presentation might take one or more of the following forms:
- Poster
- Oral Report
- PowerPoint Presentation
- Skit
- Re-enacted or actual interview (live or video)
- Photo journal with captions
Related web sites:
Tuskegee Airmen: http://www.tuskegeeairmen.org/
http://www.tuskegeeairmen.org/Video.html
Tuskegee Airmen Nt’l Historic Site: http://www.nps.gov/tuai/
Oral Histories: http://oralhistory.rutgers.edu/
Veteran’s History Project through Library of Congress: http://www.loc.gov/vets/
http://www.historynet.com/wars_conflicts/world_war_2
