Resources for educators

HIDDEN HISTORY LESSON PLAN

Grade Level: 11–12


Length: 2–3 class periods (50–60 minutes each)
Themes: Memory, hidden WWII histories, race, American military segregation during WWII, and the power of narrative

Learning Objectives

Students will:

Analyze lesser-known histories of World War II veterans who fought for democracy in the Brabant region and examine how citizens in the southern Netherlands helped liberate northern cities during the Honger Winter of 1944–45 through resistance networks and civilian support.

Investigate the history of the Red Ball Express and its critical logistical role in the Allied liberation of the Netherlands and northern Europe.

Evaluate why the Red Ball Express and Black military service have often been omitted or marginalized in mainstream WWII narratives.

Blend personal and historical narratives by connecting the film Old Heart to primary and secondary research, including museum, library, and oral history sources related to Brabant and Dutch resistance.

Create and present a product (essay, visual, digital, performance-based, or spoken) that honors overlooked contributions in history, with opportunities for public exhibition or competition. There could be awards given to honor students for their good work. The student products could be judged by a veterans organization or local history group.

Standards Alignment (Examples – Adaptable to Local Curriculum)

History (Post-WWII and Civil Rights):


Analyze the international impact of WWII on diverse groups, including African Americans who fought to liberate Europe and Dutch citizens, and evaluate the war’s role in ending U.S. military segregation in 1948.

Historical Thinking Skills:
Consult multiple sources from both American and Dutch perspectives; contextualize the role of segregation in the U.S. military; corroborate facts through unbiased analysis; and apply close reading strategies.

ELA / Media Literacy:
Analyze historical themes, character motivation, emotional impact, and how media portrays and shapes public memory and history.

Materials

Film: Old Heart. The film may be shown in school or at a local theater with optional participation by students and teachers, followed by a discussion connected to student projects. Short scenes related to America’s segregated Army, cross-cultural and interracial relationships, immigration, elder independence, and the Red Ball Express may be shown in classrooms.

Text (Optional): Excerpts from Peter Ferry’s award winning novel Old Heart for a literature tie-in.

Supplemental Sources: Books, short articles, and primary sources on the Red Ball Express (photographs, maps, soldiers’ oral histories, and documentaries).

Resource Examples

Slide Deck:
https://k12database.unc.edu/wp-content/uploads/sites/31/2014/04/AfAmWWII_PPT.pdf

Lesson Plan Resources:
https://nhd.org/wp-content/uploads/2025/02/RidingAlongRedBallExpress-rev.pdf
https://www.ww2classroom.org/?q=system/files/wie181_0.pdf
https://www.nationalww2museum.org/war/articles/red-ball-express

Technology & Classroom Supplies:
• Projection system and screen for visuals
• Laptop, tablet, or notebook for note-taking

Lesson Flow

Day 1: Setting the Stage – Memory, Film, and Hidden Histories

1. Hook (5 minutes)

Display a WWII propaganda poster, trailer clip, or short video that celebrates U.S. troops but visibly omits African American contributions.

Ask students:

Who is represented here?

Who might be missing?

Why were African American soldiers often deliberately omitted from the historical narrative of European liberation?

Teacher Tip: This is a natural entry point to introduce the question of compelling questions such as: who controls historical memory? and why certain stories are silenced?

2. Introduction to the Film Old Heart (5 minutes)

Provide a brief overview of the film Old Heart, highlighting:

Its themes of memory, love, aging, race, and historical legacy

The journey of a WWII veteran determined to preserve his independence

The film’s connection to the Red Ball Express and the segregated U.S. Army

How films, textbooks, and popular media have frequently failed to credit African Americans for their central role in Allied victory

3. Film Viewing (30–40 minutes)

Watch selected scenes from Old Heart and, if appropriate, supplemental documentary footage related to:

The liberation of Brabant

Cross-cultural and interracial relationships

The lived experience of African American soldiers during WWII

Students should focus on how the veteran’s personal memories bring to life:

The emotional reality of war

Love under segregation

The cost of being excluded from official history

4. Quick Write (5 minutes)

Students respond in writing:
“What hidden stories or overlooked voices might exist behind the official history of World War II?”

Day 2: The Red Ball Express – A Hidden History

1. Mini-Lecture with Visuals & Sources (10 minutes)

Introduce the Red Ball Express as a largely African American truck convoy system that played a critical role in sustaining the Allied advance after D-Day.

Use visuals and data from:

University of North Carolina African American WWII slide deck

National WWII Museum article

Maps, convoy photos, and statistics (e.g., approximately 75% of drivers were African American)

Short oral history excerpts or soldier quotes describing:

Nonstop driving under fire

Fuel and ammunition delivery through active combat zones

The dangers of being unarmed while under attack

2. Source Analysis in Small Groups (20 minutes)

Students analyze multiple sources (primary accounts, news articles, government records, oral histories). They respond to:

What do these sources reveal about the Red Ball Express?

Why was this story hidden or downplayed in U.S. history?

Why were many Black veterans denied full access to postwar education, housing, and health care benefits under the GI Bill?

3. Film Connection Discussion (15 minutes | Whole Class)

Guide students to connect Old Heart to the historical research:

How does the film’s portrayal of memory and interracial love connect to the Red Ball Express?

What happens to communities and nations when history is hidden or erased?

How does historical erasure shape modern racial misunderstanding and conflict?

4. Exit Slip (5 minutes)

Students respond:
“How did learning about the Red Ball Express change or deepen your understanding of WWII?”

Research Bridge (Homework or In-Class Extension):
Students identify one museum, archive, website, or library-based source related to:

Brabant resistance in southern Netherlands region.

The Red Ball Express

African American WWII service

Students bring one image, quote, or document to class to support their creative or analytical project.

Day 3 (Optional Extension): Honoring Hidden Histories

1. Creative Project WorkTime (30 minutes to Draft)

Students choose one product format that translates historical research into public memory, such as:

A letter or journal entry from a Black Red Ball Express driver transporting fuel and ammunition through enemy lines without being allowed to carry a weapon

A digital or hand drawn WWII style poster tribute honoring the Red Ball Express

An original skit, short performance, spoken word, or dramatic monologue

A comparative film analysis of Old Heart and other WWII films (Example comparison: Students may analyze how many WWII films portray WWII entirely through a white male lens versus how Old Heart helps to restore erased narratives.)

Students must incorporate at least one research source from a museum, library, oral history, or archival materials.

2. Gallery Walk (15 minutes)

Students circulate to view peers’ drafted work with an emphasis on:

Historical accuracy

Emotional impact

Gaps in public memory

Students note topics they might want to explore further through:

Museums

Libraries

Oral history projects

3. Debrief (5 minutes)

Whole-group reflection:

How can films, art, and literature help preserve hidden histories?

Why is it our responsibility to tell these stories?

Students begin or continue a Hidden History Journal for future inquiry projects.

Assessment

Participation in discussions, film analysis, and source evaluation

Quick writes and exit slips demonstrating understanding of hidden histories

Final creative or analytical project assessed for:

Historical accuracy

Depth of research

Connection to Old Heart

Interpretation of hidden history

Creativity and communication

Differentiation & Student Supports

Provide short clips and film summaries for students who struggle with full-length film analysis. The Old Heart trailer may serve as an accessible entry point.

Use visuals (maps, photos) and audio oral histories for multimodal learning.

Partner with:

Local veterans

Area historical organizations

University historians (in-person or Zoom visits)

Encourage museum and library research tied to resistance history.

Explore the Red Ball Express history organizations including The First Division in Wheaton, Illinois: https://www.fdmuseum.org/collection/online-exhibits/red-ball-express/

(Note: the original Red Ball Express operated mainly in France and Belgium. Map)

Allow multiple product formats: written, visual, oral, performance-based.

This Lesson Plan was created by Kristen Renes, social studies coordinator of the Muskegon Intermediate School District and Roger Rapoport, the producer of Old Heart.

Kristen Renes

Social Studies Consultant

Kristen Renes <krenes@muskegonisd.org>

Ph: 231.767.7255

Roger Rapoport

Founder/Director

Heartland Independent Film Forum

(231) 720-0930 voice only

rogerdrapoport@me.com

oldheartmovie.com

heartland-iff.org