Getting Started
This project began for me with a personal phone call in June 1997. Having visited the United States Air Force Museum in Dayton, Ohio, several years ago, I thought it the appropriate place to continue my research of the famous all-Black air force of World War II, the Tuskegee Airmen. Up to now, this inspiring story of men who overcame institutional prejudice and established a remarkable war combat record has been woefully underreported. Our school district's history textbook makes a passing reference to Tuskegee Institute, and its founder, Booker T. Washington, but mentions nothing about the U.S. Army Air Corps cadets of World War II whose names are also linked to that town in Alabama. From my own learning, I knew the Airmen persevered in an era when blacks were deemed incapable of maintaining, let alone operating, front-line aircraft. Their determination to learn how to fly and to fight for their country during World War, if only to prove they had the capacity and the willingness to do so, has become the stuff of legend

The Air Force Museum operator with whom I spoke was most pleasant but she did not know of any Tuskegee Airmen references at the facility. Then suddenly she exclaimed, "Wait, I know a man who's a trustee at the Aviation Hall of Fame here in Dayton, and he's a Tuskegee Airman. I'll get you his number.
My next phone conversation with Col. Charles I. Williams - "C. I” to his friends - was a most remarkable encounter. I was instantly struck by the enthusiasm and the detail with which he described the people and events of his, and our nation's, past. Also, I was impressed by how willing he was to assist me. "You get ahold of my friend Kenny Wofford up there in Minneapolis," he barked. "I'll let him know you're going to contact him. He'll tell you about the Red Tail Project going on up there, too." Red Tail Project? What was that?

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“The Red Tail Project”

Col. Kenneth Wofford was ready for me when I called. He said to contact him when (not if) we arrived in Minneapolis; he'd give us the grand tour. He also had several ideas we needed to discuss about how to approach this research project. My wife and I really hadn't planned to do much traveling that summer, but the Colonel was expecting us. We made the trip.

In early August we met Col. Wofford in a Minneapolis restaurant parking lot, and then followed him to the headquarters of the Southern Minnesota Wing of the Confederate Air Force. With chapters throughout the nation, the CAF's mission is to preserve the nation's military aviation history by salvaging and preserving famous aircraft for future generations of Americans. The spry 75-year old Wofford then introduced us to Col. John Schuck, who was then the director of The Red Tail Project. This was the latest aircraft restoration project sponsored by the CAF's Southern Minnesota Wing: a P-51C Mustang - the very make and model flown by the Tuskegee Airmen over southern Europe. Schuck told me there were only four remaining aircraft of this Mustang variant in existence; long ago all the rest had been reduced to scrap. The plan was for this particular P-51 to be painted with a distinctive red tail. Several years and nearly $450,000 would be required to restore this Mustang to operational status. When complete, this rare aircraft would take its place with the other Confederate Air Force aircraft and become a flying tribute to the brave men of the 332nd Fighter Group who fought for democracy and freedom at home and abroad.

As I learned more about the restoration from John, Col. Wofford busily penned a Tuskegee Airmen bibliography for future reference. He also stressed the importance of including all the servicemen and women who comprised this segregated unit "After all, pilots can't fly what isn't serviced and maintained," he observed. "Sure, the pilots got the glory, but only because of the support and dedication of the ground personnel."
Even though the day's activities eroded much of the time the three of us were able to spend discussing ideas, I was beginning to recognize the incredible potential of this project. Up to now, I had been looking at things through a keyhole. C. I. Williams, Ken Wofford and John Schuck opened the door for me, and I dared to peek inside. I now could envision a research project involving multi-faceted approach to learning, combined with an opportunity for students to take part in a service project that had a direct connection to the topic they were studying. In its starkest essence, students could conduct research and compile it into a book; with their newly-found knowledge they could enlighten the public and garner support to raise money for the Red Tail Project. And maybe, just maybe, we could actually invite some Airmen to come to Dubuque! What a project that would be! The fact that no one had ever done anything like this was all the more reason to try it. As we drove home, I didn't have all the answers or the pieces yet in place, but I knew one thing: this was going to be a school year unlike any other.

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Central Alternative High School

Central is a school that serves students who haven’t experienced academic success in the traditional high school setting. Historically, the hallmark of the staff has been its unique approach to developing courses that get the students excited about learning, yet still meet the school district’s academic standards. During my tenure, many of my social studies classes have been characterized by their community connections. I have long been a believer in having our “at-risk” population work with and learn from local citizens, and then give something back to the community in the form of a book, a presentation, or some kind of performance-based project. I knew that once the students realized their audience would be someone other than myself, they would most likely become motivated to do their best work. After all, no one wants to look dumb in public. Already my students of years gone by had published their findings and given presentations to local college and traditional high school history classes. With this experience under my belt and samples of previous student work to back up the talk, I knew that we could pull off this Tuskegee Airmen research project, too. All I had to do now was convince the latest crop of at-risk youth that they could do it.

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Learning Beyond the Classroom

From an English teacher's standpoint, this project opened up several opportunities for the students to "go public" with their work, a powerful motivator in its own right. Eventually, speeches would have to be written, critiqued, and revised. Student-written business letters soliciting corporate support would have to be judged for their ability to effectively get the point across. From a history teacher’s perspective, research papers would have to be refined, edited, checked for accuracy and submitted for publication. And of course, thank-you letters would be required as a matter of courtesy and propriety. In short, every single piece of historical research and writing required for this class would have a real audience and a real purpose. This was no longer a sterile English course, where grammar lessons are taught in a vacuum. Nor was it a stultifying American history class, where countless names and dates are learned by rote. This was American history and English blending together for a real world assignment to learn about the Tuskegee Airmen and tell their story to the world.

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Getting Underway

When school began at Central Alternative High in August, 1997, the class was scheduled to meet for a two-period block for nine weeks. I called it "The Tuskegee Airmen Research Project." Offered as a class for one history credit, students could stay with the group for the second quarter, or move on if they needed to. I realized that the project would need to extend into the third quarter as well, to coincide with the idea of a staging public seminar in February, the culmination of the entire project.

The HBO movie, The Tuskegee Airmen, proved to be an effective tool to help the students begin to learn about the obstacles these men overcame, but it paled in comparison to the personal contacts I made during the summer. The film was based on a true story, but the characters were composites with fictitious names; I had to find a way to make these individuals come alive for the class. When Col. Wofford sent us a list of twenty-five men and women's names and phone numbers, we were on our way. The one problem we faced, however, was that none of the names on the list were local folks. At least that's what I thought, anyway. But the Colonel had done his homework. "Work for the Iowa connection, young man," he exhorted before we left Minneapolis. I smiled and nodded, even though I didn't really understand what he meant. Until I got his letter.

Part 2 Making Historical Connections

Overview
Overview

Part 1
Getting Started

Part 2
Making Historical Connections

Part 3
The Airmen Respond

Part 4
The Community Responds