Rob's+Lesson+Plan


 * Course**: American History (1877-Present)
 * Grade Level:** 8th
 * Unit:** Civil Rights Movement

Were the southern states quick to react to the Brown v. Board decision?
 * Essential question(s):**

1. Students will analyze primary source documents for information about the Brown v. Board court decision. 2. Students will analyze map data for the implementation of desegregation. 3. Students will gain experience working with primary source documents.
 * Objective(s):**

- //Brown v. Board of Education of Topeka, Opinion//; May 17, 1954; Records of the Supreme Court of the United States; Record Group 267; National Archives. [] (accessed June 19, 2009). - //Brown v. Board of Education of Topeka, Implementation Decree//; May 31, 1955; Records of the Supreme Court of the United States; Record Group 267; National Archives. [] (accessed June 19, 2009). - //Washington Observer//. “Segregation’s Citadel Unbreached in 4 Years,” May 11, 1958. From Library of Congress, "With an Even Hand”: Brown v. Board at Fifty. [] (accessed June 19, 2009). - NARA written document worksheets (one for each page from //Our Documents//) - NARA map analysis worksheets (for //Washington Observer// map data) - KWL worksheet (for compiling information)
 * Materials:**

Students will complete an overview reading passage about the 1954 Brown v. Board decision from the Supreme Court of the United States.
 * Introduction:**

1. In groups of two, students will be provided with copies of the Supreme Court’s opinion document and implementation decree regarding the 1954 Brown v. Board court case. - Students will analyze the requirements set forth by each document. - Students will predict what the expected outcome should be in response to these documents. 2. Again in their groups, students will then be presented with the data contained on the map from the Washington Observer. - Students will analyze the response from southern states by 1958. - Students will compare and contrast their predicted outcome with the actual outcome. 3. Each group will then share with the class the reasoning behind their predictions and use prior knowledge to suggest reasons for the delay in implementing desegregation.
 * Procedure:**

1. Students will conduct additional research to determine the timeline for the full implementation of desegregation in the southern states. 2. Each student will produce a one-page written analysis of the entire lesson and its results.
 * Conclusion:**

Rob, I like the idea for this lesson. I wish I could use more text primary sources, but unfortunately most of my students just aren't at a reading level appropriate to use these sources. However, these documents are pretty concise, and they leave a lot of room for student's to make their own interpretations just as the states did. I could point students' attention to key words such as, "all deliberate speed," and perhaps even require they define the word deliberate. This will give them exposure to official documents written by the Supreme Court, which are often visited when studying US history. Maybe there's something I'm not doing correctly, but it's too bad you can't zoom in closer to the map. Or maybe you can, and I just haven't figured it out.

Blair