Brown v. Board --Putting It All Together

From: Subject: Brown v. Board --Putting It All Together Date: Mon, 6 Aug 2007 11:09:21 -0500 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_01AF_01C7D81A.3D63D2D0" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3138 This is a multi-part message in MIME format. ------=_NextPart_000_01AF_01C7D81A.3D63D2D0 Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.nps.gov/nr/twhp/wwwlps/lessons/121brown/121putting.htm Brown v. Board --Putting It All Together

How=20 to
Use the Activities

Inquiry=20 Question

Historical=20 Context

Map

Readings

Images

Tab= le=20 of
Contents

Putting It All=20 Together

In this lesson, students learn about the landmark U.S. Supreme = Court=20 case that declared segregation in public schools unconstitutional. = The=20 following activities will help them apply what they have = learned.

Activity 1: Massive Resistance
Explain to students = that=20 Prince Edward County, Virginia, garnered national attention in the = years=20 following the Brown ruling as the most extreme example of = =93massive resistance=94 to integration. Ask students to research = what=20 happened in Prince Edward County from the time of the Brown=20 decision until 1964 when Griffin v. County School Board = of Prince=20 Edward County was argued before the Supreme Court. Students = should=20 prepare a written report detailing how =93massive resistance=94 = impacted=20 integration in Virginia.=20

Activity 2: The NAACP
Have students = conduct=20 research on the NAACP, the nation's oldest civil rights = organization.=20 Questions to consider include:=20

Why, when, and how was the NAACP founded?=20
What role did the NAACP play in ending segregation?=20
What were some of the NAACP's major civil rights = accomplishments=20 during the 1960s?=20
What methods did they use to gain =93victories=94 in the = fight for civil=20 rights?

Students may summarize their findings in a = written=20 report or create a timeline illustrating the NAACP's history.

Activity 3: The United States Supreme Court
Explain = to=20 students that the Supreme Court has handed down decisions on many=20 important issues throughout America's history. In order for = students to=20 better understand how the Court operates and its impact, divide = students=20 into groups and ask each group to choose a landmark Supreme Court = case to=20 investigate. The Landmark Supreme Court Cases website=20 [http://www.landmarkcases.org/index.html] provides information on = several=20 cases and is a good starting point. When groups have completed = their=20 research, ask each to role play the basic arguments for both sides = in=20 front of the rest of the class. Class members will act as Supreme = Court=20 justices and issue a ruling based on the facts presented. Once the = class=20 decides on a ruling, have the group explain the result of the = actual=20 Supreme Court case.

Activity 4: School Segregation in the Local Community =
Divide=20 students into two groups and ask one group to conduct research on = public=20 schools in their town or county in the period leading up to the = Brown=20 ruling and the other to research schools in the several years = following the Brown ruling. Questions for the first group = to=20 address include: Were schools segregated? How many schools = (elementary and=20 secondary) were there for blacks and whites? Were any of the = schools=20 involved in local law suits over segregation? Do any of the = schools from=20 the period remain today? Questions for the second group include: = What was=20 the School Board's reaction to the ruling? What specific changes = occurred=20 as a result of Brown v. Board of Education? When did = these=20 changes take place? Did it take additional court rulings before = the school=20 system integrated for good?

After the research is complete, have each = group explain=20 its findings. If possible, have students create an exhibit to = display at=20 school, the local library, or historical society. The exhibit = should=20 include historical and/or modern photographs of school buildings = as well=20 as images of students or newspaper headlines from the period. = Complete the=20 activity by discussing with students how local events can have = national=20 significance and, in turn, how national events can impact the = local=20 community.

Continue=20

Comments or=20 Questions

TCP
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