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Brown V. Board of Education: Segregated America Lesson

Classroom Resource Information

Title:

Brown V. Board of Education: Segregated America Lesson

URL:

http://americanhistory.si.edu/brown/resources/one.html

Content Source:

Smithsonian

Type:

Lesson/Unit Plan

Overview:

In this lesson, students identify and discuss the condition and aspirations of free African Americans in the years following the Civil War. Students identify the social factors that led to the rise of Jim Crow segregation and evaluate the effects of segregation.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 4 Alabama Studies	10 ) Analyze social and educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama. Examples: social—implementation of the Plessey versus Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP) educational—establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University) • Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism • Explaining the Jim Crow laws • Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries Unpacked Content Strand: Economics, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Analyze social changes during the late nineteenth and early twentieth centuries for their impact on Alabama including implementation of the Plessey v. Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP). Analyze educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University). Analyze the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism. Describe Jim Crow laws and their purpose. Analyze the impact of Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Teacher Vocabulary: implementation agriculture "separate but not equal" Populism suffrage Knowledge: Students know: The social impact of the implementation of the Plessey v. Ferguson "separate but not equal" court decision and the birth of the National Association for the Advancement of Colored People (NAACP) on Alabama. The educational changes during the late nineteenth and early twentieth centuries impacted Alabama in several ways including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University). The changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism. The purposes and the effects of Jim Crow Laws. Important Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries including Booker T. Washington, George Washington Carver, Jesse Owens, Tallulah Bankhead, W.C. Handy, Helen Keller, Patti Ruffner Jacobs, and Julia Tutwiler. Skills: Students are able to: Identify social changes in Alabama including implementation of the Plessey versus Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP). Identify educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University). Identify the cause and effect relationship between the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism. Interpret the Jim Crow laws. Identify Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Understanding: Students understand that: Industry and agriculture in Alabama saw many changes during the late nineteenth and early twentieth centuries. Social (racial) injustices occurred in Alabama during this time and these injustices impacted Alabama. Many key Alabamians had an impact on the world of education. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.10- Recognize social and educational changes in Alabama during the late nineteenth and early twentieth centuries. SS.AAS.4.10a- Identify what Jim Crow laws were; "separate but not equal"; NAACP. SS.AAS.4.10b- Identify Booker T. Washington, George Washington Carver, and other Alabamians of the early twentieth century.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama. • Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy • Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March • Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954 • Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama. Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy. Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March. Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954. Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality. Teacher Vocabulary: analyze interpret discrimination prejudice protest (violent and non-violent) boycott sit-in segregation integration Jim Crow suffrage rights NAACP Knowledge: Students know: Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy. How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy. How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches. African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing). Skills: Students are able to: Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy. Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March. Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail. Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights. Understanding: Students understand that: Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954). The doctrine of separate but equal called for specific things. These events also had a significant impact on the nation. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.14- Identify the purpose of the Civil Rights Movement; recognize important issues, leaders, and results of the movement. SS.AAS.4.14a -Identify vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Social Studies SS2010 (2010) Grade: 6 United States Studies: The Industrial Revolution to the Present	9 ) Critique major social and cultural changes in the United States since World War II. • Identifying key persons and events of the modern Civil Rights Movement Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama) events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama) • Describing the changing role of women in United States' society and how it affected the family unit Examples: women in the workplace, latchkey children • Recognizing the impact of music genres and artists on United States' culture since World War II Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama) • Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II Unpacked Content Strand: Economics, History, Civics and Government Course Title: United States Studies: The Industrial Revolution to the Present Evidence Of Student Attainment: Students: Explain how the use of boycotts and demonstrations led by various ethnic groups has resulted in social change in the United States. Describe the changing role of women in the workplace and the impact on the family unit. Describe the cultural effect of music genres, artists and media on influencing social practices and policies following World War II. Teacher Vocabulary: Brown vs. Board of Education Montgomery Bus Boycott Freedom Rides Selma-to-Montgomery Voting Rights March Motown AM/FM radio protest songs demonstrations genre political assassinations latchkey children Civil Rights Movement Knowledge: Students know: The key figures involved in the Civil Rights Movement. The major social and cultural changes that occurred in the United States post WWII. Skills: Students are able to: Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality. Cite evidence to support changes in social and cultural traditions using primary and secondary sources. Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events. Understanding: Students understand that: There were important the social and cultural changes that occurred in the U.S. after WWII. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.6.9- Define civil rights movement; identify key figures and events of the Civil Rights movement, including Martin Luther King Jr., Rosa Parks, Montgomery Bus Boycott, and the 16^th Street Baptist Church bombing; identify culturally influential music from the post-World War II world including, Elvis Presley, the Beatles, Bob Dylan, and Jimi Hendrix.
Social Studies SS2010 (2010) Grade: 11 United States History II: The Industrial Revolution to the Present	14 ) Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.] • Tracing the federal government's involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965 • Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the Southern Christian Leadership Conference (SCLC); the Student Nonviolent Coordinating Committee (SNCC); the Congress of Racial Equality (CORE); the National Association for the Advancement of Colored People (NAACP); and the civil rights foot soldiers • Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children's March, and key local persons and events (Alabama) • Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement • Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston (Alabama) Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: United States History II: The Industrial Revolution to the Present Evidence Of Student Attainment: Students: Describe the differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in with the movement, and major events of the movement. Assess the impact of these efforts to achieve civil rights for African-Americans. Teacher Vocabulary: desegregation poll taxes civil rights economic impact Knowledge: Students know: Major events of the African-American Civil Rights Movement from the end of WWII through 1970. The federal government's involvement in the modern Civil Rights Movement. The contributions of individuals to the cause of civil rights for African-Americans. Involvement and contributions of groups in the cause of civil rights for Africa Amiercans. Differences among philosophies of the various organizations who were working for civil rights. The lasting impact of the modern Civil Rights Movement. Skills: Students are able to: Integrate and evaluate multiple sources of information presented in diverse formats and media. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events. Read and comprehend historical texts independently and proficiently on various topics related to hitorical events. Understanding: Students understand that: There were differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in the movement, and impact of these efforts to achieve civil rights. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.11.14- Understand the purpose and goals of the civil rights movement from post-World War II to 1970; identify influential people, events, and outcomes of the civil rights movement.

Tags:

Brown V Board of Education, integration, Jim Crow, segregation

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Author:

Ginger Boyd

ALEX Classroom Resource

Brown V. Board of Education: Segregated America Lesson