Brown vs. Board of Education Lesson Plan Grade 8: Learning Objectives

Brown vs.
Board of Education Lesson Plan
Grade 8
Learning Objectives:
Now that students have an understanding of the timeline of the civil rights movement in the
1950s we will delve deeper into the important events of the decade. Students will learn about
Brown vs. Board and I want students to make a connection between segregation in schools
during the 50s and how schools are integrated now. I will hold a class discussion surrounding
this case. In addition students will get a brief introduction of Rosa Parks for an activity we will
do tomorrow.
I can compare 1950s schools to schools of today.
I can discuss the importance of the Brown vs. Board Supreme Court case.
Curriculum Connection:
Students now have an understanding of what the ideal American life was during the 1950s and
for the next couple of days students will learn about the struggle of minority groups and the
movement of civil rights. Students will focus on Brown vs. Board and then spend a good amount
of time discussing and making opinions about Rosa Parks and the Montgomery Bus Boycott.
These topics will ultimately help students form a stance on whether or not they believe the the
50s were peaceful and prosperous for Americans.
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
MLR.E.1.A
Explain that history includes the study of past human experience based on available evidence
from a variety of sources; and explain how history can help one better understand and make
informed decisions about the present and future.
Assessment:
Personal Communication- During the Civil Rights presentation I will be sure to ask probing
questions of students to increase their participation in the subject but also to ensure that they are
gaining content knowledge in the subject. I want students to begin forming their own ideas about
the events and ideas being presented to them, so they need a chance to share their opinions with
the class and take part in whole group discussions.
Selected Response- Although the exit ticket is a prompt, I am only looking for students to write a
few sentences. This is why I am categorizing it under selected response.
Knowledge of Students:
Block 6 (Friday, 12:55-2:00): To introduce the Brown vs. Board case I will give students a
timeline of segregation laws here in the United States. These students are talkative especially
during Friday afternoon so I am hoping to pull some of that chattiness into whole group
discussions. T.M, G.M, and M.O tend to be the three students who talk the most in this class so I
will try to encourage the other students to participate by asking specific questions to individuals.
I would also like to try encouraging students to speak in class by simply having them repeat what
someone else said before, or reading from material that is posted on the overhead. This will also
serve as good practice for our smaller group discussions tomorrow and for the newscast
summative assessment.
Strategies to Engage Learners:
Technology, including a PowerPoint and video clips
Class Discussions surrounding Brown vs. Board and Emmitt Till
Lesson Procedure:
(5 min)-Upon student arrival I will have students split up into small groups of four. Each group
will have two pictures of 1950s schools. One will be an African American school, the other a
white school. I will have these groups write down the similarities and differences among the
pictures. There will be a handout to propel their thinking.
(15)- We will share out what the different groups came up with for similarities and differences.
After this I will remind them of the Plessey v. Ferguson case where it was ruled that separate is
equal. After sharing this review I will then ask the students if they think that these two school
buildings are equal or not. Students will have a minute to talk about if they think these two
schools are equal, why or why not? What would make them equal? Is separate equal why or why
not? To conclude this part of class we will come together whole group to talk about how actually
separate is in fact, not equal.
(15 min)- I will present a PowerPoint to talk to students about the Brown vs. Board case. This
will include topics such as what lead up to the case, how the case was actually made up of 5
different cases, why the NAACP chose to challenge segregation in education over other aspects.
(10min)-Students will discuss how the outcome of this court case was received in the public.
This will include the initial outcome, with all deliberate speed and finally we will get into the
Little Rock 9.
(10 min)- Show students the clip of the Little Rock 9
(5 min)- To gear up for the next class I will briefly talk about Emmett Till and the events that
surrounded his death. This is really the turning point in the 1950s civil rights movement so its
important for students to be familiar with this event.
(5min)- As an exit ticket I will ask to students to write why this event was so monumental in the
civil rights movement and how it may have sparked future protest among African-Americans.
Resources Needed:
Civil Rights PowerPoint
My computer
School pictures
exit ticket prompt(attached at the end of this lesson)

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Brown vs.

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exit ticket prompt(attached at the end of this lesson)

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