3-D-+1+LeClerc

Lesson Title: Board v. Board of Education Grade/Level: 11th Grade Basic Education (Low level)Standards: **5.1.U.A:** Apply examples of the **rule of law** as related to **individual rights** and the **common good.****5.1.U.F:** Analyze the role political symbols play in **civil disobedience** and patriotic activites. **5.3.U.F:** Analyze landmark United States Supreme Court interpretations of the Constitution and its **Amendments.****6.3.U.B:** Analyze how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.**8.3.U.A:** Compare the role groups and individuals played in the **social, political,** cultural, and **economic** development of the U.S. Objectives: To have students explore the topic of Brown v. Board of Education and the implications in our own setting.Procedures: Assessment:
 * Students will work in pairs
 * Students will be given two political cartoons
 * [] and []
 * Students will complete a Venn diagram and decide if the cartoonists were in favor or opposed to the ruling and what if any common ground they could find in the depictions
 * Next, students will visit the PBS site [] to learn more about the background of the case.
 * They will take notes on the information they found to be used in a discussion.
 * Was the ruling successful then?
 * Do you believe there is there still racial inequality within the United States Education System? If so, where?
 * Have you witnessed any racial inequities within our own setting?
 * What about groups other than our black & brown students? Do you believe that our students that practice different religious beliefs are treated differently?
 * Did students find some common themes in all the groups?
 * Were students able to understand the inequities faced within a historical context?
 * Did the background site give them enough information to draw conclusions or would independent research have been more successful?
 * Were the students able to discuss situations in which they faced inequities

This activity promotes critical thinking in requiring students to do some thinking on their own and then work together to complete the charts with similiar ideas. Students will be asked to discuss in a group setting, situations that may be uncomfortable for them. They will be asked to face some of their own prejudices and their own truth. This lesson integrates with the rest of the curriculum as it addresses standards within the course of study. This unit is also aligned with the students reading //To Kill A Mockingbird// so the issue of race is also discussed in the context of the literature.

I love how the lesson allows for students to work in pairs. I know my students like working together in pairs or small groups, and I remember as a high school student, I enjoyed working on projects such as this. The video was very informing, and the cartoons were easy to understand. I also like the link to literature //To Kill a Mockingbird. Melissa Fletcher//