Standard(s)/Element(s)/Content Area Standard
SS3H2 The student will discuss the life of Thurgood Marshall and his efforts to expand people's rights and freedoms in a democracy.
a. Discuss Thurgood Marshall and his efforts to expand our rights through civil rights and the Supreme Court of the United States.
b. Explain social barriers, restrictions, and obstacles that Thurgood Marshall had to overcome and how he was able to succeed
TAG Standard: Higher Order and Critical Thinking Skills
Freedom of conscience and expression
Separate but Equal
Phase 1: Sparking the Discussion (Hook)
Call for volunteers to answer the following questions: “What are some examples of privileges or opportunities that some people get and others don’t? Have you ever experienced a privilege or opportunity when your peer hasn’t? How is perfect attendance like this? What are some possible causes?” Pose the question: “How might two different groups of people be offered different opportunities?” Provide students time to jot down their thoughts and share thoughts with a partner. Select a few students to respond.
Phase 2: Acquiring Content Needed to Participate in Discussion
Pose the essential (focus) question: “Why is conflict likely when two or more groups, each with a strong sense of citizenship, disagree on Brown vs. Board of Education?” Activate prior knowledge by having students create at least 1 sentence using at least three words from the Word Splash; Have the students share 1 sentence they created from the word splash.
Students will review the articles; Group 1 will read, “Issue: Racial Segregation in Public Schools”; Group 2 will read, “Thurgood Marshall was America”; Group 3 will read, “Separate but Equal”; and Group 4 will read, “What was the Board of Education’s Argument in Brown vs. Board of Education”; The students will take notes on the information using the supplied graphic organizer.
Phase 3: Kindling the Discussion
Students will use their notes and the Questioning Cube to answer and have small group discussions.
In whole group, students will participate in a discussion driven by the following questions: Why is conflict likely when two or more groups, each with a strong sense of ethnic group, attend the same school? As an American student, what shapes your point of view regarding segregation? Did your point of view change as a result of the readings and/or small group discussions?
Phase 4: Synthesis Activity
Students will sort the quotes about segregation and desegregation. Pose the question: If these people represented our past, how would you change things in the future? Each student will select a quote with which s/he can most identify and pose a solution for what they can do in the future to create equality in schools.
“Issue: Racial Segregation in Public Schools”
“Thurgood Marshall was America”
“Separate but Equal”
“What was the Board of Education’s Argument in Brown vs. Board of Education”
Handout 1: Word Splash
Handout 2: Issue: Racial Segregation in Public Schools
Handout 3: Thurgood Marshall was America
Handout 4: Separate but Equal
Handout 5: What was the Board of Education’s Argument in Brown vs. Board of Education
Handout 5: Notes Organizer
Handout 6: Questioning Cubes
Handout 7: Quotes for synthesis
Handout 8: 3-2-1