Stride Toward Freedom
The Aftermath of
Brown v. Board of Education of Topeka
A Unit of Study for Grades 8–12
B I L L F AU V E R
J I M R U D E R M A N
N ATIONAL C ENTER FOR
H ISTORY IN THE S CHOOLS
University of California, Los Angeles
Series: Slavery and Civil Rights
piano的复数T ABLE O. C ONTENTS Introduction
Approach and Rationale . . . . . . . . . . . . . . .
Content and Organization . . . . . . . . . . . . . . Teacher Background Materials
I.Unit Overview . . . . . . . . . . . . . . . . .
II.Unit Context . . . . . . . . . . . . . . . .
III.Correlation to the National Standards for United States History .
IV.Unit Objectives . . . . . . . . . . . . . . . .
V.Introduction to Stride Toward Freedom: The Aftermath of Brown v. Board of Education of Topeka . . . . . . . . . . . . . . .
VI.Lesson Plans . . . . . . . . . . . . . . . . . . Student Handout One . . . . . . . . . . . . . . . . . . . Student Handout Two . . . . . . . . .
. . . . . . . . . . Dramatic Moment . . . . . . . . . . . . . . . . . . . . Lessons
Lesson One: The Ca of Linda Brown . . . . . . . . . . .
Lesson Two: Public Reaction to the Brown Decision . . . . . . .
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Lesson Three: The Brown Ca and its Impact on the Civil Rights
Movement . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . .
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Teacher Background
I.Unit Overview
T his unit focus on the ca of Brown v. Board of Education of Topeka and its immediate aftermath. For over 50 years, African Americans were haunted by the ca of Plessy v. Ferguson and its affirmation of gregation. In 1954, the United States Supreme Court, under the leadership of Chief Justice Earl Warren, heard the ca of a girl denied admission to a public school in Kansas. The Court’s decision in this ca undermined Plessy and fueled the civil rights movement, which preoccupied Americans for veral decades. Two years after the Brown decision, the Supreme Court invalidated statutes that required gregation on public conveyances in a ca stemming from the Montgomery, Alabama bus boycott. Technically it was this ca, Gayle v. Browder, and not the heralded Brown decision, that overturned Plessy v. Ferguson. The Court’s unanimous decision in Brown v. Board of Education had made a point of specifying that “in the field of public education, parate but equal has no place.” The Brown decision certainly undermined Plessy but did not specif
ically declare “parate but equal”unconstitutional in all its applications. Following the Brown decision, the Court, in a ries of cas, invalidated gregation in state parks, beaches and bathhous, golf cours, and public transportation.
Although Brown was ineffective in degregating public schools—by 1964 less than 2 percent of the nation’s gregated school systems had degregated—it was a catalyst for change. The Court breathed new life in the equal protection and due process claus of the Fourteenth Amendment. Constitutional scholars have called the Brown ca one of the most important in American constitutional history. However, it is important to have students recognize that the outcome of the ca was the product of a ries of legal challenges of Jim Crow laws initiated in the 1930s by the NAACP under the direction of attorneys Charles Hamilton Houston and Thurgood Marshall.
The Supreme Court’s 1954 decision in Brown v. Board of Education of Topeka was a catalyst for civil rights activism along a broad front over the ensuing decades. From public education to employment, from trains to lunch counters, the era had en the effects of gains in the African American community. The decision and its implementation have stood as a model for similar social and political action among white middle-class women, Latinos, and Native Americans.
II.Unit Context
T his unit can be approached in a variety of ways. In a chronological tting, it can easily be an important ction of any discussion of the 1950s. It will lay the foundation for the movement that gained adherents and power in the 1960s. In a
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Teacher Background
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thematic tting, this unit fits nicely as a continuation of material following Plessy v. Ferguson. Referring back to the Plessy ca will give students a proper context for considering the Brown ca, and it will help them appreciate the long struggle African Americans have gone through and continue to go through today.
III.Correlation to National History Standards
S tride Toward Freedom: The Aftermath of Brown v. Board of Education of Topeka provides teaching materials to support the National Standards for History, Basic Edition (National Center for History in the Schools, 1996), Era 9, Postwar United States (1945-1970s). Lessons within this unit assist students in appraising the struggle for racial equality and the extension of civil liberties. Students eva
luate the Warren Court’s reasoning in the Brown ca and evaluate its significance in advancing civil rights (Standard 4A).
eskyThis unit likewi integrates a number of Historical Thinking Standards. Students are challenged to reconstruct patters of historical succession and duration in which historical developments have unfolded; reconstruct the literal meaning of a historical passage; analyze cau-and-effect relationships; interrogate historical data by uncovering the social, political, and economic context in which it was created; and, evaluate the implementation of a decision.
IV.Unit Objectives
1.To examine the historical context in which the Brown v. Board of Education
Topeka ca unfolded.
2.To evaluate the arguments the Supreme Court ud in arriving at a
decision in the ca.
3.To examine the equal protection clau of the Fourteenth Amendment as
interpreted in the Brown decision.
4.To asss the effects of changing political and social conditions on judicial
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5.To asss the immediate and long-range impact of the Brown decision.
quartz是什么意思6.To analyze cau-and-effect relationships.
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