“An
Intense Look into segregation”
A web
quest lesson for fifth graders
By Ebony
Guinyard, Teacher
Mahalia
Jackson School
Introduction: The “Brown vs. Board of Education”
case associated separation as a means of educating children based on the color
of their skin. Linda Brown, a young black girl lived in Topeka, Kansas rode a
bus to school everyday that was approximately five miles away from her home,
instead of attending a school four blocks closer to her house due to
segregation. In1954, parents filed a lawsuit against the Board of Education of
Topeka Schools. This was the first time that the “separate but equal” policy
was challenged by the Plessy vs. Fergusen decision.
Task: You are the producer for a
class play based on Brown vs. Board of Education. You will assemble the
team who will write the performance. Then you will act out scenes in the
play.
Process:
Week One:
Ø Read (visual)
the Brown vs. Board of Education case.
Ø Observe
classmates who will project their voices (verbal) to the audience.
Ø Play
music (rhythmic) and props such as costumes and pictures (visual)
to coordinate with each scene.
Week Two
·
You will be divided into six groups among the students
in the class.
·
Afterwards you will exchange names, and phone
numbers.
·
You will have to fill out a short survey giving
information about yourself. (This will help the group decide which students are
suitable for their tasks.)
·
Members vote on who will be the captain for their
group to help determine the tasks for each student.
Week Three:
§
Captain assigns members their task.
§
Partners gather facts about the case using
encyclopedia, the Internet, and books.
§
Facts about the case are revealed.
§
Students brainstorm ideas for the play.
§
Main characters are chosen for scenes.
§
Rough outline is written for the performance.
§
Hand in a hard copy of the play.
Week Four:
·
You will include or discard final touches for the
play.
·
Music, costumes, and props are rehearsed.
·
Characters memorize their lines.
Resources:
Case information
ü
http://campus.northpark.edu/history/WebChron/USA/BrownEd.html
ü
http://campus.northpark.edu/history/WebChron/USA/PlessyFerguson.html
ü
http://www.jimcrowhistory.org/resources/lessonplans/hs_lp_clintonhs.htm
ü
http://www.yale.edu/ynhti/curriculum/units/1992/1/92.01.03.x.html
Photos of segregation
ü
http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/race/evidence.html
Survey
ü
http://www.ntlf.com/html/lib/suppmat/74vark.htm
Standards:
http://www.nycenet.edu/dis/standards/ELA/es/23overview.html
English Language Arts
E1c-read and comprehend
informational material.
E3b- Participate in-group
meetings.
E3d- Make judgments about TV,
radio, and film.
E3c- Prepare and deliver an
individual presentation.
E2d -Produce a narrative report.
Social Studies
http://www.emsc.nysed.gov/ciai/socst/socstands/socstand.html
Conclusion: Based on
the assignment, students will be able to gain knowledge about an important
historical case in a cooperative group setting. They will have worked in a calm
but fun atmosphere conducive for learning how to use technology, reading
comprehension, developing auditory skills, as well as learning how to organize
and write a play.
Evaluation:
Students will be graded on the following rubric based on a 4 (excellent) to
1(far below standards) basis. (See
attached)
