Lesson Plan School Integration

School Integration In Charlotte, NC

Created by Eric Schwarzenegger, Charlotte Mecklenburg Schools

N.C. Standard Course of Study Alignment (10th Grade)

2.05 Analyze court cases that illustrate that the United States Constitution is the supreme law of the land.

5.05 Explain how local government agencies balance interest and resolve conflicts.

10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.

Daily Objective

Students will be able to analyze various types of primary sources by answering questions in the "Primary Document Analysis Handout."

Students will be able to analyze the impact of Brownv. Board and Swann v. CMS on life in the Charlotte Community.

Vanessa Baxter Interview Excerpt #2: Audio Clip / Transcript

Dorothy Counts Photograph (Station #1) [Note to teacher: scroll down to "School Dilemma" for photo of Dorothy Counts]

Harding Boycott letter (Station #2)

Finger Plan Map (Station #3)

Payne Political Cartoon (Station #4)

Darius Swann's Letter to CMS School Board (Station #5)·

K-W-L Handout

Primary Document Analysis Handout

Computer with internet connection, printer and speakers

LCD Projector or Overhead projector with Transparencies to display primary documents(optional)

Pre-Activities

Activities

• Provide all students with "School Integration in Charlotte, NC" handout.
• Introduce and play Vanessa Baxter interview excerpt #2 to the class. I would be helpful to provide handouts of the typed transcript for students to follow along. [Note: Teacher should listen to three excerpts of the interview prior to the lesson in order to build background knowledge--see additional resources.
• Have students complete Module #1 of the handout and discuss the conclusions they were able to draw from the interview.
• Break students up into 5 separate groups an assign them to one of the five primary source stations. [Note: If may be helpful to have multiple copies of the same document at each station] At each station they will be analyzing the primary source and by completing the appropriate section in Module #2.
• After 3-5 minutes have the students rotate to the next station to analyze and draw conclusions from the next primary document.
• After students have examined all stations, provide students time to independently complete Module #3. Draw the activity to a close by discussing the overarching conclusions made from all primary sources.

Assessment

• Have students complete the "L" section of their K-W-L and hand in.
• Have students respond to the following writing prompt: In 1955, the Supreme Court ordered that desegregation of schools occur “with all deliberate speed.” Using the primary sources you have analyzed today, to what extent did CMS comply with this order?