Objectives

Students will be able to:

  • explain how segregation impacted the District of Columbia
  • compare and contrast how school segregation impacted African Americans and Latinos in different parts of the country. 

Standards

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.6Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Warm Up

In three sentences answer the following question:

  • Does segregation still exist in our schools today? 

New Material

We will begin this class doing a close reading of "The Class of '42 and the Lessons of TIme."  As we read we will examine how Roosevelt High School changed in 50 years, making a list of the way people thought it has changed or stayed the same.  As a class we will then discuss:

  • how has the petworth neighborhood changed in 71 years since these people went to school here 
  • what people have moved in/moved out
  • is it safe or dangerous
  • what does this mean about our school

The Class of '42 and Lessons Learned



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Practice

Students will participate in a gallery walk during which they will be gathering evidence to answer the question: 

  • how has DC changed since Bolling v. Sharpe 

At each station students will have an opporutnity to read a differet newspaper article from different time periods.  When studens are at each station they will have an opportunity to discuss with the other members of the station how DC has changed.

Once students have gone through all stations, we will discuss as a class how DC has changed and how segregation impacted the city.  Students will be expected to contribute details from the text they read. 

DC Most Segregated City



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Parents File Suit



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School Integration



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Prince Georges Magnet School



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Assessment

Brief constructed response:

How has DC changed since segregation existed in the city? How have the communities changed? 

Closure and Reflection

As a closure students should begin thinking about how has our own school changed since it was built in 1929.  A class tally should be taken about how many students believe our school is a segregated school.