Objectives

Students will be able to:

  • determine whether segregation has ended in D.C. by comparing our school to other schools in the district and the nation.  

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.

DCPS Social Studies Standards



5.6.4Describe the 13th, 14th, and 15th amendments and African American political and economic progress. (P, E)
5.14.2Explain the role of the National Association for the Advancement of Colored People (NAACP). (P)
5.14.3Identify key leaders in the struggle to extend equal rights to all Americans through the decades (e.g., Mary McLeod Bethune, Ella Jo Baker, César Chávez, Frederick Douglass, Rodolfo ?Corky? Gonzales, Charles Houston, Martin Luther King, Jr., Thurgood Marshall, Carlos Montes, Baker Motley, Rosa Parks, Malcolm X, Eleanor Roosevelt, Reies López Tijerina). (P)
5.14.4List and describe the steps toward desegregation (e.g., A. Philip Randolph?s proposed 1941 March on Washington, Jackie Robinson and baseball, Truman and the Armed Forces, Adam Clayton Powell and Congress, and the integration of public schools). (P, S)
5.16.2Describe the lives of African Americans, including an explanation of their early concentration in the South because of slavery, the Great Migration to Northern cities in the 20th century, and ongoing African immigrant groups (e.g., Ethiopians, Nigerians, and Ghanaians), and where they have tended to settle in large numbers. (G, S)
5.16.5Distinguish between waves of immigrant Latino groups and identify the push and pull factors that stimulated their transnational movement (e.g., Cubans in the 1960s and 1980s; Central Americans in the 1980s; Caribbean peoples, especially Haitians and Dominicans, in the 1990s). (G, S)

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

Using the results from the previous lessons tally on students opinion about Powell being a segregated school, have students answer the following question:
  • _____ out of ______ students believe our school is a segregated school.  Why do you think they believe this? Support your answer.

New Material

Students will be introduced to a brief history of the Petworth neighborhood and how it has changed in the last century.  As a class we will go through parts of different newspapers articles written about the neighborhood since the 1920s.  The main points that should be covered are:

  • changes in population (whites - black - latino)
  • overcrowding in schools (important since it is happening now again)

Increase in White Population



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Crowded Schools



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Petworth Neighborhood



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Excerpt Petworth Neighborhood



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Urge building of 4 new schools



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Increase in Hispanics



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Practice

Students will participate in a school tally during which they will go into each classroom and county how many latino, white, and black students are present in each classroom (other categories should be added if other populations exist).  Once students have counted each student they will return to class where a master tally should be kept.  

Once all information has been gathered, as a class the data should be examined and compared to the scorecard/profile given to DCPS.  Discuss:

  • Is the scorecard/profile accurate?
  • What pupolation is our majority? Minority? nonexistent?
  • What does this say about our school? 
  • What happened to the white population? Where did they go?
Teacher should pull up the census information for the neighborhood to compare it to student results.

Extension activity: if time permits pull up other schools in DC to compare their population to schools population.  

School Population Tally



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Assessment

Exit Ticket:

  1. Who is the majority group in our school?
  2. Who is the minority group?
  3. Who is the majority in our community?
  4. Who is the minority in our community?
  5. Does segregation exist? 

Closure and Reflection

Mini discussion:

Is it normal to have schools like ours?