Objectives

Students will learn that some Georgetown residences resisted the law and customs leading to segregation of public parks.

Standards

[Applicable DCPS content and skills standards as well as Common Core standards should be listed by number and include the actual text of the standard.]

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.]

Valerie Babb and Kathleen Lesko and Carroll Gibbs, Black Georgetown Remembered: A History of Its Black Community From the Founding of "The Town of George" in 1751 to the Present Day (Washington: Georgetown University Press, 1991), 65.

Warm Up

Students will read Morgan Brown's recollection of how Rose Park remained non-segregated and contextualize the situation in 1945 that would have led to the Park Department attempting to segregate twenty years after the park's integration.

New Material

The students will be introduced to a brief history of Rose Park.

Practice

Students will be put into groups with brown eyes and groups without brown eyes.  The class will proceed to the playground and the priviliged group will get to use the playground equipment and the non-priviliged group will get to play with a frisbee.  The priviliged group will be praised and will be told how great they are and the non-privileged group will be chastised.

Assessment

Students will return to the classroom and write 1-2 paragraph reactions to the playground experience.

Closure and Reflection

The class will have a whole group discussion on the topic of segragation and relate it to their personal needs for belonging, power, fun, freedom, and love (the basis of quality schools as defined by Dr. William Glasser).  

The discussion about leadership and how well-known people (eg MLK, JR) and unknown people (eg Morgan Steele Brown) make contributions to movements.