Brown v. Board of Education (1954)

Brown v. Board of Education of Topeka was a landmark 1954 Supreme Court case in which the justices ruled unanimously that racial segregation of children in public schools was unconstitutional. Brown v. Board of Education was one of the cornerstones of the civil rights movement, and helped establish the precedent that “separate-but-equal” education and other services were not, in fact, equal at all.

Lesson 1: Brown v. Board of Education (1954)

Teacher: Dr. Rosie Jayde Uyola Course: U.S. History (Grade 9) 

Learning Objectives

Students will:

1. Analyze primary sources to determine how Brown v. Board challenged segregation in public schools.

2. Evaluate the arguments made by supporters and opponents of school integration.

3. Reflect on how legal decisions impact everyday life and personal opportunities.

NYC DOE Social Studies Standards

• 11.10a.3: Civil Rights Judicial & Legislative Achievements

• RH1: Cite textual evidence to support analysis

• RH3: Analyze historical events and their causes and effects

• WHST2: Write explanatory texts clearly and accurately

Minute-by-Minute Lesson Script

0:00–0:02 | Introduction 

Today we are exploring the Supreme Court case Brown v. Board of Education. Our essential question today is: How did Brown v. Board challenge segregation, and why was there significant resistance to integration? Let's keep this question in mind as we begin.

0:02–0:07 | Bard College Writing & Thinking Free Write 

In your notebooks, please thoughtfully respond to this question: How do you think attending segregated schools would affect a student's educational experience and future opportunities? Be as specific as possible. You have 5 minutes to write.

(Students silently write.)

0:07–0:09 | Pair-Share 

Now, please turn and quickly share your responses with your partner. Summarize one another's ideas clearly.

(Students quietly share.)

0:09–0:10 | Primary Source Instructions 

You will now analyze two primary sources. Annotate carefully to understand how each argues about segregation and integration. Use the sentence starters on your handouts to guide your annotations. Be prepared to share your findings.

Handout: Primary Sources

Source A: Excerpt from Supreme Court Majority Opinion, Brown v. Board (1954)

Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and great expenditures for education both demonstrate our recognition of education’s importance to our democratic society. It is the very foundation of good citizenship. Segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities, even if physical facilities and other tangible factors may be equal. To separate them solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in ways unlikely ever to be undone. We conclude that in the field of public education, the doctrine of 'separate but equal' has no place.

Source B: Excerpt from the Southern Manifesto (1956)

We regard the decision of the Supreme Court in the school cases as a clear abuse of judicial power. It substitutes naked power for established law. This unwarranted decision is creating chaos and confusion, destroying amicable relations between the races, and is a direct threat to the sovereignty of states. We commend states who have expressed intentions to resist integration. We pledge to use all lawful means to reverse this decision and to prevent its enforcement. This deliberate attack upon our institutions and rights threatens our nation's foundations and the cherished traditions that have sustained us.

0:10–0:20 | Source Analysis & Annotation (circulating, questioning):

• Why does the Supreme Court say education is foundational to democracy?

• Why might segregation cause a feeling of inferiority?

• What reasons do the Southern Manifesto's authors provide to justify resisting integration?

• What deeper concerns about society are revealed by opponents of integration?

(Students annotate deeply and discuss in groups.)

0:20–0:25 | Thesis Development 

In your groups, develop a clear thesis responding to this prompt: Why was the Brown v. Board decision essential for civil rights progress, and why did it face strong opposition? Be ready to defend your answer with evidence.

(Groups write thesis statements.)

0:25–0:30 | Whole-Class Discussion

Let's share your theses. Group one, can you begin? What evidence from the text supports your claim? (Teacher facilitates student-led discussion, pushing them to deepen analysis explicitly.)

0:30–0:33 | Individual Reflection

In your notebooks, write an individual reflection clearly answering this question: What have these primary sources taught you about how laws impact people's daily lives and the way society views equality? Cite specific evidence.

(Students write quietly.)

0:33–0:35 | Creative Closure & Exit Ticket 

Two volunteers to share your reflections aloud clearly. As we listen, let's consider what we've learned about why integration was such a contested issue.

(Volunteers share. Class applauds gently.)

Tomorrow, we will explore how the Brown decision paved the way for other landmark laws. To wrap up, please complete this exit ticket on a sticky note and place it on the board on your way out: If you could travel back to 1954, what one powerful sentence would you say to convince someone why segregation should end?

(Students complete and post their sticky notes.)

Materials

• Printed primary sources with annotations prompts

• Student notebooks

• Sticky notes for exit tickets

Assessment & Feedback (Danielson 3d, 4a)

• Teacher reviews written reflections, checking clearly for depth, accuracy, evidence use.

• Exit tickets informally assessed for depth of understanding and creativity, with explicit feedback integrated into next day's warm-up.

Academic Sources & References

• American Yawp Reader

• Library of Congress Primary Sources Collection

• Supreme Court Historical Society