SOCIAL STUDIES Brown v. Board of Education - BCPSS African... · Fergusonto Brown v. Board of Education ... included lawyers such as Constance Baker Motley and Jack Greenberg

© Copyright 2005 Maryland State Department of Education and Reginald F. Lewis Museum of Maryland African American History and Culture

SOCIAL STUDIESEE LLEESSSSOONN 4400 991

MM

Brown v. Board of EducationMMUUSSEEUUMM CCOONNNNEECCTTIIOONN:: ART and INTELLECT

PPuurrppoossee:: In this lesson students will examine some of the events that led to the Supreme Courtdecision in Brown v. Board of Education of Topeka, Kansas. These events include actions of manyindividuals who demonstrated a willingness to exercise their constitutional rights to petitionthe government through the legal process.

TTiimmee FFrraammee:: 2-3 class periods

GGrraaddee LLeevveell aanndd CCoonntteenntt AArreeaa:: Elementary Middle, Social Studies

SSoocciiaall SSttuuddiieess SSttaannddaarrddss:: POL 6.7.5.2 Describe ways people can participate in the political process,

including voting, petitioning elected officials, and volunteering

SSoocciiaall SSttuuddiieess VVSSCC::1.B.2.b (Grade 5) Compare ways people can participate in the political process

including voting, petitioning elected officials, and volunteering

6.F.1 (Grades 4-8) Interpret information from primary and secondary sources

RReeaaddiinngg aanndd EEnngglliisshh LLaanngguuaaggee AArrttss VVSSCC::1.E.1.a (Grades 4-8) Listen to critically, read, and discuss texts representing diversity

in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background

1.E.2.c (Grades 4-6 5) Make predictions and ask questions about the text

1.E.3 (Grades 4-8) Use strategies to make meaning from text (during meeting)

OObbjjeeccttiivvee::

Students will identify the individuals who participated in and the events that led to theSupreme Court decision in Brown v. Board of Education by reading informational text andprimary sources.

VVOOCCAABBUULLAARRYY AANNDD CCOONNCCEEPPTTSS

DDeettrriimmeennttaall – Anything that causes damage or harm, or that is injurious is considereddetrimental.

FFoouurrtteeeenntthh AAmmeennddmmeenntt – An 1868 constitutional amendment, the fourteenth amendment

MMEE

992


SOCIAL STUDIESMMLLEESSSSOONN 4400 EE

declared that all native-born or naturalized persons were citizens and entitled to equalprotection of the laws.

IInnjjuunnccttiioonn – An injunction is a court order directing or prohibiting a specific course of action.

PPllaaiinnttiiffff – The party that brings a lawsuit in court is known as the plaintiff.

PPlleessssyy vv.. FFeerrgguussoonn – Decided by the U.S. Supreme Court in 1896, Plessy v. Fergusonupheld an 1890 Louisiana statute that mandated racially segregated but equal railroad car-riages for black and white passengers. The “separate but equal” ruling of the Court wasused to enforce patterns of segregation throughout the nation until 1954, when theSupreme Court unanimously ruled that “separate educational facilities are inherentlyunequal” in Brown v. Board of Education.

SSeeggrreeggaattiioonn – Segregation is the separation of people based solely on race, gender, or affil-iation; it is the policy or practice of compelling groups of people to live apart from others,go to separate schools, use separate social facilities, etc.

UUnnaanniimmoouuss – Unanimous means complete agreement.

UUnnccoonnssttiittuuttiioonnaall – Anything that is contrary to the United States Constitution is consideredto be unconstitutional.

MMAATTEERRIIAALLSS

FFOORR TTHHEE TTEEAACCHHEERR::TTeeaacchheerr RReessoouurrccee SShheeeett 11 – After Brown v. Board of Education

TTeeaacchheerr RReessoouurrccee SShheeeett 22 – Answer Key for Student Resource Sheet 2b

TTeeaacchheerr RReessoouurrccee SShheeeett 33 – Vocabulary Cards (cut apart before lesson)

Bulletin board materials (construction paper, stapler, etc.)

FFOORR TTHHEE SSTTUUDDEENNTT::SSttuuddeenntt RReessoouurrccee SShheeeett 11 – Brown v. Board of Education

SSttuuddeenntt RReessoouurrccee SShheeeett 22 – Brown v. Board of Education Questions

SSttuuddeenntt RReessoouurrccee SShheeeett 33 – News Article about Linda Brown’s Complaint

SSttuuddeenntt RReessoouurrccee SShheeeett 44 – News Article about the Brown v. Board of Education Case

SSttuuddeenntt RReessoouurrccee SShheeeett 55 – News Article about NAACP Involvement in Brown v. BoardSSttuuddeenntt RReessoouurrccee SShheeeett 66 – Human Interest Story about Linda Brown

RREESSOOUURRCCEESS

PPUUBBLLIICCAATTIIOONNSS

Christian, Charles M. Black Saga: The African American Experience, A Chronology. New York:Houghton Mifflin Company, 1995.


SOCIAL STUDIESLLEESSSSOONN 4400 993EE MM

Hine, Darlene, et al. The African-American Odyssey. Upper Saddle River, New Jersey: Prentice-Hall, Inc., 2000.

Williams, Juan. Thurgood Marshall: American Revolutionary. New York: Random House,1998.

“The Road to Brown” California Newsreel, 1990. (See Web site for ordering information, http://newsreel.org/films/roadtobr.htm.) Documents the struggle for integration and the leadership of Charles Houston, ThurgoodMarshall’s mentor. Includes the case of Murray v. Maryland.

WWEEBB SSIITTEESS

Brown v. Board of Education by Lisa Cozzenshttp://www.watson.org/~lisa/blackhistory/early-civilrights/brown.html

Landmark Decisions: A Century of Change http://supreme.lp.findlaw.com/supreme court/landmark2.html>

TTEEAACCHHEERR BBAACCKKGGRROOUUNNDD

The United States Supreme Court’s decision in Plessy v. Ferguson (1896) affirmed the “sepa-rate but equal” doctrine, validating a practice that had been going on for decades. TheNational Association for the Advancement of Colored People (NAACP), established in 1909by an integrated group of activists, was vital in the fight to eliminate segregation—the sep-aration of the races in all aspects of living (transportation, accommodations, education, etc.).

From Plessy v. Ferguson to Brown v. Board of Education (the 1954 case that reversed the “sep-arate but equal” doctrine and led to the desegregation of America’s public schools), the roadwas far from easy. A battery of dedicated civil rights lawyers pursued almost every aspectof the law to identify a successful strategy to fight segregation, and for many years, dedicat-ed scholars developed firm evidence of societal harm produced by the practice. In addition,there were hundreds of brave men and women who offered themselves and their unique cir-cumstances as test cases before the courts.

Among the Brown decision’s greatest champions was Charles Hamilton Houston, dean ofHoward University Law School, who taught many students at Howard to think in terms of“righting civil wrongs.” After training a cadre of lawyers who would dedicate their lives tocivil rights, Houston left Howard University Law School to work for the NAACP. It was atthe NAACP that Houston created a team of lawyers who would effectively use the legal sys-tem to overturn Plessy v. Ferguson. Houston’s most famous student and protégé wasThurgood Marshall.

Marshall had worked with Houston on several research projects related to segregation in theSouth. He would eventually help Houston create the NAACP’s Legal Defense and EducationFund, Inc., better known as the Legal Defense Fund (LDF). The Legal Defense Fund staff soonincluded lawyers such as Constance Baker Motley and Jack Greenberg. The LDF strategy was

994



to focus attention on the “separate but equal” doctrine of Plessy v. Ferguson. It was believedthat many of the nation’s citizens, particularly those outside the South, were eager to repairthe damage wrought by centuries of bigotry and racial segregation. The strategy included anattack on the “separate but equal” doctrine as applied to public education. Houston and hiscolleagues believed that, if they demanded equal schools, southern states would respond byintegrating public schools because they would not have the necessary funds to establish andmaintain black schools that were equal to white schools. It was assumed that black studentsin integrated schools would gain the opportunities they needed for success in American soci-ety. The NAACP also decided to use the Fourteenth Amendment, a Civil War Amendmentthat guaranteed to citizens “the equal protection of the laws,” as a basis for its arguments toend segregation. The members of the LDF—Houston, Marshall, Motley, Greenberg, etc.—believed that “by denying African Americans equal educational institutions the southernstates would be in defiance of the U.S. Constitution.”

TThhee RRooaadd ttoo BBrroowwnn

In the 1930s, the NAACP led the fight to equalize salaries of black and white teachers. Onecase involved an Anne Arundel County (Maryland) principal, Walter Mills, who desiredequal pay for all teachers, regardless of race; the NAACP was successful in this case. In1938, the NAACP supported Lloyd Gaines, an African American student, who wanted toattend the University of Missouri Law School. After being denied admission, Gaines wentto court. On appeal from a lower court decision, the Missouri Supreme Court ruled thatGaines could attend a neighboring state’s law school at the expense of the University ofMissouri Law School. On appeal to the U.S. Supreme Court, the NAACP successfullyargued Gaines’s case; the justices ruled that the University of Missouri Law School had toaccept him as a student. Gaines, however, never took advantage of the legal decisionhanded down on his behalf.

In another case involving the desegregation of public colleges, Sipuel v. Board of Regents ofUniversity of Oklahoma (1948), the U.S. Supreme Court using the Fourteenth Amendment assupport, ruled that the University of Oklahoma was obligated to provide a legal education forAda Sipuel. Another Oklahoma case involved George McLaurin, a graduate student in his six-ties who was admitted to the University but forced to sit in special seats where no one else sat.The Court found this “segregation” of a student to be unacceptable and unconstitutional.

Many lesser-known state court cases argued by the NAACP are an integral part of the “roadto Brown.” In fact, prior to the Brown decision, several school districts had complained ofgross material inequities between black and white schools. Rigorous research verified racialinequality in schools separated by race. For example, schools attended by African Americanchildren in Clarendon County, South Carolina, were substantially inferior to those provid-ed for white students.

Much of the credit for the NAACP’s convincing arguments before the nation’s courts wasdue to research by noted psychologist Kenneth Clark. Clark had performed a series of testswith students that showed conclusively that segregation was a badge of inferiority and thusharmed the personalities of black school children. Presented with the statistics and results


SOCIAL STUDIESLLEESSSSOONN 4400 995EE MM

of Clark’s research and other expert testimony, the U.S. Supreme Court could not ignore theinequities and false claims of a segregated society.

LLEESSSSOONN DDEEVVEELLOOPPMMEENNTT

11.. MMoottiivvaattiioonn:: Display TTeeaacchheerr RReessoouurrccee SShheeeett 11, After Brown v. Board of Education. Ask:

• What do you see in this picture? (mostly white students)• When do you think this picture was taken? Why do you think that? (a long time ago,

1940s or 1950s; clothing, hair styles, etc.)

• What do you think is happening in this picture? (leaving school or going for recess)

Tell the students that they are going to read about a little boy who could be one theAfrican American boys in the picture. Return to this picture at the end of the lesson torevisit and discuss the initial responses of the students.

22.. Distribute the pre-made vocabulary word cards to various students. Have students with avocabulary word card read their word aloud. Students who have definitions should readtheir card if they think it is the correct definition. Display the words with the correct defini-tions.

33.. Distribute SSttuuddeenntt RReessoouurrccee SShheeeett 11, Brown v. Board of Education, and SSttuuddeenntt RReessoouurrcceeSShheeeett 22aa, Brown v. Board of Education Guide Questions. Have students number the para-graphs on SSttuuddeenntt RReessoouurrccee SShheeeett 11 before reading. (Note to teacher: You may wish touse SSttuuddeenntt RReessoouurrccee SShheeeett 22bb, Brown v. Board of Education Questions, with strugglingreaders. Answers are available on TTeeaacchheerr RReessoouurrccee SShheeeett 22.)

44.. Read the first paragraph and answer the first guided question by modeling a “Think Aloud.”

55.. Have students read the second paragraph of the story and answer the appropriate ques-tion with a partner. Discuss as a class.

66.. Have students read the remainder of the story and answer the questions independently.

77.. As a class, discuss the guided questions and list important details of the story on thechalkboard or chart.

88.. AAsssseessssmmeenntt:: Divide students into small groups (4-5 students). Assign each group a topicfor a newspaper article and distribute the appropriate SSttuuddeenntt RReessoouurrccee SShheeeett:

• News article reporting any incident from the story:• Linda Brown’s complaint• the Supreme Court case• the NAACP’s actions

• Human interest story about Linda Brown

Construct a bulletin board to look like various sections of a newspaper and post the sto-ries with headlines, bylines, pictures, etc.

99.. CClloossuurree:: Revisit TTeeaacchheerr RReessoouurrccee SShheeeett 11, After Brown v. Board of Education. Discuss the

996



students’ initial responses and predictions, and have students retell the “Brown” story basedon the information gathered in this lesson.

TTHHOOUUGGHHTTFFUULL AAPPPPLLIICCAATTIIOONN

Schools did not immediately desegregate as a result of the Brown v. Board of Education deci-sion. Eventually, all schools in the country did desegregate, but many argue that schools inthe urban centers did not achieve the same status as predominately white schools. Havestudents discuss the status of their current school or schools in the district. Attempt toreach a consensus as to whether or not the schools of today are truly desegregated and, ifnot, whether they are equal.

LLEESSSSOONN EEXXTTEENNSSIIOONNSS

• Thurgood Marshall’s role in winning the United States Supreme Court’s Brown v. Board of Education decision was preceded by an earlier victory in 1935. What were the circum-stances and benefits of Marshall’s defense of his client, Donald Murray? Look for the evidence in the “Arts and Enlightenment” gallery of the Reginald F. Lewis Museum of Maryland African American History and Culture.

• Construct a timeline listing the important dates leading to the Brown decision.

• Pretend that the class is a major law firm. Have students prepare an argument to be presented to the U.S. Supreme Court. Students could assume various roles (fact finders, copy writers, orators). Present the final draft to another class or to an assembled group.

SO

CIA

L S

TU

DIE

SL LE E

S SS S

O ON N

4 40 0

997

TTeeaa

cchheerr

RReess

oouurrcc

ee SS

hheeeett

11EE

© C

opyr

ight

200

5 M

aryl

and

Stat

e D

epar

tmen

t of

Edu

cati

on a

nd R

egin

ald

F. L

ewis

Mus

eum

of

Mar

ylan

d A

fric

an A

mer

ican

His

tory

and

Cul

ture

MM

AAffttee

rr BB

rrooww

nn vv..

BBooaa

rrdd oo

ff EEdd

uuccaatt

iioonn

Cou

rtes

y A

P/W

ide

Wor

ld P

hoto

s

SO

CIA

L S

TU

DIE

SL

ES

SO

N 4

0997

Teac

her

Res

ou

rce

Sh

eet

1E

© C

opyr

ight

200

5 M

aryl

and

Sta

te D

epar

tmen

t of

Edu

cati

on a

nd

Reg

inal

d F.

Lew

is M

use

um

of

Mar

ylan

d A

fric

an A

mer

ican

His

tory

an

d C

ult

ure

M

Aft

er B

row

n v

.Bo

ard

of

Ed

uca

tio

n

Cou

rtes

y A

P/W

ide

Wor

ld P

hoto

s

This page left intentionally blank.

SOCIAL STUDIESLLEESSSSOONN 4400 999TTeeaacchheerr RReessoouurrccee SShheeeett 22EE


MM

AAnnsswweerr KKeeyy ffoorr SSttuuddeenntt RReessoouurrccee SShheeeett 22bb

Para. 2 True

Para. 3 False

Para. 4 True

Para. 5 False

Para. 6 True

Para. 7 False

Para. 8 True

SOCIAL STUDIESLLEESSSSOONN 4400 1000TTeeaacchheerr RReessoouurrccee SShheeeett 33EE


MM

VVooccaabbuullaarryy CCaarrddssTTeeaacchheerr ddiirreeccttiioonnss:: Prior to lesson, cut vocabulary word cards and definition cards apart for use in set 2 of the lesson.

©Copyright 2004 MSDE/Reginald F. Lewis Museum of Maryland African AmericanHistory and Culture

Teacher Resource Sheet 3

Vocabulary Cards

Vocabulary Word:

Detrimental

Definition:

Causing damage or harm; injurious

Vocabulary Word:

Fourteenth Amendment

Definition:An 1868 Constitutional Amendmentdeclaring that all native-born or naturalizedpersons are citizens and have equal rights.

Vocabulary Word:

Injunction

Definition:

A court order directing or prohibiting aspecific course of action.

Vocabulary Word:

Plaintiff

Definition:

The party that brings a lawsuit in court.

Vocabulary Word:

Segregation

Definition:

Separating people solely based on race,gender, or affiliation

Vocabulary Word:

Unanimous

Definition:

Complete agreement

Vocabulary Word:

Unconstitutional

Definition:

Contrary to the United States Constitution


SOCIAL STUDIESLLEESSSSOONN 44001002 SSttuuddeenntt RReessoouurrccee SShheeeett 11aa MMEE


BBrroowwnn vv.. BBooaarrdd ooff EEdduuccaattiioonn

In the early 1950s, racial segregation in public schools was the norm acrossAmerica. Although all the schools in a given district were supposed to be equal,most black schools were inferior to white schools.

In Topeka, Kansas, a black third-grade student named Linda Brown had to travel 1 hour and 20 minutes each morning to her segregated school. If her buswas on time, it dropped her off at school a half hour before the school opened.Her bus stop was 6 blocks from her home, across a hazardous railroad yard; theschool was 21 blocks from her home. A white elementary school was only sevenblocks from her home. Linda’s father, Oliver Brown, tried to enroll his daughterin the white elementary school, but the principal of the school refused. Brownwent to McKinley Burnett, the head of Topeka’s branch of the NationalAssociation for the Advancement of Colored People (NAACP) and asked forhelp. The NAACP was eager to assist the Browns, as it had long wanted to chal-lenge segregation in the Kansas public schools. With Brown, it had “the rightplaintiff at the right time.” Other black parents joined Brown, and in 1951, theNAACP requested an injunction that would forbid the segregation of Topeka’spublic schools.

The United States District Court for the District of Kansas heard Brown’s case on June 25-26, 1951. At the trial, the NAACP argued that segregated schools sent the message to black children that they were inferior to Whites; therefore, the schools were inherently unequal. One of the expert witnesses, Dr. Hugh W.Speer, testified that:

…if the colored children are denied the experience in school of associatingwith white children, who represent 90 percent of our national society inwhich these colored children must live, then the colored child’s curriculumis being greatly curtailed. The Topeka curriculum or any school curriculumcannot be equal under segregation.

The Board of Education’s defense was that, because segregation existed in Topeka and elsewhere, segregated schools simply prepared black children for the segregation they would face during adulthood. The Board also argued thatsegregated schools were not necessarily harmful to black children since greatAfrican Americans such as Frederick Douglass, Booker T. Washington, andGeorge Washington Carver had overcome more than just segregated schools to accomplish what they had achieved.

SOCIAL STUDIESLLEESSSSOONN 4400 1003SSttuuddeenntt RReessoouurrccee SShheeeett 11bbEE MM


The request for an injunction put the court in a difficult position. On one hand, thejudges agreed with the expert witnesses. In their decision they wrote: “Segregationof white and colored children in public schools has a detrimental effect upon thecolored children…. A sense of inferiority affects the motivation of a child to learn.”On the other hand was the longstanding precedent of Plessy v. Ferguson, a decisionthat had ruled that separate accommodations for Blacks and Whites was legal aslong as they were equal in quality. The District Court ruled in favor of the TopekaBoard of Education that segregated schools could continue to exist.

Mr. Brown and the NAACP appealed to the Supreme Court on October 1, 1951.Their case was combined with other cases that were challenging school segregationin South Carolina, Virginia, and Delaware. The Supreme Court first heard the caseon December 9, 1952, but failed to reach a decision. The case was reargued beforethe Court on December 7 and 8, 1953.

On May 17, 1954, Chief Justice Earl Warren read the court’s unanimous decisiondeclaring that “separate educational facilities are inherently unequal.” TheSupreme Court’s ruling struck at the foundations of the country’s “separate butequal” treatment of Americans by race and would lead to the desegregation ofschools across the nation.

The Supreme Court’s decision in Brown v. Board of Education did not abolish segregation in other public areas, such as restaurants and restrooms, but it was a giant step toward the complete integration of American society.


SOCIAL STUDIESLLEESSSSOONN 4400 1005SSttuuddeenntt RReessoouurrccee SShheeeett 22aaEE MM

© Copyright 2005 Maryland State Department of Education and Reginald F. Lewis Museum of Maryland African American History and Culture©Copyright 2004 MSDE/Reginald F. Lewis Museum of Maryland African AmericanHistory and Culture

Student Resource Sheet 2a

BBrroowwnn vv.. BBooaarrdd ooff EEdduu ccaattiioonn GGuuiiddee QQuueessttiioonnss

AAnnsswweerr tthheessee qquueessttiioonnss aass yyoouu rreeaadd tthhee ssttoorryy..

PPaarraa.. 11 HHooww ddiidd tthhee bbllaacckk sscchhoooollss ccoommppaarree ttoo tthhee wwhhii ttee sscchhoooollss aatt tthhiiss ttiimmee??

PPaarraa.. 22 WWhhyy wwaass tthhee NNAAAACCPP ooff TTooppeekkaa eeaaggeerr ttoo hheellpp LLiinnddaa BBrroowwnn??

PPaarraa.. 33 WWhhaatt mmeessssaaggee wwaass bbeeiinngg sseenntt ttoo bbllaacckk cchhiillddrreenn??

PPaarraa.. 44 HHooww ddiidd tthhee BBooaarrdd ooff EEdduuccaattiioonn ttrryy ttoo jjuussttiiffyy sseeppaarraattee sscchhoooollss ffoorr bbllaacckkcchhiillddrreenn iinn KKaannssaass??

PPaarraa.. 55 HHooww ddiidd tthhee DDiissttrr iicctt CCoouurr tt ooff KKaannssaass rruullee iinn tthhiiss ccaassee??

PPaarraa.. 66 WWhhaatt hhaappppeenneedd oonn DDeecceemmbbeerr 99,, 11995522??

PPaarraa.. 77 WWhhoo rreeaadd tthhee ddeecciissiioonn tthhaatt sstt rruucckk ddoowwnn tthhee ddeesseeggrreeggaattiioonn ooff sscchhoooollss??

PPaarraa.. 88 WWhhaatt ddiidd tthhiiss ddeecciissiioonn aaccccoommpplliisshh?? WWhhaatt dd iidd nnoott cchhaannggee??

BBrroowwnn vv.. BBooaarrdd ooff EEdduuccaattiioonn GGuuiiddee QQuueessttiioonnss


SOCIAL STUDIESLLEESSSSOONN 4400 1007SSttuuddeenntt RReessoouurrccee SShheeeett 22bbEE MM


BBrroowwnn vv.. BBooaarrdd ooff EEdduuccaattiioonn QQuueessttiioonnss

DDiirreeccttiioonnss:: Read the article on Brown v. Board of Education. Determine if the following state-ments are true or false. Correct all false statements.

Para. 2 The NAACP of Topeka was eager to help Linda Brown because theythought segregation was wrong.

______ True _____ False

Para. 3 Black children thought that they were special because they attended separate schools.

_____ True _____ False

Para. 4 The Board of Education justified separate schools for black children in Kansasbecause children would have to deal with being separated in their adult life.


Para. 5 The District Court of Kansas ruled that segregation was unjust.


Para. 6 On December 9, 1952, the Supreme Court first heard Brown v. Board of Educationbut did not reach a decision.


Para. 7 Justice Thurgood Marshall read the decision that struck down desegregation of schools.


Para. 8 The decision in Brown v. Board of Education desegregated public schools but didnot desegregate other public places.



WWhhoo?? ____________________________________________________________________________________________________________________

WWhhaatt?? ____________________________________________________________________________________________________________________

WWhheerree?? ____________________________________________________________________________________________________________________

WWhheenn?? ____________________________________________________________________________________________________________________

WWhhyy?? ____________________________________________________________________________________________________________________

NNeewwss AArrttiiccllee aabboouutt LLiinnddaa BBrroowwnn’’ss CCoommppllaaiinntt

WWrriittee aa nneewwssppaappeerr aarrttiiccllee aabboouutt LLiinnddaa BBrroowwnn’’ss ccoommppllaaiinntt.. MMaakkee ssuurree yyoouu iinncclluuddee tthheessee ddeettaaiillss iinn tthhee ssttoorryy::

SOCIAL STUDIESLLEESSSSOONN 4400 1009SSttuuddeenntt RReessoouurrccee SShheeeett 33EE MM





NNeewwss AArrttiiccllee aabboouutt tthhee BBrroowwnn vv.. BBooaarrdd ooff EEdduuccaattiioonn CCaassee

WWrriittee aa nneewwssppaappeerr aarrttiiccllee aabboouutt tthhee SSuupprreemmee CCoouurrtt ccaassee.. MMaakkee ssuurree yyoouu iinncclluuddee tthheessee ddeettaaiillss iinn tthhee ssttoorryy::

WWhhoo?? ____________________________________________________________________________________________________________________

WWhhaatt?? ____________________________________________________________________________________________________________________

WWhheerree?? ____________________________________________________________________________________________________________________

WWhheenn?? ____________________________________________________________________________________________________________________

WWhhyy?? ____________________________________________________________________________________________________________________




NNeewwss AArrttiiccllee aabboouutt NNAAAACCPP IInnvvoollvveemmeenntt iinn BBrroowwnn vv.. BBooaarrdd

WWrriittee aa nneewwssppaappeerr aarrttiiccllee aabboouutt tthhee NNAAAACCPP aaccttiioonnss oonn tthhiiss ccaassee.. MMaakkee ssuurree yyoouu iinncclluuddee tthheessee ddeettaaiillss iinn tthhee ssttoorryy::

WWhhoo?? ____________________________________________________________________________________________________________________

WWhhaatt?? ____________________________________________________________________________________________________________________

WWhheerree?? ____________________________________________________________________________________________________________________

WWhheenn?? ____________________________________________________________________________________________________________________

WWhhyy?? ____________________________________________________________________________________________________________________




HHuummaann IInntteerreesstt SSttoorryy aabboouutt LLiinnddaa BBrroowwnn

WWrriittee aa hhuummaann iinntteerreesstt ssttoorryy aabboouutt LLiinnddaa BBrroowwnn..MMaakkee ssuurree yyoouu iinncclluuddee aallll tthhaatt yyoouu kknnooww aabboouutt hheerr ffrroomm tthhee ssttoorryy..

WWhhoo wwaass LLiinnddaa BBrroowwnn?? ______________________________________________________________________________________________

HHooww oolldd wwaass LLiinnddaa?? ______________________________________________________________________________________________

WWhhoo wwaass hheerr ffaatthheerr?? ______________________________________________________________________________________________

WWhheerree ddiidd tthheeyy lliivvee?? ______________________________________________________________________________________________

WWhhyy wweerree tthheeyy uuppsseett?? ______________________________________________________________________________________________

HHooww wwaass lliiffee ddiiffffeerreenntt ffoorr LLiinnddaa tthhaann ffoorr ootthheerr cchhiillddrreenn iinn tthhee aarreeaa??______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

PPrreetteenndd tthhaatt yyoouu hhaavvee iinntteerrvviieewweedd LLiinnddaa.. IInncclluuddee hhooww sshhee ffeelltt wwhhiillee tthhiiss ccoouurrtt ccaassee wwaass ggooiinngg oonn..

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________
