Monday, November 25, 2019

Civil Rights, Day 8 - Class Recap


Me and my friends Scott and Clarke, in 2009 at a Portland Trail Blazers Playoff game. The Moda Center (then the Rose Garden) was built on land that was formerly part of the Albina neighborhood.

Hi everyone,

Today in class we wrapped up our viewing of Lift Ev'ry Voice and I introduced the Activism Project, before students headed off to Thanksgiving Break. Here's what happened in class:

Learning Targets Addressed:
Behavior LT 1: I can self direct my learning.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "We Shall Overcome" by Pete Seeger. Selected for today because it became a song that rallied many people together during the Civil Rights Movement. Lyrics here.

AGENDA 11/25/19:
News Brief – Chris
Finish Lift Ev'ry Voice
Discussion
Activism Project

Homework: Read the blog. Continue working on your Activism Project! Next news brief: Rob.

News Brief: Chris had the news brief today and selected an article about this story to talk about: OregonLive.com - Liberty High swim team member found dead under pool cover in Hillsboro. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Rob was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Lift Ev'ry Voice: Next, we finished watching an excellent documentary from OPB, called Lift Ev'ry Voice. If you want to watch again, share, or get caught up, it is here:


Here is the worksheet that goes along with the documentary:


As students were watching, I tried to pause and explain more of what was going on with maps and background information. I hope this was helpful in understanding!

Discussion: After the documentary, we went through the questions together as a class and had a discussion about the film. For the most part, I find that students generally have no idea about Portland's racial history and current issues, so I am glad that this unit allows for some connections to be made locally. I then collected the response questions, which will be entered in the gradebook as a behavior target.

Activism Project: Finally, I introduced the main project for the Civil Rights unit, which is where students choose to identify a cause that they care about and create a poster or brochure explaining why and how people could be involved. Here's the assignment sheet that I passed out in class:


This assignment will be due the last day we meet before break, which is December 19 for your class. If you are leaving before that day for break, you will need to turn it in before.

Generally, students can choose almost anything that they want to, but I do want to hear about the issue before embarking on too much work. We will set aside a fair amount of class time before the break to do this, and I will provide large sheets of paper, but if a student wants to go above and beyond in working on the project at home or with a poster board, that is obviously great as well.

Thanks for your continued work and engagement with the Civil Rights unit! We will keep at it next week. Here's the schedule for our next few classes until break:


November 25: Finish Lift Ev’ry Voice / Assign Activism Project (graded)

December 3: Little Rock Nine (graded) / Work Time on Activism Project (poster analysis activity)

5: Children’s March (What Would You Do?) / Work Time on Activism Project

9: Music as Activism (graded) – partner assignment

11 (Wednesday): Share Music/Work time on Activism Project – OUT AT NWRESD

13: MLK vs. Malcolm X – Whose Ideas Were Best?

17: Activism Project Work Time (final day)

19: Activism Project presentations/gallery walk/Unfinished Business with Civil Rights
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Thursday, November 21, 2019

Civil Rights, Day 7 - Class Recap


The famous "White Stag" building sign in downtown Portland. Photo taken over Winter Break, 2015.

Hi everyone,

We continued our Civil Rights unit today by investigating and learning about some specifics about how our own city of Portland (and the surrounding area) has been impacted by struggles for civil rights. Here's what happened in class:

Learning Targets Addressed:
Behavior LT 1: I can self-direct my learning.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "Come Rain or Come Shine" by Billie Holliday. Selected for today because of the rainy weather over recently and the desire to keep a positive attitude about coming to school! Lyrics here.

AGENDA 11/21/19:
News Brief – Alex
Brown v. Board of Education
Oregon's Racist History
Lift Ev'ry Voice

Homework: Read the blog. Know your grade and how to improve it, if possible! Next news brief: Chris.

News Brief: Alex had the news brief today and selected an article about this story: CNN.com - Stunning testimony links Trump to abuse of power. This is obviously an enormous ongoing story in our country, so we took some time in class to ask questions and try to answer them, before moving on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Chris was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Brown v. Board of Education: I introduced the Supreme Court ruling that overturned Plessy v. Ferguson in the realm of public schools (which was eventually extended to most other areas of public life), Brown v. Board of Education of Topeka, Kansas (1954). Here's the case:


And here's an overview video that I showed in class to help students understand context and impact:


We spent the first part of class reading through the case and answering the questions on the back side, on your Civil Rights note sheet. We then answered the questions as a class.

Oregon's Racist History: As I tried to point out today, there is a LOT of history in our own community of racism, that I think students do not typically know about. But, there is a reason that Portland is one of the whitest major cities in the United States. A few links for curious students to check out:




I also wanted to be sure that we talked about the laws that prevented people of color from owning property in places like Lake Oswego and throughout Oregon. Here is an example:


We also watched the first 4 minutes or so of this video, to help set the stage for the main documentary I wanted to show in class:



Lift Ev'ry Voice: For the rest of class, we started watching an excellent documentary from OPB, called Lift Ev'ry Voice, and ended class about 23:50 minutes in. If you want to watch again, share, or get caught up, it is here:


Here is the worksheet that goes along with the documentary:


I think it is super important that we understand our own history regarding race in Portland, especially as I think there are some common assumptions that are just not true. As such, I was glad to see that almost everyone was glued to this in class. Thanks for your focus and willingness to learn about our own history! We will continue to watch this next class!
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Tuesday, November 19, 2019

Civil Rights, Day 6 - Class Recap


Part of the African American Civil War Memorial in Washington, D.C. The inscription at the base of this monument reads "From the Civil War to Civil Rights and Beyond." Photo taken in 2010.

Hi everyone,

We continued learning about the history of the Civil Rights movement in the United States and what happened after our initial look at Plessy v. Ferguson. It was more of a reading and work day! Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "What's Going On" by Marvin Gaye. Selected for today because it is a song about the struggle for peace, especially as a part of the Civil Rights Movement. Lyrics here.

AGENDA 11/19/19:
News Brief - Rachel
Courageous Conversations
PowerPoint
Early Struggles

Homework: Read the blog. Your revised Writing for Justice narrative is due today if you did not already turn it in. Complete and submit your Early Struggles response in Google Classroom if you did not today in class.

The next news brief is assigned to: Alex.

News Brief: Today's news brief was brought in by Rachel, who selected an article about this story: NYTimes.com - Impeachment Hearings Live Updates: Williams Describes Pence-Zelensky Meeting. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Alex was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Courageous Conversations: Before asking the class if there was anyone who wanted to share their Writing for Justice narrative with everyone, I went over the Courageous Conversations agreements and protocols, which is something the staff at Westview uses in our own work, and I used last year in Diversity and Social Justice a lot. Here's the compass:


With this in mind, I asked if there were any student that felt like they wanted to share their narratives with the class. Thank you for respecting this process, everyone! I am very much looking forward to reading all of these, and I am grateful for your willingness to engage with what some students described as a challenging assignment.

PowerPoint: Next, I wanted to show some more effects of the Plessy v. Ferguson decision by the Supreme Court, which allowed segregation laws (known as "Jim Crow" laws) in states. Here's the PowerPoint we went through in class (only to slide 17 - Brown v. Board of Education) as students took notes and made observations:


Hopefully this was interesting and enlightening! After the Thanksgiving break, we will look and see how separate but equal has been the law in the past in Oregon, as well.

Early Struggles: Next, I showed this video of an overview of the Jim Crow laws (especially in the South of the United States, but also prevalent in Oregon, which we will learn more about soon):



This was to remind students about the laws that made segregation and lack of civil rights a fact. A few classes ago, we analyzed the United States Supreme Court case of Plessy v. Ferguson, which helped to implement these laws.

Then, I passed out a class set of a reading called "Early Struggles" (this is also available on Google Classroom as an electronic document and assessment) from a book called Free At Last. Here is the reading if anyone needs an electronic copy to access:


As a part of understanding the reading, we continued to talk about the idea of a "hierarchy" in society, in terms of different levels. The assessment that goes along with the reading can be found here:


The rest of class was devoted to work time in reading the chapter, understanding it, and writing responses. If we had time in class, we went over the responses together, before turning them in. See you next class!
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Friday, November 15, 2019

Civil Rights, Day 5 - Class Recap


This is one of my favorite ever photos I have taken, at the 2012 Summer Olympics in London.

Dear students,

It was so great to see you all today, as we continue our unit on Civil Rights! Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "You Are My Sunshine" by Ray Charles. Selected for today because of sunny days starting to go away, but of you bringing the sunshine to class. Lyrics here.

AGENDA 11/15/19:
News Brief - Kaden
Narrative Writing/Peer Review
Work Time
Submit Final Draft

Homework: Read the blog. Your revised Writing for Justice narrative is due next class (at the start).

The next news brief is assigned to: Rachel.

News Brief: Today's news brief was brought in by Kaden, who selected an article about this story: NBCNews.com - Santa Clarita, California, high school shooting leaves 2 students dead, multiple injured. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Rachel was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Narrative Writing/Peer Review: Last week, we did an activity of identifying the roles of Ally, Bystander, Perpetrator, and Victim in a narrative story that had something to do with the idea of justice. The stories that we analyzed are here:


The first page in the linked document is what students were filling out as we read the stories and thought about times in their own lives that they had been one of the roles in the stories. Here was the assignment that students had due today (this is also posted in Google Classroom):


Today in class, we continued working on this narrative writing by looking at a check list that Mr. Puterbaugh has students work with, found here:


I wanted students to see ways to revise their Writing for Justice assignment and had students have their narrative peer reviewed with a partner or group. Please remember that these stories are sometimes challenging to tell and hear, and so confidentiality is very important.

Work Time: The rest of class was devoted to working on revising the Writing for Justice narratives with peers. I must say that I have *really* enjoyed reading these first drafts and I am so proud of the work students have already put into these. 

Submit Final Draft: If students were finished revising in class, I asked that they submit a final copy of the Writing for Justice narrative. Next class, I will provide an opportunity for these to be shared, if students want to, before moving on with the rest of our unit. Thanks, everyone! See you next time!
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Wednesday, November 13, 2019

Civil Rights, Day 4 - Class Recap


Inside the Dragonfly Coffee House on NW Thurman in Portland. Photo taken in 2019.

Dear class,

We continued our Civil Rights unit in class today by doing some writing about situations involving social hierarchies in our lives. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "Glory" by Common and John Legend. Selected for today because of the connection with our civil rights unit (this song was created for the movie "Selma"). Lyrics here.

AGENDA 11/13/19:
News Brief - Luke
Brainstorm
Writing for Justice
Work Time

Homework: Read the blog. The Writing for Justice narrative is due next class at the beginning.

The next news brief is assigned to: Kaden.

News Brief: Today's news brief was brought in by Luke, who selected an article about this story: CBSNews.com - Poll finds negative views of Democrats' and Trump's handling of impeachment inquiry. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Kaden was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Brainstorm: At the end of last class, we did an activity of identifying the roles of Ally, Bystander, Perpetrator, and Victim in a story. The stories that we analyzed are here:


The first page in the linked document is what students were filling out as we read the stories and thought about times in their own lives that they had been one of the roles in the stories. Here was the assignment that we ended class with and students were working on in class today (this is also posted in Google Classroom):


To start with this, we brainstormed as a class possible situations involving various aspects of Ally/Perpetrator/Victim/Bystander. I know that it frequently is difficult for students to come up with a topic or story, and my guess is, there are a lot of possibilities out there once you think of hierarchies in society. Here's what your class came up with:

• Bullying in general
• Animal abuse
• Racism
• Ageism – younger over older, or vice versa
• Homophobia
• Walkouts (against sexual assault, sit in against racism, walkout about school shootings, Climate Change)
• Health in general
• Family issues (especially with family gatherings)
• Political issues
• Peer pressure

Writing for Justice/Work Time: The rest of class was devoted to quiet work time on this assignment, which will be due at the start of next class for peer review - so heads up that someone in class will read it, though you will not be asked to share it with the class as a whole. I am looking forward to continuing to work on these with you all!
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Friday, November 8, 2019

Civil Rights, Day 3 - Class Recap


Photo posted to the Westview High School Facebook account on March 14, 2018. Taken during a student walkout against gun violence.

Hi everyone,

As we continue the start of the Civil Rights unit, I wanted to talk about race, racism, and activism in modern context, so students could understand a bit more about what happened in history. Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "I Can See Clearly Now" by Jimmy Cliff. Selected for today because of the work we did regarding bias in class. Lyrics here.

AGENDA 11/8/19:
News Brief - Jacob
Debrief Forced Choice
Implicit Bias
Who Do I Belong To?
Bystander Activity

Homework: Read the blog. The Forced Choice reflection is due today (posted on Google Classroom). The Writing for Justice narrative (introduced at the end of class today - we will have a full work day next class) is due next Friday at the start of class.

The next news brief is assigned to: Luke.

News Brief: Today's news brief was brought in by Jacob, who selected an article about this story: CNN.com - 10 hospitalized after insulin administered instead of flu shots. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.

Luke was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Debrief Forced Choice: Last class, we devoted almost our entire time together to a debate about some social issues. I wanted to be sure to ask students how the discussion went, as well as what was interesting and thought provoking. Please be sure to submit your reflections (these will be graded) on Google Classroom by today.

Harvard Implicit Bias: The next part of class was devoted to defining the term "implicit bias" as well as taking the Harvard Implicit Bias test on Race, which can be selected here:


The goal here was to learn a little bit more about our own involuntary personal attitudes and biases, as we continue with this work. Did you find anything especially interesting or surprising about your results?

As a part of delving into how we might be unconsciously biased in one way or another, I showed this overview regarding active and covert racism, which I passed out in class:


The point here is to identify that there are certain socially unacceptable forms of racism, but that there are also all sorts of socially acceptable forms of passive racism. We talked about cultural appropriation during the Native American unit, as well.

Here were the terms we defined in class today as students took notes:

Implicit Bias: Implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. 

Not for notetaking: These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control.

 Social Hierarchy: any system of persons ranked one above another in society (for example: race, wealth, ability, gender, orientation).

Racism: prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior.

Overt and Covert Racism: see slide

Ally: a person who is a member of an advantaged social group who takes a stand against oppression, works to eliminate oppressive attitudes and beliefs in themselves and their communities, and works to interrogate and understand their privilege.

Bystander: a person who is present at an event or incident but does not intervene or take part.

Perpetrator: a person who carries out a harmful, illegal, or immoral act.

Victim/Target: a person harmed, injured, or killed as a result of a crime, accident, or other event or action.

Who Do I Belong To?: Next, I read from an article that my Diversity and Social Justice class co-teacher (and current Student Supervisor at Westview, Natalie Labossiere) had published (so cool!):


Students were asked to listen and again, write down what they were thinking and any questions that they had.

I then showed this video of Ta-Nehisi Coates talking about why white people should not use the 'n' word, even in the context of singing along with hip-hop songs:



Bystander Activity: At the end of class, we did an activity of identifying the roles of Ally, Bystander, Perpetrator, and Victim in a story. The stories that we analyzed are here:


The first page in the linked document is what students were filling out as we read the stories and thought about times in their own lives that they had been one of the roles in the stories. Here was the assignment that we ended class with and students will be working on next class (this is also posted in Google Classroom):


This assignment will be due in class next Friday, so students have about a week to complete it. Please let me know if you have any questions I can answer - I will definitely be available via blog comments or emails! Have a good weekend!
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Wednesday, November 6, 2019

Civil Rights, Day 2 - Class Recap


The Wildcat Way posters up in every classroom at Westview.

Hi everyone,

I really enjoyed our conversation in class today about interesting political issues! Here's what we did today in class:

Learning Targets Addressed: 
Communication ALT 1: I can communicate effectively, both verbally and in writing.
Behavior LT 1: Recognizes the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and acts in ways that are safe, legal, and ethical.
Knowledge LT 18: I can explain the role and impact of social hierarchies.

Soundtrack: “I've Seen All Good People" by Yes. Selected for today because good people can disagree on issues, as well as this being a song played at a memorial for my dad. Lyrics here.

AGENDA 11/6/19:
News Brief - Joseph
Respect
Forced Choice
Reflection

Homework: Read the blog. Complete the Forced Choice Reflection (assigned on Google Classroom). Turn in any missing/late work ASAP (grades are updated on StudentVUE). The next news brief is assigned to: Jacob.

News Brief: Today's news brief was brought in by Joseph, who selected an article about this story: BBC.com - Virginia elects woman who gave president the finger. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class.

Jacob was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Respect: Before getting into the debate in class, I wanted to note that one of the ground rules that the class agreed on at the start of the year was to respect each other. I wanted to reinforce that and also say that the discussion in class would be moderated by me.

Forced Choice: The rest of class was spent doing a forced choice debate, which I always enjoy. These were the questions I asked students to answer with a Yes or No, with no in between. We talked about the issues that are starred below:

1. Giving up some of our rights (like our phones being searched without a warrant) is necessary for our own protection.
*2. People in the US should have the right to own guns if they want.*
3. Democracy is always the best form of government, anywhere in the world.
*4. Marijuana should be legalized everywhere for recreational use.*
5. Public schools should strictly enforce a standardized dress code.
6. Organized prayer in public schools should be allowed.
7. I would always support my country, whether it is right or wrong.
8. The motto “In God We Trust” should be removed from our currency.
*9. The death penalty should be an option for convicted murderers.*
10. People in power are always corrupt in some way.

Reflection: This was a graded assignment, posted in Google Classroom, due next class:

Write a one page (double spaced) reflection on the activity. What was the most difficult or controversial question for you to answer? Why? How do these sorts of questions relate to the study of civil rights? What did you think of the activity? What would you have said if you had more time?

Thank you for your active participation here! I also really appreciate the respect and open minds displayed. I hope that you enjoyed this activity as much as I do. Next class, we will talk a little bit more about this, then really get into the Civil Rights unit. See you next time!
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Monday, November 4, 2019

Civil Rights, Day 1 - Class Recap


Welcome to a new unit! This is the sign at New Orleans International Airport, in Louisiana. Today, students took a literacy test, used in Louisiana to stop people of color from voting. Photo taken in 2009.

Dear class,

It's always nice to start a new unit with you all, as there is so much to think about and do together! Here's what we did today in class:

Learning Targets Addressed: 
Behavior LT 2: I can manage my responsibilities as a student.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.

Soundtrack: "A Change is Gonna Come" by Sam Cooke. Selected for today because of the change to a new unit and because the song is related to the Civil Rights Movement in the United States. Lyrics here.

AGENDA 11/4/19:
News Brief - Ashling
DBQ Debrief
Literacy Test
Plessy v. Ferguson

Homework: Read the blog. Turn in any missing/late work ASAP (grades are updated on StudentVUE). The next news brief is assigned to: Joseph.

News Brief: Today's news brief was brought in by Ashling, who selected an article about this story: KATU.com - Washington and Oregon prepare to push clocks back for what could be the last time. We discussed this story for a bit and then moved on.

We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend. It was nice to hear about this, after so many classes just focused on the DBQ!

Joseph was selected to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


DBQ Debrief: Since we took most of the last week in both Americans Studies and Lit and Comp 10, I wanted to be sure to ask students about what their thoughts were on the assignment and the process leading up to it. This is the first time we have had an assignment that will be scored for both classes, so it was an adventure for us, as well. We had grades back to you to count towards progress reports! It was definitely easier when the amount we have to grade is split in half. Thanks for your input on how this went!

Literacy Test: After this, I passed out a test and said there were only ten minutes to complete it, with every answer being correct in order to pass it. This was supposed to be impossible, by design! Here's a link to a page with the blank test on it:


It is somewhat difficult to ascertain with certainty if this actual test was used, but it does appear to be one from the State of Louisiana, used to deny people of color the right to vote. These tests were given to anyone that election officials wanted - which was typically only people of color, not whites. If you are interested in seeing the "answers" (many of which were pretty subjective) again, here they are:


I hope this was an interesting activity to start out with! I also hope the point was driven home that having some sort of standard or qualification for voting rights aside from age is discriminatory.

Here is the BuzzFeed video that we watched in class (warning: some strong language, but in context):



Plessy v. Ferguson: To start this section of class, I had students brainstorm what "civil rights" are and how to define the term. After this, I asked students to write down the LegalDictionary definition: The term civil rights refers to the basic rights afforded, by laws of the government, to every person, regardless of race, nationality, color, gender, age, religion, or disability.

To begin looking at how the United States has denied basic rights to people of color, we looked at the famous Supreme Court case of Plessy v. Ferguson. I passed out this handout in class (as a class set):


To help understand this case, I showed this video as an overview:

The second page has questions for students to answer about the case. We finished class by looking through the answers together. I hope you found the class interesting today! See you next class!
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