NYSBA/LYC Brown v. Board of Education

H.S. Lesson Activity no. 3

Impact of Brown


High School Students

Lesson Time

One to two class periods


  1. To demonstrate an understanding of the impact of Brown v. Board of Education as chronicled in the New York Times
  2. To demonstrate an understanding of the mixed reaction to the decision in Brown v. Board of Education
  3. To demonstrate an understanding that the Brown v. Board of Education decision was a great achievement however, integration has not been completely achieved

New York State Social Studies Standards

Standard 1: History of the United States and New York State

  • Students analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors’ perspectives
  • Students consider different historians’ analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations



  • New York Times via ProQuest Historical Newspapers, New York State Library
  • For curent New York Times articles (2004 and present), goto www.nytimes.com.


Web Sites


  • Charles J. Ogletree, Jr., All Deliberate Speed, W.W. Norton & Co., 2004
  • Gary Orfield and John Yun, Resegregation in American Schools, The Civil Rights Project, Harvard University, 1999
  • "50 Years Later: Brown v. Board of Education," Teaching Tolerance, Issue 25, Spring 2004
  • "The Fruits of Integration”, National Review, February 10, 1970, 122
  • Clayborne Carson, "Two Cheers for Brown v. Board of Education," The Journal of American History, vol. 91, No. 1, June 2004
  • "The Beginning of the End of Caste in America: the History of Brown v. Board of Education," American Educator, American Federation of Teachers, Summer 2004
  • "50th Anniversary of Brown v. Board of Education of Topeka, Kansas," Social Science Docket, New York and New Jersey State Councils for the Social Studies, Volume 4 Number 2, Summer-Fall, 2004


  1. Distribute, read, and discuss the "Southern Declaration on Integration" as a class or the reading can be assigned as homework. Discuss how some southern congressional representatives responded to the Supreme Court’s decision in Brown v. Board of Education.
    • "96 Congressmen’s Declaration on Integration," New York Times, Special to the New York Times, Mar. 12, 1956
  2. Either select articles or have students select articles from the New York Times (the New York Times has been selected because it is accessible on line however, other sources could be used) relating to an impact of Brown v. Board of Education. Examples could include:
    • "The Showdown Nears," Sep 19, 1957
    • "Integration Report: The Future as Seen in Eleven States," Oct. 6, 1957
    • John N. Popham, "A Negro to Finish Little Rock High," May 25, 1958
    • Philip Benjamin, "Little Rock Fight Had Origin in '54," June 22, 1958
    • Gertrude Samuels, "Little Rock: More Tension than Ever," Mar 23, 1958
    • Anthony Lewis, "Since the Supreme Court Spoke," May 10, 1964
    • Claude Sitton, "Since the School Decree: Decade of Racial Ferment," May 18, 1964
    • Paul Delaney, "H.E.W. Finds North Lags in Rate of Pupil Integration," Special to the New York Times, Jan. 15, 1971
    • "Excerpts from the Supreme Court Ruling Upholding Busing to End Segregation," Special to the New York Times, Apr. 21, 1971
    • Greg Winter, "Long After Brown v. Board of Education, Sides Switch," May 16, 2004
    • Sam Dillon, "Law to Segregate Omaha Schools Divides Nebraska," April 15, 2006
    • Linda Greenhouse, "Cleveland's School Vouchers Weighed by Supreme Court," Feb. 21, 2002

    Students should either write an individual report on the article or present their conclusions to the class. The report should include a summary of the article and how the information in the article represents either a short term or long term impact of the Brown v. Board of Education decision.

Back to Top

  • Print