The goal of achieving educational equity through the judicial and financial systems is attainable. What
Brown
initiated; scrutiny of the equal protection clause in terms of race, has yet to be realized in terms of wealth. A perusal of the voluminous literature on the subject reveals a very convoluted, ambiguous, and confusing history. Not only is there disagreement on what constitutes equality, but how it is to be done. Interpretations of equality range from the strict constitutional frameworks and rigid fiscal analysis, to the humanistic social science propositions. It appears that the legislatures, judges, and educators, are not able to reach an acceptable standard and measurement. However, while there isn’t a consensus, it is apparent to decision-makers that public education coddles disparities and accommodates disequilibrium. Further, most agree that this unequal state of affairs in education is not desirable and must be corrected. The question then is what standards and formulas should prevail in the future?
Lesson One: Education, Constitution, Equality, Interrelationships:
Goal
To understand the purpose of education in U.S. Society.
Objectives
To be familiar with the social, political, and
economic goals of education.
To examine the constitutional aspects of education.
To inculcate positive and personal education values and skills
in academic area.
Procedure
Students will read the first and fourteenth amendments of the U.S. constitution, the actual court transcripts in the Brown V. Topeka case and about one student’s educational experience.
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A. Vocabulary: Students should define all unfamiliar words.
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The teacher will select terms from students list in addition to the following:
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1. jurisdiction
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2. citizens
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3. abridge
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4. immunities
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5. due process
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6. equal protection of the laws
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7. freedom of speech
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8. petition
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9. redress of grievances
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10. separate but equal
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11. plaintiff
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12. decree
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13. docket
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14. appeal
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15. class action
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B. Interpretation:
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1. What rights do the First and Fourteenth Amendments guarantee?
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2. Is the educational application of the articles apparent?
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3. Explain why it was necessary to amend the constitution.
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C. Analysis: Brown 1
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1. After Reading excerpts from the Brown case, what is your opinion of the separate but equal doctrine?
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2. How would you feel if you were denied the opportunity to attend a school because of skin color?
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3. Does the law ensure that no one is segregated against?
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D. Analysis: Brown 2
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1. Why was the Brown cases reargued?
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2. What was the final decision in the Brown 2 case?
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3. What assurances does the second Brown case make to end racial segregation?
Lesson Two: Equality: The Idea
Goal
To examine Connecticut’s concept of equality and Connecticut’s statutory obligation
Objectives:
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To UNDERSTAND the controversy surrounding equality.
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To RAISE awareness of the magnitude and the complexity of the problem.
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To MOTIVATE on a personal level increased academic effort to overcome inequalities.
Procedure
Students will read relevant excerpts from the Connecticut Constitution and an excerpt from Student Rights and Responsibilities.
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A. Vocabulary: Students should identify and define terms that they are unfamiliar with. The list will vary. The following terms should be discussed by the teacher.
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1. fundamental rights
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2. mandate
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3. statutes
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4. compliance
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5. implement
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6. prohibit
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7. discriminate
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8. proficiency
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9. quality
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10. compulsory
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11. responsibility
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B . Thought-Provoking Questions
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1. Who should provide suitable educational experiences, the state or the city?
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2. Should all schools have the same facilities and resources?
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3. What can students do to guarantee that the local and state educational authorities imply the constitutional statutes?
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C. Funding: Review the proposal and answer the questions.
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1. Which city has the most money? Which has the least?
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2. How much money would Woodbridge have left if they used the House plan? Governor’s plan?
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3. What cities do the Governor’s plan and the House plan agree on almost?
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4. Do the plans give or take away more money?
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Enrichment Exercises
: Select one organization to write to regarding school law.
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D. Play:
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Students should act out the following play and discuss the situation and each character
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1. What is the principal’s point? Is there a major distinction between African-Americans and Hispanics? In what ways do they share similar experiences?
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2. What is the answer to Mr. Adam’s question concerning few black voters?
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3. Can a person who is not a member of a minority group be more knowledgeable than a minority member?
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4. Is the distinction between light and dark-skinned blacks a real concern for the majority of blacks or whites as Tifarah suggests? Do you think light-skinned blacks have an advantage over dark-skinned blacks?
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5. Is there gender discrimination?
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6. Are community college students considered inferior to state colleges?
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7. What is the connection between what the principal said in Scene 1 and what he said in Scene 4?
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8. Do you agree with the principal’s comment about racism ending? Think of some instances when this statement is/was proven false.
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9. What does the principal mean by “...down to where we started”?
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10. Is it an insult to be called Black? Why do you think the girl reacted in such a way?
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11. Discuss the knowledge you have on the March on Washington and the
Brown vs. Board of Education
case.
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12. If you were put in the same dilemma as Black people were years ago, which alternative would you choose? Why?
(figure available in print form)
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1. Rank the municipalities in order of current funding.
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2. What is the state funding average?
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3. Which plan (Governor or House) is more beneficial to Westbrook, Old Saybrook, New Haven and Branford?
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4. What is the amount of the increase to Clinton, Meriden, Seymour, and West Haven using the House plan?
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5. Which municipality is hurt most by funding changes?
