During the third week, we will continue our study of the case by investigating
Brown
II.
We will compare the language of the opinions of these two cases and investigate their impact. What did the authors want us to believe? to see?
To reinforce the connection between words and pictures, we will also evaluate some of the more famous pictures from the time (Linda Brown and the Little Rock Nine accompanied by armed men, the faces of other students as they watch the “integration,” etc.). We will analyze these and other images for their symbolic importance and determine what words they elicit. From these responses, we will return to a discussion of symbol, connotation, and nuance.
Students must understand that
Brown
I
caused unprecedented shockwaves so
Brown
II
was created in order to ameliorate its seemingly caustic effects. The juxtaposition of these two cases will help students understand how an author’s purpose (dramatic social reform as in
Brown
I
or appeasement of social upheaval as in
Brown
II
) affects language.
Specific Objectives:
-
- Compare the opinions of
Brown I
and
Brown II
-
- Identify the differences in the 2 opinions and investigate the rationale
-
- Analyze images from the integration period for their suggested import
-
- Investigate the need for
Brown
II
(Why was it necessary?)
Day One
-
- Recap from last week
-
- Show one integration image which will lead into the question: Why was Brown II necessary?
-
- Read Brown II court opinion highlighting important words and phrases
Day Two
-
- Finish court opinion
-
- Discussion about the language
Day Three
-
- Comparison of Brown I and II
Day Four
-
- Begin assignment: Why was Brown II Necessary? SEE
ALL DELIBERATE SPEED
ATTACHMENT
Day Five
-
- Finish assignment: Why was Brown II Necessary?
