How the Modules Work

These modules are designed for students to spark curiosity, engage students in critical dialogue, and promote deep inquiry at a variety of academic and grade levels. Teachers may elect to present them in a series as a learning progression, or individually as stand-alone lessons.

Students working in the modules will engage in:

In the Desegregation of Baltimore City Schools module, students consider the essential question “What were some of the experiences of Baltimore City youth during the transitional period of desegregation?”

Students will engage in discussion based conversation sparked by narratives from Voices of Baltimore: Life under Segregation clips. Alignment to authentic Primary Sources from the Library of Congress and the Smithsonian Museum of American History are provided to encourage a deeper investigations of the topic.

Students think critically about the sources as they create an evidence-based conclusion relating to the desegregation of Baltimore City schools.

1. Inquiry-based instruction:

Each module is designed around an essential question, which is student-friendly and historically significant. The module's resources, which include the documentary clip, interview transcripts, primary sources, and secondary sources, lead students to answer the module's essential question.

2. Close analysis:

Students will be asked to think critically about the essential question posed by the module. After viewing the clip, students will be led through a series of discussion questions answered by the rich oral histories of the highlighted prominent Baltimore figures. While the clips have an emphasis on oral history interviews, students will have opportunities to explore various secondary sources related to the the topic.

3. Evidence-based conclusions:

Students will be challenged to use the narratives from the video clips as well as other primary sources to draw evidence-based conclusions about the essential question.

Aligning The Modules With Teaching Standards

All modules have been aligned with the Common Core Literacy in History and Social Studies standards as well as College, Career, and Civic Life (C3) standards .

Throughout, students are invited to participate in the same process that historians engage in: considering a question, analyzing evidence, and developing and defending an interpretation.

Flexibility In Implementation

These modules are designed to apply to students of a variety of grades and academic levels. While the issues addressed in Voices of Baltimore: Life Under Segregation are complicated and complex, conducting group discussions can inspire meaningful conversations and prompt students to reach beyond their academic and ability level. It should be noted that students have access to other resources to further supplement classroom learning and/or personal discovery. Towson University has provided a list of suggested resources and guides.

Supplementary Resources and Further Readings

Baltimore Civil Rights Heritage
Brown in Baltimore [Book]
Dundalk Patapsco Neck Historical Society and Museum, Inc
Jim Crow Museum of Racist Memorabilia
Library of Congress Civil Rights History Project
Dundalk Patapsco Neck Historical Society and Museum, Inc
Maryland Historical Society – Paul Henderson Collection
National Council for the Social Studies
National Park Service
NCSS College, Career, and Civic Life (C3) National Humanities Center
PBS Black Culture Connection
Reginald F. Lewis Museum of Maryland African American History & Culture
Something Must Be Done About Prince Edward County [Book]
Southern Poverty Law Center
State of Maryland Commission on Civil Rights
Teachers in the Movement
Teaching Tolerance
The Girls Who Paved the Way
The Henrietta Lacks Legacy Group
Will Counts Collection: University of Indiana Archives

Baltimore Grassroots Organizations and/or Advocacy Groups
Arts Everyday
Baltimore Algebra Project
Baltimore Bloc
Baltimore Green Works
Baltimore United
Baltimoreans for Educational Equity
Maryland Out of School Time
Power Inside
Tubman House Baltimore
Youth Helping Youth