Mrs. Esther Brown - Standing Up for Justice Through Courage and Cooperation
- Apr 24
- 4 min read
Updated: May 1
Grade Level: 5-12
Duration of Video: 8 minutes, 29 seconds
Themes:
Courage
Justice
Cooperation across communities
Bystander vs. Upstander
Using systems for change
Civil Rights
Desegregation
Responsible citizenship
American Jewish Heritage
World history, US history
AI-generated interpretation of Esther Swirk Brown based on a 1934 photograph. Original image: Wikimedia Commons (public domain)
Description:
Students learn about Esther Brown, who worked in Kansas during the 1940s alongside Black families and the NAACP to challenge school segregation. Through a mini timeline, short video, guided discussion, and a primary source excerpt from Webb v. School District No. 90 (1949), students examine how local organizing, evidence-gathering, and legal action helped build early challenges to unequal schooling that contributed to Brown v. Board of Education. Mrs. Brown, a Jewish American, used her community relationships to support efforts for educational equity. Students will also review a set of upstander steps they can use to contribute responsibly to efforts that promote fairness.
Lesson Plan:
🎯 OBJECTIVES (SWBAT)
Explain who Esther Brown was and why her actions mattered.
Describe how individuals can act as upstanders using safe and lawful actions.
Identify the role of the NAACP in civil rights efforts.
Analyze a primary source to understand how legal change occurs.
Reflect on how cooperation between communities can lead to progress.
🧰 MATERIALS:
Primary Source (excerpt): Webb v. School District No. 90 (1949) (Printed for each student or digital copy)
Student Worksheet 1: Understanding Courage and Cooperation - Esther Brown (Printed for each student or digital copy)
Student Worksheet 2: Taking Action as an Upstander (Printed for each student or digital copy)
Whiteboard
SMARTboard or computer to project video
Student notebooks or paper
Index cards
📋 LESSON FLOW
Hook
Teacher writes on the board:
“What does it mean to stand up for others in a safe and effective way?”
Ask students:
“What are some ways people can stand up for others?”
“Do you think one person can make a difference?”
Teacher says:
“Today we’re going to learn about a woman named Esther Brown who chose to stand up for fairness - not through conflict, but by working with others and using systems to create change.”
Background
Hand out Student Worksheet 1: Understanding Courage and Cooperation - Esther Brown (Printed for each student or digital copy)
Teachers says:
“Before we watch the video, let’s read and discuss Part 1: Key Ideas on your worksheet.”
Teacher guides students through Part 1: Key Ideas.
Ask:
“What does segregation mean?”
“Why were these schools unfair?”
“What was the purpose of the NAACP?”
Teacher says:
“Now that we understand the problem and the people who were trying to fix it, let’s watch to see how Esther Brown was part of this change.”
Video Time
Teacher gives this prompt before showing the video:
“As you watch, notice who Esther Brown worked with and how she helped create change.”
Play Video: Friendship and Solidarity: The Grand Alliance
Teach & Discuss
Ask:
“Who was Esther Brown?”
“What was Esther Brown’s ethnicity? How do you think this impacted her decision to help the Black children in her community?”
“What problem was she trying to help solve?”
“Who did she work with?”
“What actions did she take?”
“When others threatened her, what attitude did she have? Why is this admirable?”
Then ask:
“In what way was Esther Brown an upstander?”
“What made her actions effective?”
Say:
“Esther Brown didn’t act alone. She worked with others and used systems that already existed to help create change. Change happens step by step, and people take thoughtful actions over time. We’re going to think about what those kinds of actions look like and how we can use them too.”
PRIMARY SOURCE ACTIVITY - Webb v. School District No. 90
Teacher says:
“Now we’re going to look at the document describing the court case that was a result of Esther Brown’s work, where she helped the Black students attend the South Park District School that was trying to keep Black students out. The court case was called: Webb versus School District Number 90 (1949).”
Distribute Primary Source: Webb v. School District No. 90 (1949) (Printed for each student or digital copy).
Ask students to read the last paragraph of the court’s decision with a seat partner and to complete Part 2 (questions 1-6) of Student Worksheet 1: Understanding Courage and Cooperation - Esther Brown (Printed for each student or digital copy).
Reunite class and discuss students’answers.
Small Group Activity
Ask students to work with a seat partner, or divide students into small groups.
Distribute Student Worksheet 2: Taking Action as an Upstander (Printed for each student or digital copy)
Say:
“Now we’re going to apply what we’ve learned. In your groups, look at a situation on Student Worksheet 2: Taking Action as an Upstander and think about how to take safe and thoughtful action, just like Esther Brown did.”
Students work with a partner or small group to complete the Student Worksheet 2: Taking Action as an Upstander
Reflection
Reunite the class.
Ask students to share their answers to the questions from Student Worksheet 2: Taking Action as an Upstander
Discuss:
“Why is it important to use safe and thoughtful actions when solving problems that deal with conflict or aggression?”
“How did the upstander steps help guide your thinking?”
“Which step was the most helpful to you?”
Exit Ticket
Students respond on index card:
Briefly describe a situation, without names or personal details, when you helped someone who was experiencing an unfair situation or you witnessed someone else taking a stand to make things fair and just. How did you feel about it?
Teacher: Hang up the index cards on a bulletin board in the classroom.
For Further Study (Optional)
Interview someone or research a person from history (past or current) who made/makes the world a better place for humanity. Share what you learned with the class.
Key Takeaway: One person can make a difference
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