Summary:
Four Dolls, Two Psychologists, and One Landmark Court Case Written by Carole Boston Weatherford & Illustrated by David Elmo Cooper, tells the story of the groundbreaking "doll test" conducted by Black psychologists Dr. Kenneth and Dr. Mamie Clark . Narrated from the perspective of the dolls themselves, the book introduces young readers to the Clarks and their research, which explored the psychological effects of segregation on Black children. The dolls describe how children, when presented with Black and white dolls, often preferred the white dolls and associated the Black dolls with negative qualities. This poignant demonstration of internalized racism played a crucial role in the landmark Brown v. Board of Education Supreme Court case, where Dr. Kenneth Clark testified about the doll test's findings.
Actual questions asked in the test are used in the book.
Lesson Objectives
By the end of this lesson, students will:
- Understand the history and purpose of The Doll Test by Drs. Kenneth and Mamie Clark.
- Explore how segregation and discrimination affected children’s self-perception.
- Learn about Brown v. Board of Education and its role in ending school segregation.
- Discuss fairness, equality, and how we can promote inclusion today.
Background Knowledge
- Segregation: When people are separated based on race, such as Black and white children attending different schools.
- Self-Perception: How we see and feel about ourselves.
- Discrimination: Treating people unfairly because of their race, gender, or background.
- Brown v. Board of Education (1954): The Supreme Court case that ruled school segregation was unfair and illegal.
- Drs. Kenneth & Mamie Clark: Black psychologists who studied the effects of segregation on children using The Doll Test.
- Sesame Street: Never Too Young: Ages and Stages of Racial UnderstandingResearch shows that children form race-related ideas long before they’re ready to talk about race and racism… awareness of race begins as early as infancy!1 No matter their age, all children collect clues from their experiences to make sense of the world, so early, honest, and age-appropriate conversations really matter. This is an age-by-age look at how children’s understanding develops—and why it’s never too early to address racism.
- American Psychological Association: Children Notice Race Several Years Before Adults Want to Talk About ItAdults in the United States believe children should be almost 5 years old before talking with them about race, even though some infants are aware of race and preschoolers may have already developed racist beliefs, according to research published by the American Psychological Association.
- EmbraceRace: Seeing, Noticing, and Talking About Differences with Young ChildrenThe belief that children are “colorblind” when it comes to race has been overwhelmingly disproven by research.
- Boston University: If Babies and Toddlers Can Detect Race, Why Do So Many Parents Avoid Talking about It?BU social psychologists share ways adults can overcome their own assumptions and discomfort to talk honestly about race with children.
Standards
Common Core State Standards (CCSS)
English Language Arts (ELA) Standards: Reading, Speaking & Listening
Reading Informational Text (RI):
- CCSS.ELA-LITERACY.RI.2.3 – Describe the connection between a series of historical events, scientific ideas, or steps in technical procedures in a text.
- CCSS.ELA-LITERACY.RI.3.3 – Describe the relationship between a series of historical events, using language that pertains to time, sequence, and cause/effect.
- CCSS.ELA-LITERACY.RI.4.3 – Explain events, procedures, ideas, or concepts in a historical text, including what happened and why.
- CCSS.ELA-LITERACY.RI.5.3 – Explain the relationships or interactions between individuals, events, or ideas in a text based on specific information.
Speaking & Listening (SL):
- CCSS.ELA-LITERACY.SL.2.1 - 5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
- CCSS.ELA-LITERACY.SL.2.2 - 5.2 – Recount or summarize key ideas from The Doll Test and classroom discussions.
- CCSS.ELA-LITERACY.SL.2.4 - 5.4 – Report on a topic or tell a story with facts and details related to historical events (segregation, Brown v. Board of Education).
National Council for the Social Studies (NCSS) Standards
Theme 1: Culture
- Understand how cultural beliefs and values influence people's behaviors and how they view themselves and others.
Theme 4: Individual Development and Identity
- Examine how personal identity is shaped by family, culture, and historical experiences, including self-perception influenced by race and societal messages.
Theme 5: Individuals, Groups, and Institutions
- Investigate how social institutions (like schools) can promote or limit justice and equity.
Theme 6: Power, Authority, and Governance
- Understand how historical laws, such as segregation policies, shaped American society and how they were challenged.
Theme 10: Civic Ideals and Practices
- Discuss the importance of fairness, justice, and equality, relating to the civil rights movement and Brown v. Board of Education.
Lesson Plan
Warm-Up Discussion (10 minutes)
- Show images of different dolls (or real dolls if available) with different skin tones. Ask:
- "What do you notice about these dolls?"
- "Do dolls or toys we play with matter?"
- "How do you feel when you see dolls or books that look like you?"
- Explain that a long time ago, children in the U.S. went to separate schools because of their skin color, and some scientists wanted to study how that affected children’s feelings.
Guiding Questions:
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What do you know about segregation in U.S. history?
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How do young children learn about race?
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Why do you think the children in the Doll Test chose the white doll?
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How do you think this experiment influenced the Civil Rights Movement?
Lesson Procedure:
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Introduction (10 minutes)
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Show pictures of Dr. Kenneth and Dr. Mamie Clark.
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Briefly explain the Doll Test and its significance.
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Ask students what they think about the idea of children seeing race and forming opinions.
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Activity: Doll Test Reflection (20 minutes)
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Show video clips or images of the Doll Test experiment.
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Facilitate a discussion on how children today might respond to the same test.
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Ask students to reflect in their journals: How does race influence the way we see ourselves and others?
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Historical Context Discussion (15 minutes)
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Explain Plessy v. Ferguson (1896) and the “separate but equal” doctrine.
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Discuss how Brown v. Board of Education overturned segregation in schools.
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Compare the Doll Test results with modern discussions on race and self-perception.
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Group Discussion & Exit Ticket (15 minutes)
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Small groups discuss: How can we create a more inclusive and accepting society?
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Each student writes one thing they learned and one question they still have.
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Extension Activities:
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Research Assignment: Students research another Supreme Court case that impacted civil rights and present their findings.
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Creative Writing: Write a letter as a student in 1954 responding to the Supreme Court’s ruling.
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Art Project: Create posters promoting inclusivity and diversity in schools.
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Role-Playing: Reenact a debate between lawyers in Brown v. Board of Education.
Teacher & Parent Guide to Critical Conversations with Students
- Learning For Justice: Let's Talk!: Facilitating Critical Conversations With StudentsEducators play a crucial role in helping students talk openly about the historical roots and contemporary manifestations of social inequality and discrimination. Learning how to communicate about such topics as white privilege, police violence, economic inequality and mass incarceration requires practice, and facilitating critical conversations with students demands courage and skill.
This guide offers classroom-ready strategies you can use to plan discussions and to facilitate these conversations with your students. We hope you find this guide useful and that you’ll share it with colleagues. And don’t forget to check out our related resources.
