Case Study #3
Box Protocol--Common Source Grade 8
DAY
3
What to Expect: Today’s Lesson
Warm Up
Social Studies
Vocabulary
Superhero Roles
Learning target, box-protocol
Key definitions
Compare & Contrast
Source analysis
Questions
Wrap-up
Warm Up
I can analyze a map and primary sources
to learn how redlining has affected
where I live.
Learning Target
SECTION ONE: WARM UP
Check-In
SECTION ONE: WARM UP
Show the class with your fingers which number ‘dog’ represents how you’re feeling today?
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Instructions: Create this set of boxes on your butcher paper. �Be sure to leave space between each box for notes.
SECTION ONE: WARM UP
Vocabulary
Antiracist (adj.)
DEFINITION:
Believing and acting as if racial groups are equals and actively resisting racism.
EXAMPLE:
Mattie Gray was the executive director of the Interracial Association in Broome County in the 1930s and 1940s. She advocated for better housing and jobs in the Triple Cities through public speaking, newspaper articles, and organizing white and Black members of the community to push for anti-discrimination laws in New York.
SECTION THREE: VOCABULARY TO CONSIDER
Racist (adj.)
Believing and acting as if something is wrong or right, superior or inferior, better or worse about a racial group.
Donald Hotchkin demonstrated racist actions when he promoted and defended segregation as president of the Broome County Real Estate Board in the 1950s. He also defended white landlords, including his brother, who refused to install central heating or indoor bathrooms in the redlined apartments of Black tenants in Binghamton on North Way St.
DEFINITION:
EXAMPLE:
VOCABULARY
Solvay H.S. 1952
Systemic Racism
DEFINITION:
Any measure that produces or sustains racial inequity between racial groups.
EXAMPLE:
Until the late 1950s the National Real Estate Board had a code of ethics that essentially said a real estate agent could lose their job if they showed a home to a non white family in a white neighborhood. The Broome County Board of REALTORS enforced this policy and helped steer Black residents of Broome County into the Sherwood Park neighborhood of Binghamton.
Key Terms to Consider
Social Studies Practices:
Compare & Contrast
What does this map tell you about our community?
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What do you wonder?
What do you notice?
What can you infer?
Keep these questions in mind:
Common Source
SECTION THREE: COMPARE & CONTRAST
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Instructions: Let’s analyze each part of this together, then you will answer questions about it on your own.
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Map created by National Housing Act 1934.
SECTION THREE: COMPARE & CONTRAST
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Instructions: Let’s analyze each part of this together, then you will answer questions about it on your own.
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Common Source
SECTION THREE: COMPARE & CONTRAST
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Instructions: Let’s analyze each part of this together, then you will answer questions about it on your own.
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Map created by National Housing Act 1934.
Common Source
SECTION THREE: COMPARE & CONTRAST
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Instructions: Let’s analyze each part of this together, then you will answer questions about it on your own.
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Map created by National Housing Act 1934.
Common Source
SECTION THREE: COMPARE & CONTRAST
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2
Instructions: Let’s analyze each part of this together, then you will answer questions about it on your own.
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Map created by National Housing Act 1934.
Common Source
SECTION THREE: COMPARE & CONTRAST
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Share out what you notice about this source.
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Map created by National Housing Act 1934.
So, what is this map?
SECTION THREE: COMPARE & CONTRAST
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Map created by National Housing Act 1934, and the key that shows the meaning behind each color
Map created by National Housing Act 1934.
SECTION THREE: COMPARE & CONTRAST
3.Jefferson Ave/Park St.
1.Westside
Why might this map have also been called �a ‘redlining map’?
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4. Elm Oak Streets
2. Sherman Place/Columbus Park
Prediction may be made regarding the possibility of the location being invaded by such groups. If a neighborhood is to retain stability it is necessary that properties shall continue to be occupied by the same social and racial classes. A change in social or racial occupancy generally leads to instability and a reduction in value.
Natural or artificially established barriers will prove effective in protecting a neighborhood and the locations within it from adverse influences. Including prevention of the infiltration of business and industrial uses, lower class occupancy, and inharmonious racial groups. A high speed traffic artery or a wide street parkway may prevent the expansion of inharmonious uses to a location on the opposite side of the street.
To be most effective, deed restrictions should be imposed upon all land in the immediate environment of the subject location . . . Recommended restrictions should include provisions for the following... Prohibition of the occupancy of properties except by the race for which they are intended.
951. Quality and Accessibility of Schools.
The social class of the parents of children at the school will in many instances have a direct bearing. Thus, physical surroundings of a neighborhood area may be favorable and conducive to enjoyable, pleasant living in its location. However, if the children of people living in such an area are compelled to attend school where the majority or a considerable number of the pupils represent a far lower level of society or an incompatible racial element, the neighborhood under consideration will prove far less stable and desirable than if this condition did not exist
The law included these rules about what makes a neighborhood �good and worthy of government investment.
COMMON SOURCE
Authors of National Housing Act 1934 that �created the Rochester Redlining Map
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SECTION THREE: COMPARE & CONTRAST
President Roosevelt Signing the Law
Rochester Leaders Who Helped Build Our Redlining Map
The following local gentlemen rendered valuable assistance in the preparation of the map and sectional descriptions:
SECTION ONE: INTRO TO ACTIVITY
SECTION TWO: GATHERING, USING, AND INTERPRETING EVIDENCE
SECTION THREE: COMPARE & CONTRAST
What is similar and different?
HAZARDOUS
BEST
2.Sherman Place/Columbus Park (note: in 1935 this was the only neighborhood in the Triple Cities that had any Black residents)
1.Westside
Two area descriptions on the redlining map
Two area descriptions on the redlining map
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What is similar and different?
SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
BEST
4.Elm/Oak Streets
3.Jefferson Ave/Park Street
Student Directions: Work in a group of four.
Each member takes a SUPERHERO social studies role. Think about and answer the questions for your role while you read the text. Then share with you found with your group
Superhero Roles
SECTION FOUR: SUPERHERO ROLES
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SECTION FOUR: SUPERHERO ROLES
Who is the author/creator?
What is the goal/purpose of the creator/author?
Is the document/artifact credible (reliable/believable)? Why or why not?
Do you think the author/creator had firsthand knowledge of the events/issues?
(Authenticator – Sourcer) Your task is to determine whether or not the document/artifact is reliable (can you trust this?). In order to do this task, answer the following |
Credible Hulk
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SECTION FOUR: SUPERHERO ROLES
(Impact Analyzer – Purpose Finder) You task is to solve the mystery of the purpose of this document/artifact. In order to do this task, examine the document/artifact and read it through at least once. |
Mister E
What type of document/artifact is it?
What is the goal/purpose of the creator/author?
What perspective is missing?
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SECTION FOUR: SUPERHERO ROLES
(Main Idea Master – Connector) Your task is to determine the “gist” – the main idea(s) of the document/artifact. In order to do this task, read/analyze the document/artifact, and then write three key details. |
The Connector
Then complete the following statement: “This says that...
What larger issue(s) does this connect with?
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SECTION FOUR: SUPERHERO ROLES
(Historian – Context Connector) Your task is to determine the historical context for the document/ artifact. In order to do this task, answer the following questions: |
Captain Context
When was the artifact created/written?
Where was the artifact created/written?
What do you know about this time and place?
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About the source
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National Housing Act 1934
The U.S. Government passed the National Housing Act of 1934. This created a color coded map of Syracuse to make sure that neighborhoods would be occupied by people of the same ‘social and racial’ groups.
Some groups of people (non whites) were forced to live in the red shaded areas. Others (whites) were given money from the government to live in the green areas and suburbs.
SECTION THREE: COMPARE & CONTRAST
Questions
What role did the Government play in segregating our community?
Academic Circle:
Circle Agreements: What do you need to �feel supported and challenged?
SECTION FIVE: QUESTIONS
WESTSIDE (WEST MIDDLE SCHOOL)
1930s
Today
SHERMAN PLACE/COLUMBUS PARK
1930s
Today
Next we’re going to learn about Mrs. Beccye Fawcett from Binghamton and other people in Upstate NY who experienced housing discrimination, got angry, and decided to get involved in fighting against redlining.
Looking Ahead:
OPTIMISTIC CLOSURE
SEL: Optimistic Closure
Blue Zone 1 finger | Green Zone 2 fingers | Yellow Zone 3 fingers | Red Zone 4 fingers |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |