Case Study #2
Box Protocol--Common Source
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
Show the class with your fingers which number represents how you’re feeling today?
Which image best aligns with your understanding of the history of redlining and civil rights in Westchester?
INCLUSIVE WELCOME: TURN AND TALK REFLECTION
Seed Sprouting Growing Blooming
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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:
After the Ku Klux Klan disrupted a planned concert in Peekskill, Paul Robeson insisted on returning to the stage.
VOCABULARY TO CONSIDER
Singer and Activist Paul Robeson performing on stage with concert organizers.
Learn more here
Antiracist (adj.)
DEFINITION:
Believing and acting as if racial groups are equals and actively resisting racism.
EXAMPLE:
Black people and their allies in Elmsford, Mt. Vernon, New Rochelle, Ossining, Tarrytown, Tuckahoe, White Plains, and Yonkers created safe and integrated places for visiting Black folks to stay or eat when traveling through. They allowed Victor Hugo Green to publish their addresses in ‘The Negro Motorist Green Book’.
VOCABULARY TO CONSIDER
NOTE: The Negro motorist Green-book was an annual guidebook for African-American roadtrippers founded and published by New York City mailman Victor Hugo Green from 1936 to 1967. The Green Book became "the bible of black travel" during the era of Jim Crow laws, when open and often legally prescribed discrimination against African Americans and other non-whites was widespread. Green wrote this guide to identify services and places relatively friendly to African-Americans so they could find lodgings, businesses, and gas stations that would serve them along the road.
Racist (adj.)
DEFINITION:
Believing and acting as if something is wrong or right, superior or inferior, better or worse about a racial group.
EXAMPLE:
Harry W. Garing, was a Nazi supporter and the Grand Wizard of the Ku Klux Klan in New York, organized a number of Klan rallies in Westchester County in the 1920s and 1930s with the goal of keeping out Black, Jewish, and Catholic people from the community.
VOCABULARY TO CONSIDER
Harry W. Garing
Racist Policy
DEFINITION
Any measure that produces or sustains racial inequity between racial groups. Policy includes: written and unwritten laws, rules, procedures, processes, regulations, and guidelines that govern people.
EXAMPLE
After the Ku Klux Klan burned a cross on Dr. Errold Collymore’s front yard in 1930, his insurance company sought to cancel his homeowner’s policy, saying the property was a fire risk. Dr. Collymore refused to back down. He worked with his friends at the Urban League and the integrated White Plains Community Church to build a safer, more kind, and fair Westchester County.
VOCABULARY TO CONSIDER
Dr. Errold Collymore
Social Studies Practices:
Compare & Contrast
WHAT STORY DOES THIS MAP TELL ABOUT WESTCHESTER IN 2020?
Common Source
SECTION THREE: COMPARE & CONTRAST
Instructions: Let’s compare and contrast two areas of each Westchester region. Then we’ll unpack the 1934 law and consider how it may have impacted where you live.
About: Between the 1930s and 1960s the federal government gave out $119 billion in loans to over 35 million families to help them buy houses.The law said that this money could only go to certain neighborhoods and certain people, so maps like this one were created.
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Map created by National Housing Act 1934
WHAT DO YOU NOTICE, WONDER, OR INFER? COMPARE AND CONTRAST THE TWO AREAS
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WHAT DO YOU NOTICE, WONDER, OR INFER? COMPARE AND CONTRAST THE TWO AREAS
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WHAT DO YOU NOTICE, WONDER, OR INFER? COMPARE AND CONTRAST THE TWO AREAS
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WHAT DO YOU NOTICE, WONDER, OR INFER? COMPARE AND CONTRAST THE TWO AREAS
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So, what is this map?
SECTION THREE: COMPARE & CONTRAST
Map created by National Housing Act 1934, and the key that shows the meaning behind each color
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SECTION THREE: COMPARE & CONTRAST
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Why might this map have also been called �a ‘redlining map’?
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Directions: Click on the numbers above to view and compare and contrast the area descriptions for the neighborhoods closest to your school.
View all the area descriptions here.
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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.
The need for protection from adverse influences is greater in undeveloped or partially developed areas. High ratings should be given where there are adequate and enforced zoning regulations or effective restrictive covenants for the entire tract, providing protection against undesirable encroachment. To ensure a homogeneous and harmonious neighborhood. 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 Westchester Redlining Map
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SECTION THREE: COMPARE & CONTRAST
President Roosevelt Signing the Law
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What is similar and different?
SECTION THREE: COMPARE & CONTRAST
DESIRABLE
1.Yonkers B5
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SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
2. Yonkers D7
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SECTION THREE: COMPARE & CONTRAST
BEST
3. Mt. Vernon A8
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SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
4. Mt. Vernon D9
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SECTION THREE: COMPARE & CONTRAST
Best
5. New Rochelle A14
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SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
6. New Rochelle D12
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SECTION THREE: COMPARE & CONTRAST
DESIRABLE
7. Mamaroneck B28
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SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
8. Mamaroneck D14
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SECTION THREE: COMPARE & CONTRAST
BEST
9. PELHAM A9
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SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
10. PELHAM D10
About the source
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National Housing Act of 1934
The U.S. Government passed the National Housing Act of 1934. This created a color coded map of Westchester County 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, blue, and yellow areas.
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SUMMARY: NATIONAL HOUSING ACT, and the REDLINING MAP
Superhero Roles
SECOND READING WITH CRITICAL THINKING SUPERHERO ROLES
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?
Who is the intended audience?
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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?
Read it a second time to test your statement. Are you right? What would you change/add to your statement?
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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?
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
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Looking Ahead:
Next, we'll explore the stories of everyday people and activists, including Dr. Errold Collymore (known as Westchester’s Fighting Dentist), who worked with friends and allies to improve Westchester, NY. They experienced firsthand the effects of redlining we just learned about. Driven by both anger and pride in their community, they persevered in their fight for positive change.
OPTIMISTIC CLOSURE
SEL: Intentional Closure
Zones of Regulation What zone are you in? | |||
Blue 1 finger | Green 2 fingers | Yellow 3 fingers | Red 4 fingers |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |
“Let us continue to build; - let us try to make it grow so that its example in brotherhood and faith in the essential decency of man might spread across the land and usher in the good life even beyond where we can see “far down the futures broadening way.”
-Dr. Errold D. Collymore in a 1944 sermon he delivered at White Plains Community Church
I can analyze a map and primary sources
to learn how redlining has affected
where I live.
Learning Target
CLOSING
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EXTENSION: WHAT DO YOU NOTICE ABOUT THE ‘SAFE’ GREENBOOK LOCATIONS FOR WESTCHESTER IN 1946?
NOTE: The Negro motorist Green-book was an annual guidebook for African-American roadtrippers founded and published by New York City mailman Victor Hugo Green from 1936 to 1967. The Green Book became "the bible of black travel" during the era of Jim Crow laws, when open and often legally prescribed discrimination against African Americans and other non-whites was widespread. Green wrote this guide to identify services and places relatively friendly to African-Americans so they could find lodgings, businesses, and gas stations that would serve them along the road.
SECTION FOUR: EXIT TICKET
EXTENSION: COMPARE AND CONTRAST PAST AND PRESENT
1930s D7 YONKERS
TODAY D7 YONKERS
REDLINING
EXTENSION SHORT FILM: https://tinyurl.com/acpfilmroc