1 of 30

Case Study #1

Box Protocol--Mystery Source 4 Quadrants

DAY

2

2 of 30

What to Expect: Today’s Lesson

Warm Up

Learning target, check-in

Social Studies

Mystery source 4 quadrants

Exit Ticket

Wrap-up what we learned

3 of 30

Warm Up

4 of 30

I can explore the assets in our classroom and community.

I can make inferences and ask questions

after analyzing a mystery source.

SECTION ONE: WARM UP

Learning Target

5 of 30

Check-In

SECTION ONE: WARM UP

Pick one, the rest vanish forever

1

2

3

4

5

6

7

8

9

6 of 30

What is culture?

“I like to compare culture to a tree. Just as a tree is shaped by its ecosystem, culture is influenced by its surroundings. The trunk and branches represent shallow culture, while surface culture is the visible fruit. Both are dynamic, changing with time, like the branches and fruit adapting to the seasons. Deep culture, like a tree's roots, grounds and nourishes an individual's mental health.”

Dr. Zaretta Hammond (2014)

7 of 30

Inside-Outside Discussion Circle

Round One:

Surface Identity

This level, the leaves, is made up of observable and concrete elements of culture such as food, dress, music, games, literature, stories, and holiday.�

What is your name? What does it mean? (*)
How do you and your family identify racially?
What is your favorite food to share with your family?
What are you proud of?

Inside-Outside Discussion Circle HANDOUT (pick one or two question to respond to)

8 of 30

Inside-Outside Discussion Circle

Round Two:

Shallow Identity

This level, the trunk, is made up of the unspoken rules around everyday social interactions and norms, such as respect, courtesy, attitudes toward elders, concepts of time, personal space, nonverbal communication, eye contact, ways of handling emotion, and gestures/animations.�

Were you allowed to question, talk back to adults as a child? What would happen if you did? (*)
What does personal space look like for you?
What does being ‘on time’ mean to you?
Who are your heroes?

Inside-Outside Discussion Circle (pick one question to respond to)

9 of 30

Inside-Outside Discussion Circle

Round Three:

Deep Identity

The roots, is made up of tacit knowledge and unconscious assumptions that govern our worldview, such as notions of fairness, definition of family, spirituality, competition, cooperation, decision making, and connection with nature:�

What grounds you?
How do you make important decisions?
What does fairness mean to you?

Inside-Outside Discussion Circle

10 of 30

Inside-Outside Discussion Circle

Round Three:

Reflection:�

What surprised you?
What was something you had in common or that was different culturally from someone else?
How might our different cultures be an asset or a strength?

Inside-Outside Discussion Circle

11 of 30

11

Instructions: Create this set of boxes on your butcher paper. �Be sure to leave space between each box for notes.

SECTION ONE: WARM UP

12 of 30

NYS Social Studies Practice: �Gathering, Using, & Interpreting Evidence

SECTION ONE: WARM UP

13 of 30

What do you wonder?

What do you notice?

What can you infer?

Keep these questions in mind:

14 of 30

MYSTERY SOURCE

What do you wonder?

What do you notice?

What can you infer?

15 of 30

MYSTERY SOURCE

What do you wonder?

What do you notice?

What can you infer?

16 of 30

MYSTERY SOURCE

What do you wonder?

What do you notice?

What can you infer?

17 of 30

MYSTERY SOURCE

Key

What do you wonder?

What do you notice?

What can you infer?

18 of 30

MYSTERY SOURCE: WHAT DO YOU THINK THE DOTS REPRESENT?

19 of 30

MYSTERY SOURCE: WHEN IS THIS?

20 of 30

WHAT STORY DOES THIS MAP TELL ABOUT SULLIVAN COUNTY AND THE DOWNSTATE REGION IN 2020?

21 of 30

SECTION TWO: MYSTERY SOURCES -- REVEALED

These comparisons should never be viewed as supporting any kind of racial hierarchy. Instead, if we accept the inherent equality of all, the outcomes must be seen as resulting from policies and practices of our society, both at a national and local level.

-p.9-10 Hard Facts 2020

Interpreting the Mystery Sources

from Sullivan County

SECTION TWO: MYSTERY SOURCES - REVEALED

22 of 30

I wonder/notice/feel:

SECTION TWO: MYSTERY SOURCES

64%

37%

73%

35%

https://mhvcommunityprofiles.org/housing/homeownership-rates-by-race-ethnicity#:~:text=How%20is%20the%20region%20performing,ethnic%20group%20for%20reliable%20estimates.

Why is this important? Historically, members of some racial and ethnic groups have suffered discrimination in buying homes and accessing home mortgages. A home is a vital financial asset for a family and an investment in both the local neighborhood and surrounding community.

Owner-occupancy or home-ownership is a form of housing tenure where a person, called the owner-occupier, owner-occupant, or home owner, owns the home in which he/she lives.

Why is this important? Historically, members of some racial and ethnic groups have suffered discrimination in buying homes and accessing home mortgages. A home is a vital financial asset for a family and an investment in both the local neighborhood and surrounding community.

Why do these disparities exist?

Disparities in homeownership are connected to racial inequities within systems beyond housing, including financial services, labor market and intergenerational wealth. Historic practices including redlining, exclusionary mortgage practices and restrictive covenants barring property from being owned by members of specific groups directly locked people out of homeownership. These had intergenerational effects when people of color were unable to benefit from wealth transfers of home equity as white homebuyers can. Since Black and Latino households generally have lower wages and wealth accumulation, they have less resources for down payments and higher debt to income ratios. With lower credit scores than other racial/ethnic groups, communities of color may be less likely to qualify for mortgages as underwriting standards increase. Many in the Black and Latino community may lack information about the home buying process and choose to stay renters. Discrimination during the home buying process also influences whether people of color buy a house. Researchers have found that during the search process, people of color were shown fewer houses and provided less information than whites.

23 of 30

I wonder/notice/feel:

SECTION TWO: MYSTERY SOURCES

64%

37%

73%

35%

https://mhvcommunityprofiles.org/housing/homeownership-rates-by-race-ethnicity#:~:text=How%20is%20the%20region%20performing,ethnic%20group%20for%20reliable%20estimates.

Why is this important? Historically, members of some racial and ethnic groups have suffered discrimination in buying homes and accessing home mortgages. A home is a vital financial asset for a family and an investment in both the local neighborhood and surrounding community.

Owner-occupancy or home-ownership is a form of housing tenure where a person, called the owner-occupier, owner-occupant, or home owner, owns the home in which he/she lives.

Why is this important? Historically, members of some racial and ethnic groups have suffered discrimination in buying homes and accessing home mortgages. A home is a vital financial asset for a family and an investment in both the local neighborhood and surrounding community.

Why do these disparities exist?

Disparities in homeownership are connected to racial inequities within systems beyond housing, including financial services, labor market and intergenerational wealth. Historic practices including redlining, exclusionary mortgage practices and restrictive covenants barring property from being owned by members of specific groups directly locked people out of homeownership. These had intergenerational effects when people of color were unable to benefit from wealth transfers of home equity as white homebuyers can. Since Black and Latino households generally have lower wages and wealth accumulation, they have less resources for down payments and higher debt to income ratios. With lower credit scores than other racial/ethnic groups, communities of color may be less likely to qualify for mortgages as underwriting standards increase. Many in the Black and Latino community may lack information about the home buying process and choose to stay renters. Discrimination during the home buying process also influences whether people of color buy a house. Researchers have found that during the search process, people of color were shown fewer houses and provided less information than whites.

24 of 30

I wonder/notice/feel:

SECTION TWO: MYSTERY SOURCES

64%

37%

73%

35%

https://mhvcommunityprofiles.org/housing/homeownership-rates-by-race-ethnicity#:~:text=How%20is%20the%20region%20performing,ethnic%20group%20for%20reliable%20estimates.

Why is this important? Historically, members of some racial and ethnic groups have suffered discrimination in buying homes and accessing home mortgages. A home is a vital financial asset for a family and an investment in both the local neighborhood and surrounding community.

Owner-occupancy or home-ownership is a form of housing tenure where a person, called the owner-occupier, owner-occupant, or home owner, owns the home in which he/she lives.

Why is this important? Historically, members of some racial and ethnic groups have suffered discrimination in buying homes and accessing home mortgages. A home is a vital financial asset for a family and an investment in both the local neighborhood and surrounding community.

Why do these disparities exist?

Disparities in homeownership are connected to racial inequities within systems beyond housing, including financial services, labor market and intergenerational wealth. Historic practices including redlining, exclusionary mortgage practices and restrictive covenants barring property from being owned by members of specific groups directly locked people out of homeownership. These had intergenerational effects when people of color were unable to benefit from wealth transfers of home equity as white homebuyers can. Since Black and Latino households generally have lower wages and wealth accumulation, they have less resources for down payments and higher debt to income ratios. With lower credit scores than other racial/ethnic groups, communities of color may be less likely to qualify for mortgages as underwriting standards increase. Many in the Black and Latino community may lack information about the home buying process and choose to stay renters. Discrimination during the home buying process also influences whether people of color buy a house. Researchers have found that during the search process, people of color were shown fewer houses and provided less information than whites.

25 of 30

I wonder/notice/feel:

SECTION TWO: MYSTERY SOURCES

64%

37%

73%

35%

26 of 30

I wonder/notice/feel:

SECTION TWO: MYSTERY SOURCES

37%

73%

35%

What does this measure?

The share of students who are economically disadvantaged. Economic disadvantage is based on a student's participation in social safety net programs.

Why is this important?

This measure not only shows the proportion of low-income students and families in an area, it is also an indication of the potential challenges facing schools as they work to educate children who have fewer resources.

Sullivan County, at 60%, had the highest rate in the region

Notes about the data

Students are considered economically disadvantaged if they participate in, or whose family participates in, economic assistance programs, such as the free or reduced-price lunch programs, Social Security Insurance (SSI), Food Stamps, Foster Care, Refugee Assistance (cash or medical assistance), Earned Income Tax Credit (EITC), Home Energy Assistance Program (HEAP), Safety Net Assistance (SNA), Bureau of Indian Affairs (BIA), or Family Assistance: Temporary Assistance for Needy Families (TANF). If one student in a family is identified as low income, all students from that household (economic unit) may be identified as low income.

27 of 30

Exit Ticket

28 of 30

What do these sources

tell us about Sullivan County today?

What questions do you still have?

SECTION THREE: EXIT TICKET

29 of 30

I can explore the assets in our classroom and community.

I can make inferences and ask questions

after analyzing a mystery source.

Learning Target

SECTION THREE: EXIT TICKET

30 of 30

Next we’re going to investigate how racism may have impacted our community and how people have responded. We’re going to work together to make our own decisions about what we learn and how we want to respond to that learning.

SEL CHECK IN

The purpose of education is to create in a person the ability to look at the world for himself, to make his own decisions.

-James Baldwin

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