Day 2
Common Source
DAY
2
What to Expect: Today’s Lesson
Student Roles
Source Analysis
Warm Up
Social Studies
Learning target, introduction
Gathering, using, and interpreting evidence
Questions
Application
Exit Ticket
Wrap up
Warm Up
We can evaluate how the 1934 National Housing Act and related policies affected access to home ownership in our region. (target tracker)
Learning Target
SECTION ONE: WARM UP
11.7c President Franklin D. Roosevelt’s responses to the Great Depression increased the role of the federal government. Students will examine the reasons for economic prosperity during the 1920s. Students will examine the underlying weaknesses of the economy that led to the stock market crash of 1929 and the Great Depression.
including key legislative initiatives of the New Deal, expansion of federal government power
11.10 a After World War II, long-term demands for equality by African Americans led to the civil rights movement. The efforts of individuals, groups, and institutions helped to redefine African American civil rights, though numerous issues remain unresolved.
NYS Culturally Responsive Framework
Practice mutual respect for qualities and experiences that are different from one’s own
INCLUSIVE WELCOME: MY DAY SO FAR IS LIKE THIS IMAGE OF THE SUSQUEHANNA BECAUSE…
“Not everything that is faced can be changed. But nothing can be changed until it is faced.” –James Baldwin
SECTION ONE: INCLUSIVE WELCOME
Group Norms | |
Speak your truth (I Statements) | I think, in my experience I connect with… What I love about that… and… |
Be respectful and kind | I like what you said I hadn’t thought about it like that before |
Expect to experience discomfort | Part of this challenges what I’ve previously learned I’m wrestling with this and am choosing to stay in the conversation This feels uncomfortable…I could use a little support from the group |
Be aware of intent; own your impact | Thank you for telling me that could you help me understand what I missed? Hey that bothered me can you tell what you meant by that? Permission to speak first draft. |
Be curious | Tell me more, what in your experience makes you say that? |
Step Up, Step Back | I’d love to hear what…has to say. |
What does this tell us about our region in 2020?
SECTION TWO: MYSTERY SOURCE (Explore the map here)
Source 2: I wonder/notice:
SECTION TWO: MYSTERY SOURCES
NYS Social Studies Practice: �Gathering, Using, & Interpreting Evidence (Sourcing)
SECTION ONE: WARM UP
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Authors of National Housing Act 1934 (New Deal): �What do you think the National Housing Act did?
SECTION TWO: GATHERING, USING, AND INTERPRETING EVIDENCE
President Roosevelt Signing the Law
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The National Housing Act gave over $119 Billion to subsidize home loans (mortgages) for over 35 million Americans between 1934-1968.
SECTION ONE: INTRO TO ACTIVITY
President Roosevelt Signing the Law
SECTION TWO: GATHERING, USING, AND INTERPRETING EVIDENCE
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The National Housing Act gave
over $119 Billion to subsidize home loans (mortgages) for over 35 million Americans between 1934-1968.
The Federal Housing Administration created an underwriting manual to protect their investment, and establish the rules for access to over $119 Billion.
SECTION ONE: INTRO TO ACTIVITY
President Roosevelt Signing the Law
SECTION TWO: GATHERING, USING, AND INTERPRETING EVIDENCE
Rochester Leaders Who Helped Build Our Redlining Map
The following 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
Mayor Smith
The Federal Government Creates and Spreads Security Maps
Lawrence Brown, Jehan Reaves, Austin Lansey, 2024 CUHE Fellows, and MCRP students
April 21, 2024
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The law included these rules about what makes a neighborhood �good and worthy of government investment.
Directions: Use your social studies role to examine the National Housing Act’s underwriting manual and evaluate how it may have affected access to homeownership in Broome County.
SECTION ONE: INTRO TO ACTIVITY
SECTION TWO: GATHERING, USING, AND INTERPRETING EVIDENCE
Student Roles
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SECTION THREE: STUDENT ROLES
In your group of four, you will all read the same source.
Then, each of you will complete one of the four assigned student roles.
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SECTION THREE: STUDENT ROLES
Your task is to determine the historical context of the document/artifact.
The Historian
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SECTION THREE: STUDENT ROLES
Your task is to solve the mystery of the purpose of this document and consider whose voices may be missing.
The Impact Analyzer
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SECTION THREE: STUDENT ROLES
Your task is to determine whether or not the document/artifact is reliable (can you trust this?).
The Authenticator
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SECTION TWO: STUDENT ROLES
Your task is to determine the “gist” — the main idea(s) of the document/artifact.
The Connector
SECTION THREE: STUDENT ROLES
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SECTION FOUR: GATHERING, USING, AND INTERPRETING EVIDENCE (Handout)
The law included these rules about what makes a neighborhood �good and worthy of government investment.
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601. Mortgage risk rating is the process of thoroughly analyzing the major factors of risk undertaken in the making of a mortgage loan and the rating of the mortgage in accordance with the risk involved in the loan transaction or in connection with the insurance of the mortgage. Risk rating is made necessary by the terms of the National Housing Act.
SECTION THREE: GATHERING, USING, AND INTERPRETING EVIDENCE
SECTION FOUR: GATHERING, USING, AND INTERPRETING EVIDENCE (Handout)
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937. Quality of Neighboring Development. The quality of dwelling construction is significant, inasmuch as unsubstantial, flimsy construction is subject to rapid deterioration which hastens the lowering of class of occupancy….The rating will be adversely affected if the neighboring development consists of old, obsolete dwellings….Areas surrounding a location are investigated to determine whether incompatible racial and social groups are present, for the purpose of making a prediction regarding the probability 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 contributes to instability and a decline in values.
SECTION THREE: GATHERING, USING, AND INTERPRETING EVIDENCE
SECTION FOUR: GATHERING, USING, AND INTERPRETING EVIDENCE (Handout)
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951. Quality and Accessibility of Schools. When considering the question of schools, distances to the schools should be related to the public or private means of transportation available from the location to the schools. The social class of the parents of children at the school will in many instances have a direct bearing….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.
SECTION THREE: GATHERING, USING, AND INTERPRETING EVIDENCE
SECTION FOUR: GATHERING, USING, AND INTERPRETING EVIDENCE (Handout)
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980 (1). Protection from Adverse Influences. The Valuator should realize that the need for protection from adverse influences is greater in an undeveloped or partially developed area than in any other type of neighborhood. Generally, a high rating should be given only where effective restrictive covenants are recorded against the entire tract, since these provide the surest protection against undesirable encroachment and inharmonious use. To be most effective, deed restrictions should be imposed upon all land in the immediate environment of the subject location.
SECTION THREE: GATHERING, USING, AND INTERPRETING EVIDENCE
SECTION FOUR: GATHERING, USING, AND INTERPRETING EVIDENCE (Handout)
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980 (3). Recorded restrictive covenants should strengthen and supplement zoning ordinances and to be really effective should include the provisions listed below.
[...]
g. Prohibition of the occupancy of properties except by the race for which they are intended.
SECTION THREE: GATHERING, USING, AND INTERPRETING EVIDENCE
SECTION FOUR: GATHERING, USING, AND INTERPRETING EVIDENCE (Handout)
I used to think . . . now I think . . . and it makes me feel
Share out about your student role
Academic Circle:
Circle Agreements: What do you need to �feel supported and challenged?
SECTION FIVE: ACADEMIC CIRCLE PART 1
How did the 1934 National Housing Act and related policies affect access to home ownership in our region?
To answer this question, consider:
Academic Circle:
Circle Agreements: What do you need to �feel supported and challenged?
SECTION FIVE: ACADEMIC CIRCLE PART 2
980 (1). Protection from Adverse Influences. The Valuator should realize that the need for protection from adverse influences is greater in an undeveloped or partially developed area than in any other type of neighborhood. Generally, a high rating should be given only where effective restrictive covenants are recorded against the entire tract, since these provide the surest protection against undesirable encroachment and inharmonious use. To be most effective, deed restrictions should be imposed upon all land in the immediate environment of the subject location.
SECTION FIVE: ACADEMIC CIRCLE PART 2
Below is the 1937 Home Owners Loan Corporation (HOLC) 'Residential Security' Map and Area Ratings for the Triple Cities. These maps were one way the federal government worked with local leaders to determine which areas would receive the underwriting of mortgage subsidies.
Legend
A-Green ‘Best’
B-Blue ‘Still Desirable’
C-Yellow ‘Definite Declining’
D-Red ‘Hazardous’
I can evaluate how the 1934 National Housing Act and related policies affected access to home ownership in our region.
Learning Target
SECTION FIVE: EXIT TICKET
Racist Policy (noun)
Any rule or law that creates or keeps inequity between racial groups.
DEFINITION:
By strategically excluding agricultural and domestic workers from New Deal labor and social security protections, the federal government denied basic economic safeguards to the majority of Black laborers. Simultaneously, federal housing policies segregated communities by refusing to insure mortgages in Black neighborhoods (Social Security Act of 1935, Wagner Act of 1935, Fair Labor Standards Act of 1938, and National Housing Act 1934).
EXAMPLE:
VOCABULARY TO CONSIDER
VOCABULARY TO CONSIDER
The New Deal
Next we’re going to learn about about the impact of New Deal Policies like the National Housing Act of living conditions in the Triple Cities. We’ll also explore the stories of activists like Mattie Gray who worked for fair housing and civil rights in the Triple Cities.
Looking Ahead:
OPTIMISTIC CLOSURE
SEL: Intentional 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 |
REDLINING
LEARN MORE ABOUT REDLINING IN GREATER ROCHESTER WITH THIS 20 MIN SHORT FILM AT OURLOCALHISTORY.ORG