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
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.)
Believing and acting as if racial groups are equals and actively resisting racism.
.
Charles Sparks demonstrated antiracist action by organizing and leading the Congress On Racial Equality CORE chapter in Syracuse, NY to challenge discrimination in housing and employment.
DEFINITION:
EXAMPLE:
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.
Until 1968, many schools, churches, clubs, and business across Onondaga - Cortland - Madison Counties demonstrated racist actions when they held their annual Black face minstrel shows. White students would paint on ‘Black face’ and sing songs mocking the intelligence of Black people. The local papers wrote hundreds of articles supporting and affirming these shows.
DEFINITION:
EXAMPLE:
VOCABULARY TO CONSIDER
Solvay H.S. 1952
Social Studies Practices:
Compare & Contrast
WHAT DOES THIS TELL US ABOUT SYRACUSE IN 2010?
What do you wonder?
What do you notice?
What can you infer?
What do you wonder?
What do you notice?
What can you infer?
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Common Source
SECTION THREE: COMPARE & CONTRAST
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
Share out what you notice about this source.
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Map created by National Housing Act 1934.
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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
2._15th Ward
1._James Street
Why might this map have also been called �a ‘redlining map’?
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4._Spencer Park
3._DeWitt
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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.
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
The following persons collaborated with the field agent in the preparation of this map and the area descriptions:
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SYRACUSE CONSULTANTS ON REDLINING MAP
T. Herr, Jr. - Syracuse Realty Company, H.O.L.C. Management and Contract Brokers.
E. F. Kotz - Real estate developer and formerly H.O.L.C. Assistant District Appraiser.
S. N. McCain - Realtor of the Pomeroy Organization.
Mrs. M. Martin - Martin Real Estate Company, H.O.L.C. Contract and Management Brokers.
E. J. Meloche - H.O.L.C. District Appraiser.
R. J. Murray - H.O.L.C. Assistant District Appraiser.
D. O'Brien - Real estate broker and developer.
A. J. Cot - Attorney and mortgage representative of six out-of-town Savings Banks.
J. R. Pfohle - Pfohle Brothers real estate brokers.
P. Quinn - Quinn Real Estate Company. B. F. Ryan - H.O.L.C. Property Manager.
Two area descriptions on the redlining map
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What is similar and different?
SECTION THREE: COMPARE & CONTRAST (link to full map)
HAZARDOUS
BEST
2.Hudson Ave Area
1.James Street
2.15th Ward
Two area descriptions on the redlining map
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What is similar and different?
SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
BEST
2.Hudson Ave Area
3.Dewitt
4.Negro Section (Spencer Park)
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What is similar and different?
HAZARDOUS
2.Hudson Ave Area
4.Negro Section (Spencer Park)
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What is similar and different?
HAZARDOUS
2.Hudson Ave Area
5. Lower Section Nedrow
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
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?
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Inquiry Question: What challenges did African Americans face when they moved to Rochester and how did they fight back?
Round 1: Mystery Source (Whole Group):
Racial Dot Map (project) then Hard Facts Report (print and pass out)
Round 2: Common Source (students in groups of 4):
Rochester HOLC Map and Underwriting Manual
Round 3: Jigsaw Sources (each student takes a different Jigsaw source):
Jigsaw 2
Dr. Walter and Helen Cooper
Jigsaw 3
Constance Mitchell
Jigsaw 4 1958 NYS Commission
Make your thinking visual
Jigsaw 1: Restrictive covenants
Record your thinking here
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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
SECTION FOUR: EXIT TICKET
Compare these two maps
SECTION FIVE: QUESTIONS
2019 Dot Map
Map created by National Housing Act 1934
SECTION FOUR: EXIT TICKET
Compare these two maps
WHAT DO YOU NOTICE ABOUT THE HIGHWAYS?
SECTION FOUR: EXIT TICKET
15th Ward 1930s to Today
1930s
Today
SECTION FOUR: EXIT TICKET
15th Ward 1930s to Today
1930s
Today
SECTION FOUR: EXIT TICKET
DeWitt 1930s to Today
1930s
Today
SECTION FOUR: EXIT TICKET
DeWitt 1930s to Today
1930s
Today
Next we’re going to learn about people in the Syracuse area who didn’t let discrimination definite them, but instead noticed how they were feeling, found their community, and worked to make Syracuse a more welcoming and affirming place.
Looking Ahead:
OPTIMISTIC CLOSURE
SEL: Optimistic 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 |
Mr. Zinter