Case Study #3
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
We can analyze a map and primary sources to learn how redlining has affected
where we live.
Learning Target
SECTION ONE: WARM UP
NYS Social Studies Framework 4.4c Government in New York State is organized into counties, cities, towns, and villages. Students will identify the county in which they live, noting where their city, town or village is within that county.
4.7b Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.
Students will investigate the reasons that African Americans moved into northern cities.
Students will investigate artists, writers, and musicians associated with the Harlem Renaissance.
�S.S. Practices: Gathering, Interpreting and Using Evidence, Comparison, and Contextualization
NYS Culturally Responsive Framework
Reflect, honor, value, and center various identity perspectives as assets in policies and practices
“The trouble lies in institutions not designed to make men free.” -Dr. Walter Cooper
Important Note:
Today we’re going to learn about an unfair and unkind policy called ‘redlining’ that Dr. Walter Cooper faced when he tried to buy a house in Rochester, NY.
Next time we’ll learn about how he and his friends didn’t give up, got involved, and worked together to challenge this unfair rule and build a more safe, kind, and fair community.
SECTION ONE: WARM UP
SECTION ONE: WARM UP
Group Norms
Which norm will you focus on today to help make our community more SAFE, KIND, and FAIR?
Rochester Leader, Constance Mitchell works with a class of kids to help their community
“Never give up. You either are involved or you are not, there is no middle ground. I choose to be involved."
-Dr. Walter Cooper
Check-In
SECTION ONE: INCLUSIVE WELCOME
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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.
DEFINITION:
https://static.wixstatic.com/media/e0f3d5_ec3b1365074c44f5930fb3f9f4d810f5~mv2.gif
VOCABULARY
Racist (adj.)
Believing and acting as if something is wrong or right, superior or inferior, better or worse about a racial group.
DEFINITION:
Grafton Johnson, a Rochester/Indiana capitalist, who used racial covenants to fund luxuries like at-home zoos.
VOCABULARY
Social Studies Practices:
Compare & Contrast
Mystery Source - 2010 Monroe County Demographics
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2. Pittsford
1. Corn Hill
SECTION THREE: COMPARE & CONTRAST
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2
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.
Map created by National Housing Act 1934.
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2
Common Source
SECTION THREE: COMPARE & CONTRAST
Write down 5 things you notice about this source.
Map created by National Housing Act 1934.
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2
Adding the Key:
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3
2
1
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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2
SECTION THREE: COMPARE & CONTRAST
1. Corn Hill
2. Pittsford
Why might this map have also been called �a ‘redlining map’?
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2
SECTION THREE: COMPARE & CONTRAST
1. Corn Hill
2. Pittsford
This is a redlining map from 1935.
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2
BEST
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Two area descriptions on the redlining map
SECTION THREE: COMPARE & CONTRAST
HAZARDOUS
What is similar and different?
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
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 Rochester to make sure that neighborhoods would be occupied by people of the same ‘social and racial’ groups.
Some groups of people were forced to live in the red shaded areas. Others 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
(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 (model)
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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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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
Map created by National Housing Act 1934
2010 Census Racial Dot Map
SECTION FOUR: EXIT TICKET
Compare these two maps
SECTION FIVE: QUESTIONS
Tomorrow we’re going to learn about Dr. Cooper and other people in Rochester who decided to get involved in fighting against redlining. Dr. Cooper never stopped believing that racism must be confronted and fought, and that ordinary people can come together to create a better world.
Dr. Cooper has a school named after him in Rochester (School Number 10). He always tells his students when they learn about something hard like redlining, or are struggling with a difficult problem, or are feeling down to never give up!
What zone are you in? What helps you never give up?
SEL: Optimistic Closure
Zones of Regulation What zone are you in? | |||
Blue Zone | Green Zone | Yellow Zone | Red Zone |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |
“Never give up. You either are involved or you are not, there is no middle ground. I choose to be involved."
-Dr. Walter Cooper
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EXTENSION: Black people in Rochester worked together to make their own safe places. They made places where Black people and their friends could hang out, have fun, or even spend the night.There was a book called The GREEN BOOK that helped Black travelers find safe places to stay when they were on the road. Some places in Rochester, like the Gibson Hotel, were in The GREEN BOOK. That way, Black people knew they would be welcome there.
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Black people also fought redlining by working together to create businesses like grocery stories, barber shops, restaurants, and jazz clubs in Rochester’s redlinied neighborhoods
Jenton’s Community Store
EXTENSION: Black people also fought redlining by working together to create businesses like grocery stories, barber shops, restaurants, and jazz clubs in Rochester’s Redlined neighborhoods