Case Study #4
Civic Action
DAY
4
What to Expect: Today’s Lesson
Warm Up
Social Studies
Learning target
Civic Action Case Studies
Questions
Wrap-up what we learned
Warm Up
I can evaluate a local civil rights case study using the NYS Seal of Civic Readiness four domains in order to understand how individuals and groups create change in their communities. (target tracker)
SECTION ONE: WARM UP
Learning Target
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
Check-In
SECTION ONE: INCLUSIVE WELCOME
Show the class with your fingers which number ‘bearcat’ represents how you’re feeling today?
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. |
NYS Social Studies Practice: �Gathering, Using, & Interpreting Evidence
SECTION ONE: WARM UP
What does this tell us about our region in Today?
SECTION TWO: MYSTERY SOURCE (Explore the map here)
9
National Housing Act 1934
The law included these rules about what makes a neighborhood �good and worthy of government investment.
$119 Billion was given out to over 35 million families to help buy and build homes
SECTION ONE: INTRO TO ACTIVITY
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 TWO: FOCUS ON GATHERING, INTERPRETING, AND USING EVIDENCE (HANDOUT)
Paired Source Analysis Sources A and B
Questions to consider after reading each source: ✎ What do we learn about the living conditions in Broome County? ✎ Explain how audience, or purpose, or potential bias affects this document’s use as a reliable source of evidence on the living conditions in Broome County? | |
Source B: Western Union telegram dated December 4, 1941, sent from Charles W. Kress, the Mayor of the City of Binghamton, to Robert Washburn, Executive Secretary of the NYS Committee on Discrimination | |
Mayor Kress
CIVIC ACTION CASE STUDIES
Turn and talk: share an example of a time you’ve participated in one of these forms of action or an example of someone you know.
FOUR DOMAINS OF CIVIC READINESS
Civic readiness is the ability to make a positive difference in the public life of our communities through the combination of civic knowledge, skills and actions, mindsets, and experiences. It means understanding how systems of power work, knowing how to advocate for equity, and participating effectively in democratic processes. https://tinyurl.com/nysedcivics
FOUR DOMAINS OF CIVIC READINESS
Directions: Choose one of the case studies (A Binita Koirala and Henrietta Housing, B Education Justice in Broome County, C Beccye Fawcett and Broome County Discrimination 1940s-50s, or D James Brown and the Fight for a Home, 1956) Rev., take notes on the problems, and types of civic action used to address the problem. Then use the ‘High School Civic Readiness Rubric’ to evaluate the effectiveness of the civic actions in the case study.
Read the case study summary
(if there’s time read the full article or oral history)
CIVIC ACTION CASE STUDIES
SECTION TWO: FOCUS ON GATHERING, INTERPRETING, AND USING EVIDENCE
CIVIC ACTION CASE STUDIES
SECTION TWO: FOCUS ON GATHERING, INTERPRETING, AND USING EVIDENCE
CIVIC ACTION CASE STUDIES
SECTION TWO: FOCUS ON GATHERING, INTERPRETING, AND USING EVIDENCE
D-James Brown and the Fight for a Home, 1956) Rev., take notes
CIVIC ACTION CASE STUDIES
ACADEMIC CIRCLE
Circle Agreements
I can evaluate a local civil rights case study using the NYS Seal of Civic Readiness four domains in order to understand how individuals and groups create change in their communities.
SECTION ONE: WARM UP
Learning Target
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
How are you feeling right now?
What’s a problem in our community that you might be interested in taking civic action to address?
SEL: Optimistic Closure
SECTION FOUR: 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 |
SEL: Optimistic Closure
EXTENSION: TAKE ACTION!
Student Civic Action Planning Roadmap (Handout | Slide Deck)
I wonder/notice:
EXTENSION: TAKE ACTION!
Broome County, NY Housing Needs Assessment & Strategy Executive Report January 2024
EXTENSION: TAKE ACTION!
I wonder/notice:
EXTENSION: TAKE ACTION!
Broome County, NY Housing Needs Assessment & Strategy Executive Report January 2024
EXTENSION: TAKE ACTION!