Learning Standards and Practices
8.9 DOMESTIC POLITICS AND REFORM: The civil rights movement and the Great Society were attempts by people and the government to address major social, legal, economic, and environmental problems. Subsequent economic recession called for a new economic program. (Standards: 1, 4, 5; Themes: TCC, SOC, CIV, ECO)
8.9a The civil rights movement began in the postwar era in response to long-standing inequalities in American society, and eventually brought about equality under the law, but slower progress on economic improvements.
A. Gathering, Interpreting and Using Evidence
3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.
F. Civic Participation
4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.
6. Identify situations in which social actions are required and determine an appropriate course of action.
8.9 DOMESTIC POLITICS AND REFORM: The civil rights movement and the Great Society were attempts by people and the government to address major social, legal, economic, and environmental problems. Subsequent economic recession called for a new economic program. (Standards: 1, 4, 5; Themes: TCC, SOC, CIV, ECO)
8.9a The civil rights movement began in the postwar era in response to long-standing inequalities in American society, and eventually brought about equality under the law, but slower progress on economic improvements.
A. Gathering, Interpreting and Using Evidence
3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.
F. Civic Participation
4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.
6. Identify situations in which social actions are required and determine an appropriate course of action.
Setting the Stage
Discuss the impact of Brown v. Board of Education of Topeka (1954) What was school segregation and why was a Supreme Court ruling necessary to end it?
School Segregation
Educational Equality
New York Times
Discuss the impact of Brown v. Board of Education of Topeka (1954) What was school segregation and why was a Supreme Court ruling necessary to end it?
School Segregation
Educational Equality
New York Times
Supporting Question 1: What problem did the citizens of Hillburn, New York face in the fall of 1943 and how did they respond to this problem?
Formative Assessment: Identify the problem with the schools in Hillburn, NY in 1943 using evidence from the documents.
Formative Assessment: Identify the problem with the schools in Hillburn, NY in 1943 using evidence from the documents.
Petition to the New York State Education Commissioner filed by the NAACP
Page 1 Courtesy: New York State Archives |
Petition to the New York State Education Commissioner filed by the NAACP
Page 2 Courtesy: New York State Archives |
Petition to the New York State Education Commissioner filed by the NAACP
Page 3 Courtesy: New York State Archives |
Map of Hillburn, New York
Courtesy: New York State Archives
Courtesy: New York State Archives
Supporting Question 2: How did New York State Commissioner of Education respond to the citizens of Hillburn?
Formative Assessment: Discuss the Commissioners decision and the impact the decision had on the children in Hillburn.
Formative Assessment: Discuss the Commissioners decision and the impact the decision had on the children in Hillburn.
Supporting Question 3: How did people of New York State respond to the Commissioner’s decision?
Formative Assessment: Create a chart of the different perspectives regarding the Commissioner’s decision in the Hillburn Case.
Formative Assessment: Create a chart of the different perspectives regarding the Commissioner’s decision in the Hillburn Case.
Letter of Support 1
Courtesy: New York State Archives Letter of Support 4
Courtesy: New York State Archives Letter of Opposition 3
Page 1 Courtesy: New York State Archives Letter of Opposition 4
Page 1 Courtesy: New York State Archives Letter of Opposition 4
Page 4 Courtesy: New York State Archives |
Letter of Support 2
Courtesy: New York State Archives Letter of Opposition 1
Courtesy: New York State Archives Letter of Opposition 3
Page 2 Courtesy: New York State Archives Letter of Opposition 4
Page 2 Courtesy: New York State Archives Telegram of Support
Courtesy: New York State Archives |
Letter of Support 3
Courtesy: New York State Archives Letter of Opposition 2
Courtesy: New York State Archives Letter of Opposition 3
Page 3 Courtesy: New York State Archives Letter of Opposition 4
Page 3 Courtesy: New York State Archives |
Supporting Materials
|
|
|
|
|
|
|
|
Argument: Write an essay or participate in a Socratic Seminar discussing the influence of individuals in the HIllburn Case. Use evidence from the documents to evaluate the impact individual citizens had on decision of the Commissioner.
Extension: Compare the desegregation case in Hillburn, New York to the Brown v. Board of Education of Topeka (1954) Supreme Court case.
Taking Informed Action: Is there currently inequality in education in New York State? How can you work to bring about equality in education?
Extension: Compare the desegregation case in Hillburn, New York to the Brown v. Board of Education of Topeka (1954) Supreme Court case.
Taking Informed Action: Is there currently inequality in education in New York State? How can you work to bring about equality in education?