Race, Segregation and the Chicago Housing Authority David T
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Anti Racism Discussion Guide
ANTI-RACISM DISCUSSION GUIDE Nationwide uprisings against police brutality and movements like Black Lives Matter have brought systemic racism to the forefront—making it imperative for district and school leaders to cultivate anti-racist school systems. Historically, district leaders have focused on multicultural literacy and implicit bias training, but the national conversation has catalyzed a focus on anti-racism. District leaders across the country are asking how they as individuals can (a) examine their own beliefs and actions and (b) foster an environment in which they can push conversations about race, racism, and other equity issues. Although conversations about race pull individuals out of their comfort zones and, at times, lead to conflict and tension between participants, it is important to lead productive discussions about equity issues in your districts and schools. We created this discussion guide to help leaders effectively navigate these topics by establishing goals for equity discussions, brainstorming questions for holding constructive conversations, and identifying actions to take as a result of the perspectives and information shared. I identify how I may unknowingly benefit from racism I promote & advocate DEFINE WHAT YOU for policies & leaders I recognize racism that are anti-racist is a present & current problem I seek out questions HOPE TO EXAMINE that make me I sit with my uncomfortable. discomfort I deny racism is a problem There are several frameworks available in surrounding I speak out I avoid hard I understand my when I see anti-racism research; therefore, it is critical for districts questions own privilege in racism in action to define what they hope to examine. -
Race, Ethnicity, and Place in a Changing America: a Perspective
Chapter 1 Race, Ethnicity, and Place in a Changing America: A Perspective JOHN W. FRAZIER PERSISTENCE AND CHANGE IN AMERICAN HUMAN GEOGRAPHY Culture, and the human geography it produces, persists over a long time period. However, culture changes slowly, as does the visible landscape it produces and the ethnic meanings imbued by the group that shapes it. That many examples of persistent and new cultural landscapes exist in the United States is not surpris- ing given the major technological, demographic, and economic changes in American society since World War II (WWII). America emerged from WWII as one of two superpowers, developed and embraced technology that took Americans to the moon, created an electronics revolution that greatly modified the ways that Americans work and live, and built a globally unique interstate highway system, new housing stock, millions of additional automobiles, and otherwise increased its production to meet the challenge of nearly doubling its population be- tween 1950 and 2000. The post-WWII baby boom and massive immigration fueled population growth and modified American society in important ways, creating different needs and growing aspirations. A larger Afri- can American middle class also emerged during this post-war period. Leadership in a growing global economy enabled unprecedented economic growth that supported these changes. Some less positive changes occurred during this period as America repositioned itself in global affairs, while experiencing great domestic and global economic, social and political challenges. America fought and lost a war in Vietnam, experienced an energy crisis, and suffered through double-digit inflation and severe economic recession, which contributed to a more conservative mood in Washington, D.C. -
Hood by Hood: Discovering Chicago's Neighborhoods
Hood by Hood: Discovering Chicago’s Neighborhoods Explore the cultural richness of Chicago’s 77 neighborhoods through Hood by Hood: Discovering Chicago’s Neighborhoods in this weekly challenge! Each week explore the history of Chicago’s neighborhoods and the challenges migrants, immigrants, and refugees faced in the city of Chicago. Explore the choices these communities made and the changes they made to the city. Each challenge comes with a short article on the neighborhood history, a visual activity, a read-along audio, a short video, and a Chicago neighborhood star activity. Every week, a new challenge will be posted. The resources for this challenge come from our very own Chicago Literacies Program curriculum with CPS schools. You can read more about the program here https://www.chicagohistory.org/education/chiliteracies/. Introduction Chicago is the third-largest city in the United States. The city is made up of more than 200 neighborhoods and 77 community areas. The boundaries of some neighborhoods and communities are part of a long debate. Chicago neighborhoods and communities are grouped into 3 different areas or sides. The Southside, Northside, and Westside are used to divide the city of Chicago. There is no east side because lake Michigan is east of the city. These three sides surround the city’s downtown area, or the Loop, and have been home to different groups of people. The Southside The Southside of Chicago is geographically the largest of all the sides. Some of the neighborhoods that are part of the Southside include Back of the Yards, Bridgeport, Hyde Park, Kenwood, Beverly, Mount Greenwood and many more. -
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EU RESEARCH ON SOCIAL SCIENCES AND HUMANITIES Changequal: Economic Change, Unequal Life Chances and Quality of Life CHANGEQUAL THE ART STATE OF EUR 21325 European Commission EUR 21325 — EU research on social sciences and humanities – Psychological Contracting across Employment Situations Luxembourg: Office for Official Publications of the European Communities 2004 — 243 pp. —21.0 x 29.7 cm Economic Change, Unequal Life Chances and Quality of Life CHANGEQUAL State of the Art Project HPSE-CT2002-50028 Funded under the Key Action "Improving the Socio-Economic Knowledge Base" of FP5 DG Research Report issued in March 2005 Coordinator of project : The Economic and Social Research Institute Dublin, Ireland Christopher T. Whelan Partners : Centre National de la Recherche Scientifique, Paris, FR Roxanne Silberman Universitaet Mannheim, Mannheim, DE Walter Mueller The Warden and Fellows of Nuffield College, Oxford, UK Duncan Gallie Stockholms Universitet, Stockholm, SE Jan O. Jonsson Directorate-General for Research 2004 Citizen and governance in a Knowledge-based society EUR 213 25 EN EUROPEAN COMMISSION RESEARCH Directorate-General for Research Director General: Achilleas Mitsos The Directorate-General for Research is responsible for implementing EU level policies and activities in view of the development of the European Research Area. It initiates and implements the necessary Community actions, in particular the RTD Framework Programmes in terms of research and technological development. It also contributes to the implementation of the “Lisbon Strategy” regarding employment, competitiveness at international level, economic reform and social cohesion within the European Union. The Directorate " Social Sciences and Humanities; Foresight" Directorate K, addresses key societal, economic and S&T challenges for Europe. -
History of Chicago's Alleys
Living History of Illinois and Chicago® Living History of Illinois and Chicago® – Facebook Group. Digital Research Library of Illinois History® Living History of Illinois Gazette - The Free Daily Illinois Newspaper. Illinois History Store® – Vintage Illinois and Chicago logo products. The History of Chicago's Alleys. Chicago is the alley capital of the country, with more than 1,900 miles of them within its borders. Quintessential expressions of nineteenth-century American urbanity, alleys have been part of Chicago's physical fabric since the beginning. Eighteen feet in width, they graced all 58 blocks of the Illinois & Michigan Canal commissioners' original town plat in 1830, providing rear service access to property facing the 80-foot-wide main streets. Originally Chicago alleys were unpaved, most had no drainage or connection to the sewer system, leaving rainwater to simply drain through the gravel or cinder surfacing. Some heavily used alleys were paved with Belgian wood blocks. Before Belgian block became common, there were many different pavement methods with wildly varying 1 Living History of Illinois and Chicago® Living History of Illinois and Chicago® – Facebook Group. Digital Research Library of Illinois History® Living History of Illinois Gazette - The Free Daily Illinois Newspaper. Illinois History Store® – Vintage Illinois and Chicago logo products. advantages and disadvantages. Because it was so cheap wood block was one of the favored early methods. Chicago street bricks were also used and then alleys were paved over with concrete or asphalt paving. But private platting soon produced a few blocks without alleys, mostly in the Near North Side's early mansion district or in the haphazardly laid-out industrial workingmen's neighborhoods on the Near South Side. -
Media, Civil Rights, and American Collective Memory A
Committing a Movement to Memory: Media, Civil Rights, and American Collective Memory A DISSERTATION SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Meagan A. Manning IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Catherine R. Squires June 2015 © Meagan A. Manning, 2015 Acknowledgements This dissertation was completed over the course of several years, many coffee shop visits, and residence in several states. First and foremost, I would like to thank my adviser Dr. Catherine R. Squires for her wisdom, support, and guidance throughout this dissertation and my entire academic career. I would also like to thank my committee members, Drs. Tom Wolfe, David Pellow, and Shayla Thiel-Stern for their continued dedication to the completion of this project. Each member added a great deal of their own expertise to this research, and it certainly would not be what it is today without their contribution. I would also like to thank the School of Journalism and Mass Communication at the University of Minnesota for allowing me the opportunity to pursue graduate studies in Communication. A big thank you to the graduate student community at the SJMC is also in order. Thanks also to my family and friends for the pep talks, smiles, hugs and interest in my work. Finally, thank you to Emancipator, Bonobo, and Tacocat for getting me through all of those long days and late nights. i Dedication This dissertation is dedicated to Margaret and Edward Manning, Elvina and Edward Buckley and Edward Manning, Jr. and Gerard Manning, both of whom the universe took far too soon. -
Allyson Hobbs Cv June 2020
June 2020 ALLYSON VANESSA HOBBS Department of History, Stanford University 450 Serra Mall, Building 200, Stanford, CA 94305 [email protected] allysonhobbs.com CURRENT POSITIONS Stanford University, Associate Professor, Department of History, September 2008 - present Director, African and African American Studies, January 2017 – present Kleinheinz Family University Fellow in Undergraduate Education, 2019-2024 Affiliated with: American Studies (Committee-in-Charge Member) Center for Comparative Studies in Race and Ethnicity (Core Affiliated Faculty) Center for Spatial and Textual Analysis (Researcher) Center for Institutional Courage (Research Advisor) Ethics in Society (Faculty Affiliate) Feminist, Gender, and Sexuality Studies (Program Committee) Masters in Liberal Arts Program (Faculty Advisor) Michelle R. Clayman Institute for Gender Research (Faculty Fellow) Stanford Center for Law and History (Affiliated Member) Urban Studies (Faculty Affiliate) The New Yorker.com, Contributing Writer, November 2015 – present https://www.newyorker.com/contributors/allyson-hobbs EDUCATION University of Chicago, Ph.D., History, March 2009, with distinction Dissertation: “When Black Becomes White: The Problem of Racial Passing in American Life” Committee: Professors Thomas Holt (Chair; History, University of Chicago), George Chauncey (History, Yale University), Jacqueline Stewart (Cinema and Media Studies, University of Chicago) Harvard University, A.B., Social Studies, June 1997, magna cum laude Received magna cum laude distinction on senior honors -
1921 Tulsa Race Riot Reconnaissance Survey
1921 Tulsa Race Riot Reconnaissance Survey Final November 2005 National Park Service U.S. Department of the Interior CONTENTS INTRODUCTION 1 Summary Statement 1 Bac.ground and Purpose 1 HISTORIC CONTEXT 5 National Persp4l<live 5 1'k"Y v. f~u,on' World War I: 1896-1917 5 World W~r I and Postw~r ( r.: 1!1t7' EarIV 1920,; 8 Tulsa RaCR Riot 14 IIa<kground 14 TI\oe R~~ Riot 18 AIt. rmath 29 Socilot Political, lind Economic Impa<tsJRamlt;catlon, 32 INVENTORY 39 Survey Arf!a 39 Historic Greenwood Area 39 Anla Oubi" of HiOlorK G_nwood 40 The Tulsa Race Riot Maps 43 Slirvey Area Historic Resources 43 HI STORIC GREENWOOD AREA RESOURCeS 7J EVALUATION Of NATIONAL SIGNIFICANCE 91 Criteria for National Significance 91 Nalional Signifiunce EV;1lu;1tio.n 92 NMiol\ill Sionlflcao<e An.aIYS;s 92 Inl~ri ly E~alualion AnalY'is 95 {"",Iu,ion 98 Potenl l~1 M~na~menl Strategies for Resource Prote<tion 99 PREPARERS AND CONSULTANTS 103 BIBUOGRAPHY 105 APPENDIX A, Inventory of Elltant Cultural Resoun:es Associated with 1921 Tulsa Race Riot That Are Located Outside of Historic Greenwood Area 109 Maps 49 The African American S«tion. 1921 51 TI\oe Seed. of c..taotrophe 53 T.... Riot Erupt! SS ~I,.,t Blood 57 NiOhl Fiohlino 59 rM Inva.ion 01 iliad. TIll ... 61 TM fighl for Standp''''' Hill 63 W.II of fire 65 Arri~.. , of the Statl! Troop< 6 7 Fil'lal FiOlrtino ~nd M~,,;~I I.IIw 69 jii INTRODUCTION Summary Statement n~sed in its history. -
In Response to a Recent Outbreak of Gang Warfare Violence at the Robert
In response to a recent outbreak of gang warfare violence at the Robert Taylor Homes in Chicago that left ten people dead over a weekend, the Director of the Chicago Housing Authority, Vincent Lane, wanted to have the Chicago police conduct a warrantless sweep search of the Taylor Homes, and to require residents to agree to such searches as a condition in their housing leases. The ACLU (American Civil Liberties Union) has challenged the constitutionality of the sweep search Director Lane wanted. The ACLU also indicated that it would vigorously challenge in court any policy of the Chicago Housing Authority that makes agreement to warrantless searches a condition of living in public housing. Under the circumstances prevailing at the Robert Taylor Homes would warrantless police sweep searches of tenants' apartments be morally justifiable? ANSWER: No: This is a difficult question that requires balancing the fundamental interest of public housing residents in security from life threatening violent criminal behavior and their basic moral right to privacy in their homes. In this case it seems that the balance must be struck in favor of the right of privacy. Given the widespread possession and easy availability of guns in the United States, it is uncertain how effective warrantless sweep searches would be, even if done frequently. On the other hand, the searches would have to be very thorough and intrusive in light of the ease with which a person can hide a gun. The situation at the Robert Taylor Homes is tragic and frightening, but dispensing with a warrant requirement for searches of apartment is not an ethically appropriate response to it. -
What Made Nonviolent Protest Effective During the Civil Rights Movement?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four. -
The Black Atlantic As a Counterculture of Modernity
1 The Black Atlantic as a Counterculture of Modernity We who are bomeless,-Among Europeans today there is no lack of those who are entitled to call themselves homeless in a distinctive and honourable sense .. We children of the future, how could we be at bome in this today~ We feel disfavour for all ideals that might lead one to feel at home even in this fragile, broken time of transition; as fur "'realities," we do not believe that they will last. The ice that still supports people today has become very thin; the wind that brings the thaw is blowing; we ourselves who are homeless constitute a force that breaks open ice and other aU too thin "realities." NietssdIe On the notion of modernity. It is a vexed question. Is not every era "'modern" in relation to the preceding one? It seems that at least one of the components of "our" modernity is the spread of the awareness we have ofit. The awareness of our awareness (the double, the second degree) is our source of strength and our torment. BIW_nl GlissRnt STRIVING TO BE both European and black requires some specific forms of double consciousness. By saying this I do not mean to suggest that taking on either or both of these unfinished identities necessarily ex hausts the subjective resources of any parti.cuIar individual. However, where racist, nationalist, or ethnically absolutist discourses orchestrate po litical relationships so that these identities appear to be mutually exclusive, occupying the space: between them or trying to demonstrate their continu ity has been viewed as a provocative and even oppositional act of political insubordination. -
Aspects of the Civil Rights Movement, 1946-1968: Lawyers, Law, and Legal and Social Change (CRM)
Aspects of The Civil Rights Movement, 1946-1968: Lawyers, Law, and Legal and Social Change (CRM) Syllabus Spring 2012 (N867 32187) Professor Florence Wagman Roisman Indiana University Robert H. McKinney School of Law Office Hours: Tuesdays and Wednesday – 11:00 a.m.- 12:00 p.m. Room 385 Roy Wilkins of the NAACP “reminded King that he owed his early fame to the NAACP lawsuit that had settled the Montgomery bus boycott, and he still taunted King for being young, naïve, and ineffectual, saying that King’s methods had not integrated a single classroom in Albany or Birmingham. ‘In fact, Martin, if you have desegregated anything by your efforts, kindly enlighten me.’ ‘Well,’ King replied, ‘I guess about the only thing I’ve desegregated so far is a few human hearts.’ King smiled too, and Wilkins nodded in a tribute to the nimble, Socratic reply. ‘Yes, I’m sure you have done that, and that’s important. So, keep on doing it. I’m sure it will help the cause in the long run.’” Taylor Branch, Parting the Waters: America in the King Years 1954-1963 (Simon and Schuster 1988), p. 849. Welcome to this course in the Civil Rights Movement (CRM). I adore this course, as has almost every student who’s taken it when I’ve taught it before. I have four goals for the course: to increase and make more sophisticated our understanding of what actually happened during the CRM, to consider the various roles played by lawyers and the law in promoting (and hindering) significant social change, to see what lessons the era of the CRM suggests for apparently similar problems we face today, and to promote consideration of ways in which each of us can contribute to humane social change.