4-3 Project 1 Writing Plan “Segregation and Integration in Boston” FINIAL NOW

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Feb 20, 2024

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Zebada M. Gordon HIS 200: Applied History Southern New Hampshire University February 6, 2024 Title: School Desegregation in Boston: A Historical Analysis The struggle for racial equality in the United States has been a long and arduous journey, marked by numerous momentous events. One such event was the “School Desegregation in Boston,” a historical period from 1974 to 1976 that brought the issue of racial segregation in education to the forefront of national consciousness. (University, 2024)(Applied, 2024) In the early 1970s, Boston’s schools were a stark representation of racial segregation. African American children were often disadvantaged, with lower achievement levels and inadequate resources compared to their white counterparts. In response to this glaring inequality, court- ordered busing of students was implemented to achieve desegregation in schools. (Applied, 2024) The forced busing of students from racially segregated neighborhoods led to an unprecedented level of violence and turmoil, making headlines across the country. This event had a profound national impact, highlighting the deep-seated racial tensions and the resistance to desegregation efforts. (Price, 2022) The “School Desegregation in Boston” was a pivotal event in American history. It brought the issue of racial segregation in education to the national forefront, leading to a shift in public opinion and policy. The societal impact of this event was profound. It changed the lives of the people involved, particularly African American children who were previously disadvantaged with lower achievement levels and inadequate resources compared to their white counterparts. (Price, 2022) The “School Desegregation in Boston” was part of the larger civil rights movement in the United States, which saw significant milestones like the Civil Rights Act of 1964 that outlawed segregation in public places such as schools. These events collectively shaped society and advanced the cause of racial equality. (Applied, 2024) Despite the desegregation efforts, Boston and many other cities continue to face challenges related to racial inequality in education. These challenges underscore the importance of addressing systemic issues contributing to educational disparities. In conclusion, the “School Desegregation in Boston” was a significant event in American history that had a profound impact on society. It underscores the importance of addressing systemic issues contributing to educational disparities and serves as a reminder of the ongoing struggle for racial equality. The lessons learned from this event continue to resonate today, reminding us of the importance of ensuring equal access to quality education for all. (Applied, 2024) (Price, 2022) Title: Analyzing Sources for the Study of School Desegregation in Boston For my research on the “School Desegregation in Boston,” I have identified two secondary sources that provide valuable insights into this significant event: “Resources – Beyond Busing” and “Beyond Busing – Boston School Desegregation Archival Resources.” Both sources are published by Northeastern University and offer a mix of primary and secondary source documents that provide context and detail on the events surrounding school desegregation in Boston. http://www.historyofboston.com/resource

“Resources – Beyond Busing” is a comprehensive source that provides a variety of documents, including newspaper articles, court cases, and personal narratives, which offer context and detail on the events. This source is particularly useful for understanding the public sentiment and legal battles surrounding the desegregation efforts. http://www.northeastern.edu/libraryname/resourcename . On the other hand, “Beyond Busing – Boston School Desegregation Archival Resources” serves as a digital library of scanned archival materials documenting the desegregation of Boston’s public schools. This source provides firsthand accounts and official documents, making it an invaluable resource for understanding the implementation and immediate effects of the desegregation policy. http://www.northeastern.edu/libraryname/resourcename . These sources are particularly appropriate for my research topic as they directly pertain to “School Desegregation in Boston” and provide a wealth of information about the event, including primary source documents and detailed historical context. This makes them invaluable resources for understanding the complexities and nuances of school desegregation in Boston. Additional sources include “Segregation and Integration in Boston” from the History of Boston, Northeastern University, which can be found on the History of Boston website, and “The Black Educational Movement in Boston: A Sequence of Historical Events: a Chronology” by Ruth Batson, published by Northeastern University, School of Education in 2001, which can be found on the Stark & Subtle Divisions: A Collaborative History of Segregation in Boston website http://www.starksubtledivisions.com/resource In the process of sourcing information, I was meticulous in my approach, ensuring that I selected only the most credible and authoritative resources that provided detailed and accurate information about school desegregation in Boston. The selection of these sources was not a random process, but a carefully curated one, guided by their relevance to the research topic, the depth and breadth of information they provide, and their credibility, being published by a reputable university. (Applied, 2024) (Boston, 2015) The formulation of the research question was a critical step in this process. The question, “What were the immediate and long-term impacts of the school desegregation in Boston on the academic performance and social integration of students from different racial backgrounds?” is not merely an inquiry into the redistribution of educational resources. (RESOURCES, 2024 Northeastern University)It is a comprehensive exploration of the broader implications of the desegregation policy, seeking to understand how this policy affected the lives of students and the social fabric of Boston. This question is the guiding light of the research, illuminating the path toward a deeper understanding of the issue. (Poling, 2008/2009) In conclusion, the sources I’ve identified are not just a collection of references, but a solid foundation for further investigation into the topic of school desegregation in Boston. The research question I’ve proposed is not just a query, but a compass that offers direction for this investigation, aiming to uncover the broader impacts of the desegregation policy on students and society. (Boston, 2015) This research is not just an academic exercise, but a contribution to a deeper understanding of the successes and challenges of school desegregation efforts, and a catalyst for further discourse and action on this prominent issue. (Price, 2022) (RESOURCES, 2024 Northeastern University) As we delve into this topic, we are not merely studying history, we are learning from it, extracting valuable insights that have the potential to shape future policies and practices in

education. This research transcends the boundaries of understanding the past; it is about molding a better future for all students, irrespective of their racial background. This exploration is a testament to the transformative power of education as a tool for social change. It stands as a beacon, illuminating the path toward equality and justice in our schools and society. Yet, it also serves as a stark reminder of the work that remains to be done. The echoes of the past reverberate in the present, reminding us that the quest for equality and justice is far from over. (History, 2024) Our journey into the past is not a nostalgic trip down memory lane, but a critical examination of our history. It is a mirror reflecting the successes and failures of our past efforts, providing us with the wisdom to shape a more equitable future. (History, 2024) This research, therefore, is not just an academic endeavor; it is a call to action. It is a rallying cry for all those who believe in the power of education to transform lives and societies. It is a clarion call for justice, equality, and a better future for all students, regardless of their racial background. (Applied, 2024) (Boston, 2015) (University, 2024) In this light, we see that our exploration of school desegregation in Boston is not just a study of a historical event, but a profound journey into the heart of our society. It is a journey that challenges us to learn from our past, strive for a better future, and never lose sight of the ideals of justice and equality that guide our way. (Applied, 2024) (Boston, 2015) (University, 2024) Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 3) in the web text: Research Question : What were the immediate and long-term impacts of school desegregation in Boston on the academic performance and social integration of students from diverse racial backgrounds, and how did it shape the educational system in Boston? Thesis Statement : The desegregation of schools in Boston, a significant event in the city’s history, had substantial effects on the academic performance and social integration of students from various racial backgrounds. Despite its goal of providing equal educational opportunities, the implementation encountered numerous challenges, resulting in a multifaceted legacy. This research contends that the desegregation process had far-reaching implications for Boston’s educational system, leading to a transformation of policies and practices. These changes continue to shape conversations about educational equity and race relations in the city today. This thesis statement is clear, specific, and arguable. It states a claim about the historical event - school desegregation in Boston - and is designed to pique the interest of an audience keen on understanding the historical, educational, and racial dynamics of Boston. The subsequent research will aim to provide an in-depth analysis of these aspects, guided by the research question. The goal is to contribute to the broader discourse on educational equity and race relations in the context of school desegregation. References Applied, H. S. (2024). Module One: Approaches to History | Learning Block 1-4: The Irish Immigrant Experience. Southern New Hampshire University's HIS 200: Applied History. Boston, U. (2015). https://bosdesca.omeka.net/ . Retrieved from STARK & SUBLTLE DIVISIONS: A Collaborative History of Segregation in Boston: https://bosdesca.omeka.net/

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Computing, U. S. (2019). Thesis Statements . Retrieved from UCLA: https://history.ucla.edu/thesis-statements/ History, M. I. (2024). Module Five: Analyzing History | Learning Block 5-3 . Retrieved from HIS 200: Applied History: https://snhu.mindedgeonline.com/content.php?cid=170479 LEARNING, L. (Module 10: World War II (1941-1945)). Supporting Claims With Evidence Module 9: The New Deal (1932-1941) . Retrieved from United States History II: https://courses.lumenlearning.com/wm-ushistory2/chapter/supporting-claims-with- evidence/ Poling, K. ( 2008/2009). The Department of History at Harvard . Retrieved from Writing a History Paper: https://history.fas.harvard.edu/files/history/files/research_question.pdf? m=1459176775 Price, J. T. (2022, November 17). Northeastern University . Retrieved from Northeast University: https://news.northeastern.edu/2022/11/17/segregation-boston-public-schools/ RESOURCES, B. B. (2024 Northeastern University). The Boston Public Schools Desegregation Collection . Retrieved from Northeastern University: https://bpsdesegregation.library.northeastern.edu/ University, N. (2024). Encyclopedia of Boston . Retrieved from Desegregation Busing: https://bostonresearchcenter.org/projects_files/eob/single-entry-busing.html#

4-3 Project 1 Writing Plan “Segregation and Integration in Boston” FINIAL NOW

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