Zebada__Gordon_HIS_200__Applied_History (11) 6-2 Module Six Short Responses
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Southern New Hampshire University *
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HIS-200
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History
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Feb 20, 2024
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Zebada M. Gordon
HIS 200: Applied History 6-2 Short Response Southern New Hampshire University
February 16, 2024
Module 6 Short Responses – Question 1 Which source will you analyze using active reading strategies? Include the name of the article, the author, the publication, the date, and where you found it.
Read your chosen source using the active reading strategies you learned on the previous
page. Then, summarize the overall meaning and content of the reading. Write your summary below. Your summary should be at least one paragraph long.
The Struggle for Civil Rights is a topic that generally refers to the civil rights movement, a struggle for social justice that took place mainly during the 1950s and 1960s for Black Americans to gain equal rights under the law in the United States. Analyzing historical texts involves careful examination of a text, paying attention not only to what is said but how and why it is said. It requires following and evaluating arguments and arriving at usable, even if tentative, conclusions based on the available evidence. (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024) (History, 2024)
The desegregation of Boston public schools (1974 - 1988) was a period in which the Boston Public Schools were under court control to desegregate through a system of busing students. The call for desegregation and the first years of its implementation led to a series of racial protests and riots that brought national attention. The Boston Public Schools Desegregation Collection is a digital library of scanned archival materials documenting the desegregation of Boston's public schools. The collection brings together materials from numerous Boston-area institutions and covers the period beginning with the Brown v. Board of Education (1954) and focusing on the Morgan v. Hennigan case (1974). (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
Module 6 Short Responses – Question 2 What events or historical forces contributed to the Boston busing crisis of the mid-
1970s? Name at least three, and briefly explain why you think each one was a contributory cause of the Boston busing crisis.
The Boston busing crisis of the mid-1970s was a complex event influenced by several historical forces and events. One of the key contributors was the Civil Rights Movement of the 1960s, which brought issues of racial inequality, including school segregation, to the forefront of national consciousness. This social and political pressure likely played a significant role in the decision to desegregate Boston’s schools. For instance, the Civil Rights
Act of 1964, which outlawed discrimination based on race, color, religion, sex, or national origin, set the stage for further actions to address racial inequality in education. (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts,
2024) (MindEdge, Module Two: Approaches to History, continued | Learning Block 2-3 | Page 2 of 3, 2024)
In addition, legislation and court decisions had a profound impact. The landmark Supreme Court case Brown v. Board of Education in 1954 declared school segregation unconstitutional. However, many schools, including those in Boston, remained segregated in practice. It was the decision in Morgan v. Hennigan in 1974, a case specifically about Boston’s schools, that ordered the implementation of busing to achieve desegregation. (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
Lastly, demographic changes also played a part. During this period, many American cities, including Boston, were experiencing demographic changes with increasing populations of racial minorities. These changes could have exacerbated tensions around issues of race and education. Each of these factors played a part in the complex series of events that led to the Boston busing crisis. The Civil Rights Movement created a national dialogue around racial inequality, court decisions provided legal mandates for desegregation, and demographic changes in Boston’s population created a local context in which these national trends played out. (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
Module 6 Short Responses – Question 3 Name three specific consequences of the Boston
busing crisis.
The Boston busing crisis had several significant consequences. One of the most immediate effects was a shift in the demographic composition of Boston public schools. Before the initiation of busing in 1971-72, the student population was 61% white, 32% African American, and 7% other racial minorities. By 1990, three years after the schools were declared desegregated, these proportions had changed to 22% white, 48% African American, and 30% other racial minorities. (MindEdge, Module Two: Approaches to History, continued
| Learning Block 2-3 | Page 2 of 3, 2024) (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
In addition to these demographic shifts, there were notable changes in educational outcomes. In the early 1970s, Boston public schools had one of the highest dropout rates in the country. However, by 1990, the dropout rate had fallen below the national average. The percentage of Boston public school students who graduated from college also increased significantly, from 10% in 1970 to 30% in 1990. (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
Finally, the busing crisis may have contributed to the phenomenon known as "white flight," where white residents move from mixed-race urban areas to predominantly white suburbs. Between 1970 and 1990, both Boston's overall population and the proportion of white residents decreased. While busing was a significant event, it's important to consider it in the context of other social, economic, and political trends of the time. (MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
Module 6 Short Responses – Question 4 Describe one cause of the event you have chosen for your historical analysis (keeping in mind that there are many) and explain one piece of evidence from your research that you will use to support this assertion. Describe one consequence of the event and explain
one piece of evidence from your research that you will use to support this assertion.
In my historical analysis of the Boston busing crisis, I’ve identified the legal man-
date for desegregation following the Morgan v. Hennigan case in 1974 as a signifi-
cant cause. This case was not an isolated event, but rather a product of the broader Civil Rights Movement and societal pressures for racial equality. As evidence for this cause, I would cite the court decision itself, supplemented by scholarly analy-
ses of the case. Furthermore, J. Anthony Lukas’s book, “Common Ground: A Tur-
bulent Decade in the Lives of Three American Families,” provides a detailed ac-
count of the crisis, offering firsthand insights into the experiences of Boston fami-
lies during this tumultuous period.
(MindEdge, Module Six: Analyzing History, contin-
ued | Learning Block 6-1: Analyzing Historical Texts, 2024)
One major consequence of the busing crisis was the dramatic demographic shifts in
Boston public schools. The racial composition of the schools changed significantly
due to the busing policy. To support this assertion, I would use the statistics pro-
vided in the course materials showing changes in the racial composition of the schools before and after busing. These statistics reveal that the proportion of white students decreased from 61% in 1971-72 to 22% in 1990, while the proportion of African American students increased from 32% to 48%, and other racial minorities
from 7% to 30%. This demographic shift had far-reaching implications, affecting not only the schools but also the wider community, influencing housing patterns, community relations, and local politics.
(MindEdge, Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts, 2024)
References
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
MindEdge. (2024). Module Six: Analyzing History, continued | Learning Block 6-1: Analyzing Historical Texts. In MindEdge, HIS 200: Applied History
(pp. Module Six:
Analyzing History, continued | Learning Block 6-2: Desegregating Boston's Schools 1-3). MindEdge.
Mindedge. (2024). Module Three: Communicating Historical Ideas | Learning Block 3-1 | Page 2 of 3 / Module Three: Communicating Historical Ideas | Historial Causality
. Retrieved from Module Three: Communicating Historical Ideas | Learning Block 3-1 |
Page 2 of 3: https://snhu.mindedgeonline.com/content.php?cid=170443
MindEdge. (2024). Module Two: Approaches to History, continued | Learning Block 2-3 | Page 2 of 3
. Retrieved from https://snhu.mindedgeonline.com/content.php?
cid=170388: https://snhu.mindedgeonline.com/content.php?cid=170388
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