6-2 Anna-Nicole__Doucette_HIS_200__Applied_History
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Southern New Hampshire University *
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HIS200
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Apr 3, 2024
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Uploaded by MajorSummer1358
Anna-Nicole Doucette
HIS 200: Applied History
Southern New Hampshire University
09 August 2020
6-2 Module Six Short Responses
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 source that I will analyze using active reading strategies is a copy of a 1974 letter from the Massachusetts Black Caucus of the Massachusetts House of Representatives to Judge W. Arthur Garrity. The authors are members of the Commonwealth of Massachusetts House of Representatives, including Royal L. Bolling, Doris Bunte, Melvin H. King, Royal L. Bolling Jr, and Bill Owens. It is dated October 8, 1974. I found this source on the Digital Public Library of America database. After using the reading strategies, I have a better understanding of this document. The letter serves as an appeal to Judge Garrity to take the desegregation judgment seriously to protect the lives of black individuals from intolerant protesters. They explain the risks that are posed by not taking this motion seriously and that simply desegregating is not enough. There must be considerable detail put into desegregation measures. The letter ends with a list of requests to properly implement desegregation, including troop deployment to protect black students, contempt citations for those who go against desegregation efforts, and the naming of Boston City Council members as defendants in the Morgan v. Hennigan suit to place responsibility.
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.
Several historical forces contributed to the Boston busing crisis of the mid-1970s, including de facto segregation in schools, refusal of the Boston School Committee to take a look at desegregation efforts, and protests from opposers of the busing plan. De facto segregation allowed for legal racial segregation in schools, which made for better conditions in primarily white schools and worse conditions for nonwhite schools. The Boston School Committee refused to acknowledge the issues of segregation in schools and tried to stonewall any efforts to integrate, leading ti conflict and backlash. Those who did not support the busing plan resorted to tactics, such as throwing rocks, protesting, and making harmful remarks to get their point of opposition across. All of these forces led to the Boston busing crisis turning out as it did.
3.
Name three specific consequences of the Boston busing crisis.
Three specific consequences of the Boston busing crisis were the white flight, increased racial tension and strife, and worsening quality of the Boston public school system.
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.
My event that I have chosen to focus on is, coincidentally, the Boston busing crisis. One cause of the event is the formation of the organization, Restore Our Alienated Rights (ROAR,) by Louise Day Hicks. Hicks, being a leader within the Boston School Committee, wanted to stonewall public school integration and formed the group in an attempt to stifle any
efforts. One piece of evidence that I can use to support this is an article explaining the origins
from the Stark and Subtle Divisions: A Collaborative History of Segregation in Boston database. The site contains several resources explaining the group's origins and impact. One consequence of this event was increased racial strife and tension as opposers of the busing plan remained outspoken. One piece of evidence that I can use to support this is the text from MindEdge.
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