Ncss2017.power andauthority.idm
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This document outlines an inquiry-based lesson plan about how the definition of power and authority in the United States has changed over time. It presents a compelling question and several supporting questions to guide student inquiry. Source documents are provided relating to the founding era and Declaration of Independence, the Gilded Age, and a trial from the late 19th century to illustrate shifts in power and authority. The lesson aims to have students evaluate this evidence to understand how views of power and authority have evolved in the U.S.
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Somewhere between Jim Crow & Post-Racialism Reflections on .docx
Somewhere between Jim Crow &
Post-Racialism: Reflections on the
Racial Divide in America Today
Lawrence D. Bobo
© 2011 by the American Academy of Arts & Sciences
LAWRENCED. BOBO, a Fellow
of the American Academy since
2006, is the W.E.B. Du Bois Pro-
fessor of the Social Sciences at
Harvard University and a found-
ing editor of the Du Bois Review.
His publications include Racialized
Politics: The Debate about Racism in
America (with David O. Sears and
James Sidanius, 2000), Urban In-
equality: Evidence from Four Cities
(with Alice O’Connor and Chris
Tilly, 2001), and Prejudice in Poli-
tics: Group Position, Public Opinion,
and the Wisconsin Treaty Rights Dis-
pute (with Mia Tuan, 2006).
In assessing the results of the Negro revolution so
far, it can be concluded that Negroes have estab-
lished a foothold, no more. We have written a Dec-
laration of Independence, itself an accomplishment,
but the effort to transform the words into a life ex-
perience still lies ahead.
–Martin Luther King, Jr., Where Do We Go
From Here? (1968)
By the middle of the twentieth century, the color
line was as well de½ned and as ½rmly entrenched
as any institution in the land. After all, it was older
than most institutions, including the federal govern-
ment itself. More important, it informed the con-
tent and shaped the lives of those institutions and
the people who lived under them.
–John Hope Franklin, The Color Line (1993)
This is where we are right now. It’s a racial stale-
mate we’ve been stuck in for years. Contrary to
the claims of some of my critics, black and white,
I have never been so naive as to believe that we can
get beyond our racial divisions in a single election
cycle, or with a single candidacy–particularly a
candidacy as imperfect as my own.
–Barack H. Obama, “A More Perfect Union”
(May 18, 2008)1
The year 1965 marked an important inflection
point in the struggle for racial justice in the Unit-
ed States, underscoring two fundamental points
11
about race in America.2 First, that racial
inequality and division were not only
Southern problems attached to Jim Crow
segregation. Second, that the nature of
those inequalities and divisions was a
matter not merely of formal civil status
and law, but also of deeply etched eco-
nomic arrangements, social and politi-
cal conditions, and cultural outlooks
and practices. Viewed in full, the racial
divide was a challenge of truly national
reach, multilayered in its complexity
and depth. Therefore, the achievement
of basic citizenship rights in the South
was a pivotal but far from exhaustive
stage of the struggle.
The positive trend of the times revolved
around the achievement of voting rights.
March 7, 1965, now known as Bloody Sun-
day, saw police and state troopers attack
several hundred peaceful civil rights pro-
testors at the Edmund Pettus Bridge in
Selma, Alabama. The subsequent march
from Selma to Montgomery, participat-
ed in by tens of thousands, along with
other protest act.
unequalunderlawunequalunderlaw
unequal under law
unequal
under
law
RACE
IN THE
WAR
ON
DRUGS
DORIS MARIE PROVINE
contents
Acknowledgments and Dedication vii
Introduction i
one Racial Discrimination in the Eyes of the Law 15
two Race in America's First War on Drugs 37
three Negro Cocaine Fiends, Mexican Marijuana Smokers, and Chinese Opium
Addicts: The Drug Menace in Racial Relief 63
four Congress on Crack: How Race-Neutral Language Hides Racial Meaning 91
five The Racial Impact of the War on Drugs: How Government Coped 120
six Racial Justice: The Courts Consider Sentencing Disparities 140
epilogue 162
notes 16q
references 179
index 197
acknowledgements and dedication
Many people have been involved in the creation of this small book, in part
because it took such a long time to write! Along the way, I benefited from the
insights of people who have been close to the struggle for more equitable and
humane U.S. drug policy. I am grateful for the help of Rodney Cahill, Judge
Richard Conaboy, Michael Gelacak, Gary Goldberg, Paul Hofer, Keenan Keller,
Marc Mauer, Barbara Meirhoefer, Andrea Smith, and Nkechi Taifa.
Generous colleagues who read and commented upon all or portions of this
manuscript include: Kitty Calavita, Ellen Cohn, Josefina Figueira- McDonough,
Roy Flemming, David Greenberg, Julie Horney, Mary and Peter Katzenstein,
Richard Lempert, Lynn Mather, Elizabeth Mertz, Suzanne Mettler, Kristen
Monroe, Ruth Peterson, Helen Quan (HQ), Carroll Seron, Rogers Smith, and
Marjorie Zatz.
Arizona State University School of Justice & Social Inquiry provided an ideal
venue to complete this research, not just because of the encouragement my
colleagues offered, but because of their inspiring commitment to the study of
justice. They will recognize their influence by some of the arguments I make in
this book, and by my frequent citations to their work. Various graduate students
were very helpful in digging out obscure sources and making suggestions. I am
grateful to Francine Banner, Gregory Broberg, Michael Coyle, Amy Gay,
Rosalie Gonzales, and William Parkin.
I also want to thank John Tryneski, Rodney Powell, and two anonymous
reviewers for all their help in getting this manuscript to become a book. For John
and me, this is our third book. The University of Chicago Press has been a
terrific organization with which to be associated during my entire academic
career.
I owe a very special debt to my sons, Charles and Stuart Provine, and to my
husband, Michael Shelton. Charlie was always willing to read a draft, fix a
problem with my computer, or help me resolve any difficulty I faced in turning
ideas into prose. Without his help, another year might have passed before this
book appeared. Stuart offered regular and welcome encouragement every step of
the way, as well as many good ...
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See our YouTube video after 12/15/2021: https://youtu.be/lAa_jqL3S7I
Please support our channel, if you wish to purchase these Amazon books we receive a small affiliate commission:
Reconstruction: America's Unfinished Revolution, 1863-1877, by Eric Foner
https://amzn.to/3EO6WIH
No Ordinary Time: Franklin and Eleanor Roosevelt: The Home Front in World War II, by Doris Kearns Goodwin
https://amzn.to/3opqQnY
Black Reconstruction in America, 1860-1880, by WEB Dubois
https://amzn.to/3rZHpH0
The 1619 Project: A New Origin Story, by Nikole Hannah-Jones, The New York Times Magazine
https://amzn.to/3H1XqmY
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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- 1. Defining Power and Authority: A U.S. History Inquiry-Based Lesson Whitney G. Blankenship National Council for the Social Studies Annual Conference San Francisco, CA For digital access to all documents from today, go to: Or go to: http://tinyurl.com/PowerAuthorityNCSS17
- 5. Compelling Question How has the definition of power and authority in the United States changed over time?
- 6. Supporting Question 1: How did the founders define power and authority?
- 7. Supporting Question: Who were the signers of the declaration of independence? Featured Sources: • Jefferson’s Draft of Declaration • Published Declaration • Demographic Data on Signers
- 8. Jefferson’s Draft & Demographic Data What changes were made? Which changes were most significant? Why? How does this evidence connect with the demographic data of the signers?
- 9. He has waged cruel war…. Within the Continental Congress, who holds the balance of power at this point? Additional Clips: • Molasses to Rum to Slave • The Lee’s from Old Virginia
- 10. Grievances & Demographic Data What is the connection between these two pieces of data?
- 11. Declaring Independence What inferences can you make about the definition of power & authority at the time of the Declaration of Independence? The Choices Program Brown University
- 12. What did you learn about power and authority at the time of the signing of the Declaration of Independence?
- 14. Who has power and authority in the U.S.? Federal Government Constitutional Amendments Court Cases •Articles of Confederation •Constitution •13th, 14th, & 15th •17th & 19th •Dred Scott/Plessy •Korematsu •Brown I & II •Gideon & Miranda •Loving
- 15. Power & Authority in the Gilded Age
- 16. The Cult of Domesticity Domesticity Piety Submissiveness Purity Barbara Welter
- 17. Ain’t I a Woman? What elements of the Cult of Domesticity are highlighted in Truth’s speech? How does Truth’s speech show the tension between the Cult of Domesticity and the lived experience of black women?
- 18. The Trial of Lizzie Borden Compelling Question: Was Lizzie Borden innocent?
- 19. Supporting Question: What evidence was presented at her trial? Trial Transcripts Press Accounts Borden Family Lizzie’s Biography Neighborhood Map Indictment & Timeline FeaturedSources
- 20. Supporting Question: What socio-cultural factors played a role in Borden’s trial? Cult of Domesticity Physical Evidence
- 21. Power & Authority in the Gilded Age Extending the topic…..
- 22. To what extent does the definition of power and authority change between the 18th & 19th centuries in the United States? Argument & Extension Summative Performance Task
- 23. What would taking informed action look like?
Notas do Editor
- Who were the signers of the declaration of independence?
- How would describe power and authority in the United States at the time of the writing of the Declaration of Independence and the Constitution? https://www.polleverywhere.com/free_text_polls/Ydnai6rcp2uGdoY
- Conduct a similar comparison of the Articles of Confederation & the Constitution Bill of Rights, 13th, 14th, & 15th Amendments, 17th & 19th Amendment Court Cases: Dred Scott, Plessy v. Ferguson, Powell v. Alabama (Scottsboro Boys), Korematsu v. U.S., Brown v. Board of Education, Gideon v. Wainright, Miranda v. Arizona, Loving v. Virginia