1. OBJECTIVE
Students will analyze statistics concerning residential segregation in the United States in order to determine to what extent segregation is still a problem in America.

2. MINDJOG
How does the U.S. Census Bureau differentiate race from ethnicity?
Do you agree with the Census Bureau’s categorizations?
Why would the Census Bureau need this information/why is it important?

3. Ethnicity
Affiliation or identity within a group of people bound by common ancestry and culture
Manner by which we can develop a sense of place
SENSE OF PLACE – state of mind derived through the infusion of a place with meaning and emotion by remembering important events that occurred in that place or by labeling a place with a certain character.

4. RACE
The term race refers to the concept of dividing people into populations or groups on the basis of various sets of physical characteristics. (which usually result from genetic ancestry).

5. FOUR CORNERS EXERCISE
On the next slide there are four quotes pertaining to racial segregation. Analyze each quote and origin of quote and pick one that resonates with you and explain why. Then go to the corner of the room where you see the quote posted and be prepared to explain why you chose that quote.

6. FOUR CORNER QUOTES
America preaches integration and practices segregation. Malcolm X
The legal battle against segregation is won, but the community battle goes on. Dorothy Day
My daddy thought - no, he expected - that my brothers and I and our generation would make the world a better place. He was correct in his belief because he had lived in an America of continual social progress, depression followed by prosperity, segregation by integration, and so on. Wynton Marsalis
Everybody did something. It was very entertaining. We had a lot of fun. Lot of fun. And there was no segregation, that I could see. I never saw any. Cab Calloway

7. Residential Segregation
Defined by Douglas Massey and Nancy Denton
The degree to which two or more groups live separately from one another in different parts of the urban environment

8. ACTIVITY #2 – Evaluative Factors
Within your group, each of you will use the “evaluative factors” packet to address the tasks and questions presented. Write your answer on your factor page. When your group is finished, I will ask you to write one of the factors on the board. A spokesperson will then explain that factor to the rest of the class.

9. Census Evaluation of Residential Segregation
Evenness dimension:
dissimilarity index
Exposure dimension:
isolation index
Concentration dimension:
delta index
Centralization dimension:
absolute centralization index
Clustering dimension:
spatial proximity index

10. Evaluative Factors Sample - Exposure
EXPOSURE – Measures the degree of potential contact between a majority and minority group.
Scale: 0.0 -> Complete or at least more potential contact between majority and minority groups than typical metropolitan area.
Scale: 0.5 -> Same amount of exposure as a typical metropolitan area. (Average)
Scale: 1.0 -> No potential contact

11. Activity #3 – Gathering Data
Each group will be assigned a racial/ethnic group living in the United States.
Using a laptop, your group will do research using the following website: using_patterns/pdftoc.html
Each group will complete the Residential Segregation Indices chart for their ethnic/racial group.

12. Activity #3 – Gathering Data
Once your members have collected data you will complete the following tasks:
Identify the issues that would produce a rating of 0.0.
Identify the issues that would produce a rating of 1.0
A spokesperson will then present the data to the rest of the class on the overhead.

13. ASSESSMENT
Each group will address the two questions and present their findings to the class.
Does your racial/ethnic group experience noticeable levels of segregation in the U.S.?
Which evaluative factor(s) seem to play the biggest role?

14. Closing: Debate Team Carousel
Using the Debate Team Carousel handout, respond to the following prompt:
Segregation is a problem in America as measured by residential data. Does it matter if it is imposed or by choice?
(de facto segregation)

15. de facto segregation
Racial segregation, especially in public schools, that happens “by fact” rather than by legal requirement. For example, often the concentration of African-Americans in certain neighborhoods produces neighborhood schools that are predominantly black, or segregated in fact ( de facto ), although not by law ( de jure ).