{"id":237,"date":"2017-04-05T16:09:13","date_gmt":"2017-04-05T16:09:13","guid":{"rendered":"http:\/\/stories.kera.org\/changing-face-schools\/?p=237"},"modified":"2018-02-05T22:53:39","modified_gmt":"2018-02-05T22:53:39","slug":"educational-toolkit-lesson-plans-to-discuss-race-in-schools","status":"publish","type":"post","link":"https:\/\/stories.kera.org\/changing-face-schools\/2017\/04\/05\/educational-toolkit-lesson-plans-to-discuss-race-in-schools\/","title":{"rendered":"Educational Resources To Discuss Race In Schools"},"content":{"rendered":"<p><em>For decades, education in North Texas was reshaped by white flight. Today, the drivers are diversity and economic flight. <\/em><em>This educational toolkit will address those factors as well as the disparities between students of color and their white counterparts.<\/em><\/p>\n<hr \/>\n<h5>Intended Audience<\/h5>\n<p>Due to the mature subject matter, in some materials, the toolkit is better suited for students in upper elementary through high school.<\/p>\n<h5>Learning Outcomes<\/h5>\n<div class=\"bullets tick black\"><\/p>\n<ul>\n<li>Students will be able to describe the effects of integration on individual ethnic groups and the larger community.<\/li>\n<li>Students will understand the importance of state and federal legislation\u2019s role in the integration of public schools.<\/li>\n<li>Students will learn about the inequities in public schools that are often associated with race and socio-economic status.<\/li>\n<li>Students will be able to use media as a tool to engage in deep and meaningful conversations about race, poverty and education.<\/li>\n<\/ul>\n<p><\/div>\n<h5>Lesson Plans and Teaching Resources<\/h5>\n<p>The lesson plans and teaching resources provide a historical look at race, poverty and education in America and explore the issues of race and poverty in America\u2019s schools today.<\/p>\n<div data-id='open' class=\"toggle\"><span class=\"toggle-title\">Timeline: Landmark Desegregation Cases<\/span><div class=\"toggle-inner\">Legal rulings breaking down the walls of segregation have reshaped the makeup of America\u2019s public schools in ways that continue to change and resonate throughout the nation\u2019s school districts. Explore these historic cases in more detail in this <a href=\"http:\/\/www.edweek.org\/ew\/section\/multimedia\/landmark-desegregation-cases.html\" target=\"_blank\">interactive timeline<\/a>. Source: <a href=\"http:\/\/www.edweek.org\/ew\/section\/multimedia\/landmark-desegregation-cases.html&quot;&gt;Education Week&lt;\/a&gt;\" target=\"_blank\">Education Week<\/a>. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">The Power and Importance of Precedent in the Decisions of the Supreme Court<\/span><div class=\"toggle-inner\">In <a href=\"http:\/\/www.pbs.org\/wnet\/supremecourt\/educators\/lp4.html\" target=\"_blank\">this lesson<\/a>, students will examine the role of precedent in Supreme Court decisions. Source: <a href=\"http:\/\/www.pbs.org\/wnet\/supremecourt\/educators\/lp4.html\" target=\"_blank\">PBS\/WNET<\/a>; Grades: 9-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">With Liberty and Justice for All<\/span><div class=\"toggle-inner\"><a href=\"http:\/\/www.pbs.org\/wnet\/supremecourt\/educators\/lp3.html\" target=\"_blank\">This lesson<\/a> references the 1940 case of Minersville School District v. Gobitis.\u00a0Note: The plaintiffs in the case were William and Lillian Gobitas, but a clerk\u2019s spelling error changed the case\u2019s official name above. Therefore, when referencing the Gobitas children, the lesson uses the correct spelling of the family name, but when referencing the court case, it uses the spelling used in court documents.\u00a0Source: <a href=\"http:\/\/www.pbs.org\/wnet\/supremecourt\/educators\/lp3.html\" target=\"_blank\">PBS\/WNET<\/a>; Grades 9-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Documenting Brown 1: The Fourteenth Amendment<\/span><div class=\"toggle-inner\"><a href=\"http:\/\/www.pbslearningmedia.org\/resource\/osi04.soc.ush.civil.amend\/documenting-ibrowni-1-the-fourteenth-amendment\/\" target=\"_blank\">The Fourteenth Amendment<\/a> to the U.S. Constitution granted equal protection under the law. Soon after it was ratified, and for decades to follow, this equal protection clause would be used to argue that segregation was unconstitutional. Source: <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/osi04.soc.ush.civil.amend\/documenting-ibrowni-1-the-fourteenth-amendment\/\" target=\"_blank\">PBS LearningMedia<\/a>; Grades: 6-12.<\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">How History Affects Supreme Court Decisions and Supreme Court Decisions Affect History: A Look at the Fourteenth Amendment<\/span><div class=\"toggle-inner\">\u00a0Why were the promises made by the post-Civil War amendments so important? Students will analyze and compare important <a href=\"http:\/\/www.pbs.org\/wnet\/supremecourt\/educators\/lp2.html\" target=\"_blank\">Supreme Court decisions<\/a> involving the Fourteenth Amendment and civil rights. Source: <a href=\"http:\/\/www.pbs.org\/wnet\/supremecourt\/educators\/lp2.html\" target=\"_blank\">PBS\/WNET<\/a>; Grades: 9-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Roads to Memphis: Dr. King Launches the Poor People\u2019s Campaign<\/span><div class=\"toggle-inner\"> In 1968, Martin Luther King launched the <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/arct.socst.ush.memphshift\/dr-king-launches-the-poor-peoples-campaign\/\" target=\"_blank\">Poor People\u2019s Campaign<\/a> to bring people together across racial lines to fight systemic poverty. The video is from &#8220;American Experience: Roads to Memphis.\u201d Source: <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/arct.socst.ush.memphshift\/dr-king-launches-the-poor-peoples-campaign\/\" target=\"_blank\">PBS LearningMedia<\/a>; Grades: 7-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Brown vs. Board of Education and School Desegregation Teaching Resources<\/span><div class=\"toggle-inner\"> <a href=\"http:\/\/www.nea.org\/tools\/lessons\/brown-vs-board-teaching-resources.html\" target=\"_blank\">This lesson plan<\/a> was created to commemorate the 63rd\u00a0anniversary of the landmark U.S. Supreme Court decision <em>Brown vs. Board of Education<\/em> on May 17, 2017. Source: <a href=\"http:\/\/www.nea.org\/tools\/lessons\/brown-vs-board-teaching-resources.html\" target=\"_blank\">National Education Association<\/a>; Grades: K-5, 6-8 and 9-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Frontline: The Return of School Segregation in Eight Charts<\/span><div class=\"toggle-inner\">Changing demographics and controversial court rulings have prompted a return to levels of school integration last seen during the Lyndon B. Johnson administration, as represented in <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/fl32-soc-secharts\/the-return-of-school-segregation-in-eight-charts\/\" target=\"_blank\">this series of eight charts<\/a> from Frontline: Separate and Unequal.\u00a0Source:<a href=\"http:\/\/www.pbslearningmedia.org\/resource\/fl32-soc-secharts\/the-return-of-school-segregation-in-eight-charts\/\" target=\"_blank\"> Frontline and PBS LearningMedia<\/a>; Grades: 6-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Frontline: Separate and Unequal | School Integration<\/span><div class=\"toggle-inner\"> A group of citizens in East Baton Rouge, Louisiana, considers forming a new school district, inspiring a debate over the effectiveness and importance of school integration. Source: <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/fl32-soc-seintro\/separate-and-unequal-school-integration\/\" target=\"_blank\">Frontline and PBS LearningMedia<\/a>; Grades: 6-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Department of Education Finds Pattern of Inequality by Race in Public Schools<\/span><div class=\"toggle-inner\"> The Department of Education <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/04d0993b-cefa-401a-846b-3e381eaa0e59\/department-of-education-finds-pattern-of-inequality-by-race-in-public-schools\/\" target=\"_blank\">published a report<\/a> that shows sweeping patterns of educational disparity by race in public schools across the country, including fewer advanced classes available to students of color and a disproportionately high percentage of suspensions. Source: <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/04d0993b-cefa-401a-846b-3e381eaa0e59\/department-of-education-finds-pattern-of-inequality-by-race-in-public-schools\/\" target=\"_blank\">PBS Learning Media and PBS NewsHour<\/a>; Grades: 7-13+. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">America After Charleston: Students Face Systemic Inequalities<\/span><div class=\"toggle-inner\"> In June 2015, a white gunman shot and killed nine African-American parishioners in Charleston\u2019s Emanuel African Methodist Episcopal Church. Explore how systemic inequalities affect students in this video from <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/aac15-soc-inequality\/america-after-charleston-students-face-systemic-inequalities\/\" target=\"_blank\">America After Charleston<\/a>. Researchers Shaun Harper and Margaret Simms discuss how disparities in school funding and in rates of suspension, incarceration and high school and college graduation correlate to race, and lead to other inequalities that negatively impact future generations.\u00a0<em>Warning:\u00a0The beginning of the video includes footage of Walter Scott being shot in the back by a police officer.\u00a0<\/em>Source: <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/aac15-soc-inequality\/america-after-charleston-students-face-systemic-inequalities\/\" target=\"_blank\">PBS LearningMedia<\/a>; Grades: 9-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Frontline: Prison State | School-to-Prison Pipeline<\/span><div class=\"toggle-inner\"> Experts discuss the circumstances that lead thousands of juveniles into the court system and jail each year in <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/fl32-soc-psjuvexperts\/prison-state-school-to-prison-pipeline\/\" target=\"_blank\">this video<\/a> adapted from Frontline: Prison State.\u00a0Source: <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/fl32-soc-psjuvexperts\/prison-state-school-to-prison-pipeline\/\" target=\"_blank\">Frontline and PBS LearningMedia<\/a>; Grades: 6-12. <\/div><\/div>\n<div data-id='closed' class=\"toggle\"><span class=\"toggle-title\">Stop and Frisk: The High School Senior<\/span><div class=\"toggle-inner\"> Students will learn about the controversial \u201cStop and Frisk\u201d policy as well as how to effectively use infographics in <a href=\"http:\/\/www.pbslearningmedia.org\/resource\/91c09b3b-cbbf-4aa2-8523-93094f59a6a8\/stop-and-frisk-lesson-plan\/\" target=\"_blank\">this video and lesson from PBS NewsHour Extra<\/a>.\u00a0Grades: 7-12. <\/div><\/div>\n<h5>VIDEOS &amp; DISCUSSION QUESTIONS<\/h5>\n<h6>School&#8217;s Out<\/h6>\n<p><iframe loading=\"lazy\" width=\"900\" height=\"506\" src=\"https:\/\/www.youtube.com\/embed\/ShdY37Dq5bE?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<p>Reverend James Seawood grew up in the 1950s in Sheridan, Arkansas, and attended an all-black school.<\/p>\n<p>The town\u2019s main employer and landlord was a lumber mill. Following the federal mandate to integrate the public schools, the mill forced its African-American employees and tenants out of town. As the population dwindled, James\u2019 mother became his school\u2019s principal, janitor, and whatever else was needed.<\/p>\n<p>At StoryCorps, he recalls how integration led to African Americans being forced out of his hometown, the human cost of \u201curban renewal\u201d and the fate of his beloved school.<\/p>\n<p>\u201cSchool\u2019s Out\u201d online release is presented in partnership with\u00a0<a href=\"http:\/\/snapjudgment.org\/\" target=\"_blank\">WNYC\u2019s Snap Judgment<\/a>.<\/p>\n<h6>Discussion questions:<\/h6>\n<ol>\n<li>After watching this video, why do you think some whites were afraid or angry about school integration? How did integration affect black students and their families?<\/li>\n<\/ol>\n<ol start=\"2\">\n<li>Before integration, black students had to attend all black colleges and universities. Do you think there is still a need for historically black colleges and universities? Why or why not?<\/li>\n<\/ol>\n<h6>Facundo the Great<\/h6>\n<p><iframe loading=\"lazy\" width=\"900\" height=\"506\" src=\"https:\/\/www.youtube.com\/embed\/s8FheuSE7w4?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<p>Ramon \u201cChunky\u201d Sanchez was raised in a small farming community in southern California in the 1950s. As was common practice at that time, teachers at his local elementary school Anglicized the Mexican-American students\u2019 names. Here, Chunky remembers a new classmate who proved to be the exception to the rule.<\/p>\n<h6>Discussion questions:<\/h6>\n<ol>\n<li>Why is pronouncing Facundo\u2019s name correctly important to all of the Mexican-American students? Why is having control over your name powerful?<\/li>\n<li>What do you think the school wanted to accomplish by changing the Mexican-American students\u2019 names to their English version? What does it mean to \u201cAmericanize\u201d something?<\/li>\n<li>What does a person\u2019s name say about their identity? How do you think changing a student\u2019s name affected the Mexican-American kids\u2019 attitudes about school, their classmates and their chances for success?<\/li>\n<\/ol>\n<h6>1964: \u201cLBJ\u2019s War on Poverty\u201d<\/h6>\n<div style=\"width: 854px;\" class=\"wp-video\"><!--[if lt IE 9]><script>document.createElement('video');<\/script><![endif]-->\n<video class=\"wp-video-shortcode\" id=\"video-237-1\" width=\"854\" height=\"480\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/mp4\" src=\"http:\/\/stories.kera.org\/changing-face-schools\/wp-content\/uploads\/sites\/17\/2017\/02\/amex26_vid_64waronpov-16x9-mp4-1200k_1.mp4?_=1\" \/><a href=\"http:\/\/stories.kera.org\/changing-face-schools\/wp-content\/uploads\/sites\/17\/2017\/02\/amex26_vid_64waronpov-16x9-mp4-1200k_1.mp4\">http:\/\/stories.kera.org\/changing-face-schools\/wp-content\/uploads\/sites\/17\/2017\/02\/amex26_vid_64waronpov-16x9-mp4-1200k_1.mp4<\/a><\/video><\/div>\n<p>President\u2019s Johnson\u2019s \u201cwar on poverty\u201d initiative sought not just to alleviate poverty but end it, in this video from American Experience: \u201c1964.\u201d Johnson proposed a vast legislative agenda that would attack the root causes of poverty and provide opportunity for all.\u00a0Source: <a href=\"http:\/\/kera.pbslearningmedia.org\/resource\/amex26-soc-64waronpov\/1964-lbjs-war-on-poverty\/\" target=\"_blank\">PBS LearningMedia<\/a>.<\/p>\n<h6>Discussion questions:<\/h6>\n<ol>\n<li>Why was Johnson\u2019s war on poverty initiative \u201cunprecedented\u201d? In the video, writer Robert Caro says that Johnson was determined not just to \u201calleviate\u201d poverty but to \u201cend\u201d it. What was different about Johnson\u2019s approach than those who had gone before him?<\/li>\n<\/ol>\n<ol start=\"2\">\n<li>Are poverty and race inextricably mixed, as writer Robert Caro says? Was it true in 1964? Is it still true today?<\/li>\n<\/ol>\n<ol start=\"3\">\n<li>How are poverty and education connected? Does poverty determine a student\u2019s likelihood for success in school? Why? Or why not?<\/li>\n<\/ol>\n<h6>The Icing on the Cake<\/h6>\n<p><iframe loading=\"lazy\" width=\"900\" height=\"506\" src=\"https:\/\/www.youtube.com\/embed\/jZK7rayEptw?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<p>Blanca Alvarez and her husband risked crossing the border to immigrate into the United States and then struggled to make ends meet. They hoped to shelter their children from these harsh realities, but Alvarez\u2019s daughter, Connie, reveals how much children can really see of their parents\u2019 lives \u2014 and the inspiration they draw from their struggles.<\/p>\n<h6>Discussion questions:<\/h6>\n<ol>\n<li>What is cultural awareness? Do you think it\u2019s important for schools to recognize and celebrate different cultures?<\/li>\n<\/ol>\n<ol start=\"2\">\n<li>Do you think it\u2019s important to have special programs and services that help immigrant students be successful in school? What components would you include in a program to help immigrant students succeed?<\/li>\n<\/ol>\n<ol start=\"3\">\n<li>Do you think parental involvement helps students do better in school? How can parents motivate their children to do well in school?<\/li>\n<\/ol>\n<h6>Generational Poverty | 180 Days: Hartsville<\/h6>\n<div style=\"width: 854px;\" class=\"wp-video\"><video class=\"wp-video-shortcode\" id=\"video-237-2\" width=\"854\" height=\"480\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/mp4\" src=\"http:\/\/stories.kera.org\/changing-face-schools\/wp-content\/uploads\/sites\/17\/2017\/02\/733e07d6_generational-poverty-16x9-mp4-1200k-16x9-mp4-1200k_yFWEXrs.mp4?_=2\" \/><a href=\"http:\/\/stories.kera.org\/changing-face-schools\/wp-content\/uploads\/sites\/17\/2017\/02\/733e07d6_generational-poverty-16x9-mp4-1200k-16x9-mp4-1200k_yFWEXrs.mp4\">http:\/\/stories.kera.org\/changing-face-schools\/wp-content\/uploads\/sites\/17\/2017\/02\/733e07d6_generational-poverty-16x9-mp4-1200k-16x9-mp4-1200k_yFWEXrs.mp4<\/a><\/video><\/div>\n<p>\u201c180 Days: Hartsville\u201d follows the rural town of Hartsville, South Carolina as the town adjusts to new educational standards and maintaining funding with a majority of their students living in poverty. Source: <a href=\"http:\/\/kera.pbslearningmedia.org\/resource\/f496c1fd-171f-47e5-ba7a-c333cbb1c0cc\/generational-poverty-180-days-hartsville\/\" target=\"_blank\">PBS LearningMedia<\/a>.<\/p>\n<h6>Discussion questions:<\/h6>\n<ol>\n<li>What is generational poverty?<\/li>\n<\/ol>\n<ol start=\"2\">\n<li>Does society have a lower expectation for people of color? Or children from lower-income families?<\/li>\n<\/ol>\n<ol start=\"3\">\n<li>During segregation, the elementary school in the Hartsville video was all white. Today, it educates mostly black students. Why do you think the student body changed? Do you think it\u2019s important for schools to be diverse? Do you think it\u2019s important for students to have teachers and principals that look like them? Why or why not?<\/li>\n<\/ol>\n<h5>&#8216;Maya Angelou: And Still I Rise&#8217; Essay Contest<\/h5>\n<p>From a hardscrabble childhood in the Depression-era South Maya Angelou\u00a0rose to become the poet celebrated for her stirring reading of \u201cOn the Pulse of Morning\u201d at President Bill Clinton\u2019s 1993 inauguration. Her poetry, essays and memoirs won many accolades, including the 2013 Literarian Award for Outstanding Service to the American Literary Community from the National Book Foundation. In writing about her own life, she opened eyes to the experiences of African Americans and provided an important window into 20th-century American social history.<\/p>\n<p>The <a href=\"http:\/\/www.kera.org\/wp-content\/uploads\/2017\/01\/Maya_Essay_Contest_Extended_flier.pdf\" target=\"_blank\">essay contest<\/a> invites high school students to write an essay interpreting an Angelou poem and describing how it contributes to the understanding of race in the U.S. and the African-American experience. The essays should include a thoughtful proposal for improving race relations based on what the student learned from reading the poem. The top three winners will receive prizes of $150, $100 and $50. Teachers and educators will serve as judges. Here are the contest <a href=\"http:\/\/www.kera.org\/wp-content\/uploads\/2017\/01\/KERA_Maya_Angelou_Essay_Contest_Rules_v1_extended_deadline.pdf\" target=\"_blank\">rules<\/a> and <a href=\"http:\/\/www.kera.org\/wp-content\/uploads\/2017\/01\/KERA_Maya_Angelou_Essay_Contest_Entry_Form.pdf\" target=\"_blank\">entry form<\/a>.\u00a0<em>Please print the entry form, fill it out, get it signed and <a href=\"http:\/\/www.kera.org\/angelou\/\" target=\"_blank\">submit it as a PDF using this form<\/a>.<\/em><\/p>\n<div><iframe loading=\"lazy\" src=\"http:\/\/player.pbs.org\/viralplayer\/2365846753\/\" width=\"800\" height=\"588\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" seamless=\"\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<h5>Additional Resources<\/h5>\n<p><strong>Articles and reading materials<\/strong><\/p>\n<div class=\"bullets tick black\"><\/p>\n<ul>\n<li><a href=\"http:\/\/www.newpaltz.edu\/media\/diversity\/Diversity-and-Inclusion-Suggested-Reading-List.pdf\" target=\"_blank\">Diversity and Inclusion Books and Other Resources<\/a>:\u00a0A reading list.<\/li>\n<li><a href=\"http:\/\/news.stanford.edu\/2016\/04\/29\/local-education-inequities-across-u-s-revealed-new-stanford-data-set\/\" target=\"_blank\">Local education inequities across U.S. revealed in new Stanford data set<\/a>. Source: Stanford Data Archive<\/li>\n<li><a href=\"http:\/\/www.nea.org\/tools\/48838.htm\" target=\"_blank\">Teaching Teachers to Reflect on Race<\/a> by Tyrone Howard. Source: National Education Association<\/li>\n<li><a href=\"http:\/\/www.nea.org\/home\/14439.htm\" target=\"_blank\">Talk About It<\/a> by Cynthia Kopkowski. Source: National Education Association<\/li>\n<li><a href=\"http:\/\/www.apa.org\/pi\/ses\/resources\/indicator\/2013\/05\/poverty-dropouts.aspx\" target=\"_blank\">Poverty and high school dropouts<\/a> by Russell W. Rumberger, PhD. Source: American Psychological Association, May 2013<\/li>\n<li><a href=\"http:\/\/www.nytimes.com\/interactive\/2016\/04\/29\/upshot\/money-race-and-success-how-your-school-district-compares.html?_r=0\" target=\"_blank\">Money, Race and Success: How Your School District Compares<\/a> by Motoko Rich, Amanda Cox and Matthew Bloch. Source: The New York Times<\/li>\n<\/ul>\n<p><\/div>\n<p><strong>KERA coverage on race and schools<\/strong><\/p>\n<div class=\"bullets tick black\"><\/p>\n<ul>\n<li><a href=\"http:\/\/www.kera.org\/tv\/trailblazer\/\" target=\"_blank\">Texas Trailblazer<\/a>: Profiles the lives and careers of Erma Johnson Hadley, Kael Alford and Mary Elizabeth (Liz) Cedillo-Pereira, Judge Harold Barefoot Sanders, attorney Louise Raggio and journalist Vivian Castleberry, individuals whose dedication to civil rights and pursuit of justice brought change to Texas and the nation.<\/li>\n<\/ul>\n<p><iframe loading=\"lazy\" width=\"900\" height=\"506\" src=\"https:\/\/www.youtube.com\/embed\/BUCYRI-XGoo?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<ul>\n<li>In the early 1970s, Sam Tasby was the lead plaintiff in the Dallas ISD segregation case. In 2003, Tasby talked about how he challenged the district in a KERA-TV program, a co-production with WFAA, called Race &amp; Class in the Schools: An On the Record Special.<\/li>\n<\/ul>\n<p><iframe loading=\"lazy\" width=\"900\" height=\"506\" src=\"https:\/\/www.youtube.com\/embed\/w85Zdd9gNcg?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<ul>\n<li><a href=\"http:\/\/artandseek.org\/2013\/09\/05\/jonathan-norton-schools-us-on-how-racial-violence-gets-taught\/\" target=\"_blank\">Jonathan Norton Schools Us On How Racial Violence Gets Taught<\/a>: A story by reporter Jerome Weeks of KERA&#8217;s Art&amp;Seek.<\/li>\n<li><a href=\"http:\/\/keranews.org\/term\/american-graduate-first-week\" target=\"_blank\">The First Week<\/a>: A series about the first week of school for students after the Dallas police ambush of July 2016.<\/li>\n<\/ul>\n<p><\/div>\n","protected":false},"excerpt":{"rendered":"<p>For decades, education in North Texas was reshaped by white&#8230;<\/p>\n","protected":false},"author":7,"featured_media":194,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-237","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-american-graduate-the-changing-face-of-schools","byline-denita-malvern"],"_links":{"self":[{"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/posts\/237","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/comments?post=237"}],"version-history":[{"count":51,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/posts\/237\/revisions"}],"predecessor-version":[{"id":810,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/posts\/237\/revisions\/810"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/media\/194"}],"wp:attachment":[{"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/media?parent=237"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/categories?post=237"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/stories.kera.org\/changing-face-schools\/wp-json\/wp\/v2\/tags?post=237"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}