Civic Engagement and Urban Renewal in Newburgh, NY
Suggested Teaching Instructions
From 1949 until 1974, about 1,300 towns and cities received a total of thirteen billion dollars in federal funding for Urban Renewal projects. The federal government paid two-thirds of the cost of acquiring properties, relocating residents and businesses, demolishing structures, and assembling large parcels for development. New York State was one of the largest Urban Renewal states with 251 projects in 91 towns totalling 1.6 billion dollars of spending. Newburgh, NY was one of those cities.
8.8 DEMOGRAPHIC CHANGE: After World War II, the population of the United States rose sharply as a result of both natural increases and immigration. Population movements have resulted in changes to the American landscape and shifting political power. An aging population is affecting the economy and straining public resources. (Standards: 1, 3, 4, 5; Themes: ID, GEO, SOC, GOV, ECO)
8.8a After World War II, the United States experienced various shifts in population and demographics that resulted in social, political, and economic consequences.
Ø Students will explore the short-term and long-term effects of the baby boom generation on the economy, including increases in the construction of homes and schools and increased demands on both Social Security and health care.
Ø Students will examine the effects of suburbanization, including urban decay, suburban growth, and the diminished availability of farmland both nationally and within New York State.
Ø Students will examine the population shift from the Midwest and northern industrial states to the Sun Belt, including its effect on political power.
11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net. (Standards: 1, 4, 5; Themes: ID, TCC, SOC, GOV, CIV, ECO)
11.10c Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.
➢ Students will compare and contrast the economic policies of President Johnson (Great Society) and President Reagan (Reaganomics) regarding the size and role of the federal government.
➢ Students will examine the causes of the financial panic of 2008 and the federal government‘s response to the Great Recession.
➢ Students will examine the debates over the role of the government in providing a social safety net, including the stability of the Social Security Trust Fund and Medicare Trust Fund, as well as changes under the Affordable Care Act.
12.G5 PUBLIC POLICY: All levels of government—local, state, and federal—are involved in shaping public policy and responding to public policy issues, all of which influence our lives beyond what appears in the Constitution. Engaged citizens understand how to find, monitor, evaluate, and respond to information on public policy issues.
12.G5a Each level of government has its own process of shaping, implementing, amending, and enforcing public policy. Customarily the executive branch will outline its plan and agenda in an executive address to the legislative body.
12.G5b On various issues, certain governmental branches and agencies are responsible for determining policy. Those who create public policies attempt to balance regional and national needs, existing political positions and loyalties, and sources of political power.
12.G5c Successful implementation of government policy often requires cooperation between many levels of government, as well as the cooperation of other public and private institutions. Conflicts between different levels of government sometimes emerge due to different goals, ideas, and resources regarding the creation and implementation of policy.
12.G5d Active and engaged citizens must be effective media consumers in order to be able to find, monitor, and evaluate information on political issues. The media have different venues, which have particular strengths and serve distinct and shared purposes. Knowing how to critically evaluate a media source is fundamental to being an informed citizen.
Social Studies Practices (Skills)
A. Gathering, Interpreting and Using Evidence
1. Define and frame questions about the United States and answer them by gathering, interpreting, and using evidence.
2. Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).
3. Analyze evidence in terms of historical and/or social context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias, context and audience in presenting arguments or evidence.
5. Make inferences and draw conclusions from evidence.
C. Comparison and Contextualization
1. Identify a region of the United States by describing multiple characteristics common to places within it, and then identify other similar regions inside the United States.
2. Identify and compare multiple perspectives on a given historical experience.
F. Civic Participation
6. Identify situations in which social actions are required and determine an appropriate course of action.
7. Work to influence those in positions of power to strive for extensions of freedom, social justice, and human rights.