Avoiding Plagiarism: The Children In Room E4

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Original text:

By 1974, Brown would be unable to stop the segregation that was ever more extreme up north. The argument at Sheff’s core is that such de facto segregation, born not from explicit laws but from a variety of causes, is devastating too.

 

Example 1: Plagiarize the original text by copying portions of it word-for-word.

By 1974, Brown would be unable to stop the segregation that was ever more extreme up north. The argument at Sheff’s core is that such de facto segregation, born not from explicit laws but from a variety of causes, is devastating too.

 

Example 2: Plagiarize the original text by paraphrasing its structure too closely, without copying it word-for-word.

The segregation that was extreme up North by 1974 was unstoppable by Brown. There were a variety of causes that led to the core argument presented by Sheff, and although they were devastating, they were not born from explicit laws.

 

Example 3: Plagiarize the original text by paraphrasing its structure too closely, and include a citation. Even though you cited it, paraphrasing too closely is still plagiarism.

The segregation that was extreme up North by 1974 was unstoppable by Brown. There were a variety of causes that led to the core argument presented by Sheff, and although they were devastating, they were not born from explicit laws. (Eaton, xiii)

 

Example 4: Properly paraphrase from the original text by restating the author’s ideas in different words and phrases, and include a citation to the original source.

Susan Eaton, Research Director at the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School implies that there are numerous factors that have led to segregation and ultimately lawsuits like that of Sheff v. O’Neill in her book, The Children in Room E4. (Eaton, xiii)

 

Example 5: Properly paraphrase from the original text by restating the author’s ideas in different words and phrases, add a direct quote, and include a citation to the original source.

Susan Eaton, Research Director at the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School implies that there are numerous factors that have led to segregation and ultimately lawsuits like that of Sheff v. O’Neill in her book, The Children in Room E4. According to Eaton, “The argument at Sheff’s core is that such de facto segregation, born not from explicit laws but from a variety of causes, is devastating too.” (Eaton, xiii)

 Works Cited

Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. Print. (Introduction xiii-xiv)

 

 

Lumpkin v Dempsey 1970 complaint

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The Lumpkin v Dempsey 1970 complaint is a legal document that outlines school segregation complaint which was filed by Mae Willie Lumpkin, Barbara Henderson, Mary Diaz and Helen Vernell Johnson against John Dempsey, the Governor of Connecticut.  The plaintiffs, Lumpkin, Henderson, Diaz, and Johnson argued that their children were not receiving equal educational opportunities when compared to the opportunities suburban children had. The plaintiffs used the Fourteenth amendment in the United States Constitution and also the 1965 education amendment on the Connecticut constitution to back the disputed claims up. Dated on February 20th, 1970, this legal document puts forth the details behind the lawsuit action. The plaintiffs claimed that John Dempsey did not exercise his right to use his powers as supreme chief officer of the state of Connecticut to provide an equal education for all minority children enrolled in Hartford schools.

On the other hand, the defendants and his/their attorneys argued that it would be unconstitutional to attempt to desegregate schools by the plaintiff’s means due to the fact that it is dependent on the votes of citizens living in Hartford, Windsor and West Hartford (three bordering neighborhoods they planned to integrate). However, votes would have been skewed due to the fact that each town mentioned in the document were either suburbanized (had very little minority enrollment percentages) or heavily urbanized (majority of enrolled students are considered of Hispanic/African American descent). The plaintiffs of the court asked for a more structured school system, in where children would be required to attend “zone schools”, and for state officials like Mr. Dempsey to practice their power in a positive way, whereas ultimately abolishing the unintentional segregation that they found alarming.

To my own knowledge, the Sheff v. O’Neill 1989 case was the first one of its’ kind. In her book, The Children in Room E4, author Susan Eaton makes a small reference about the Lumpkin v. Dempsey case, one that I overlooked myself. On page 79 Eaton states, “Connecticut-most like Northern and Midwestern states and unlike much of the post-Brown South- had established each town or city as a separate school district and required students to attend school where they lived…numerous schools within Hartford, the lawyers had pointed out, had minority group enrollments “in excess of 90 percent.” Eaton points out the fact that the lawsuit was left untouched after three years.  She parallels this one lawsuit to many lawsuits before she goes on to introduce the 1986 Sheff v. O’Neill case.

 

Discussion Questions:

  1. Do you think that it would have been fair to have residents from Hartford, Windsor and West Hartford vote the decision for integration of schools?
  2. Why do you think the complaint was left untouched after 1973?
  3. How does this complaint compare to the Sheff v. O’Neill case? How does it differ? What was the determining factor of the success of one case, versus the failure of the other?

Where Can A Negro Live?

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“Where can a Negro Live? A study of Housing Discrimination in Hartford Part II” is a short article written by Robert Rotberg. This article sheds light on some discriminatory practices that African Americans living in Hartford faced during the 1950s. This article, published on August 20, 1956 by the Hartford Courant shows housing barriers existed and affected affluent African Americans as well as those lower class African Americans. The article describes some of the experiences faced by African American men who were looking to buy or rent a home in a predominantly white neighborhood in Hartford. These men were denied of buying or renting due to redlining, an act that makes it difficult for people living in low income areas (or slums) to move out into a more prestigious neighborhood.

Redlining is not new in Hartford neighborhoods; many real estate agents used redlining to outcast African Americans of all socioeconomic classes. The Hartford Courant, one of Connecticut’s most renowned newspapers, has spoken on the effects of redlining for decades. An article from the Hartford Courant called “Neighborhoods Gain on Redlining” by Neal R. Pierce, further explains the issue of redlining as it pinpoints the very issues that the men in “Where can Negros Live?” face. A second article from the Hartford Courant that explains how African Americans take actions on the barrier set before them is “Negro Group Asks Policy On Housing”. And lastly, part VII of “Where can a Negro Live” by Robert Rotberg explains how African Americans take a proactive stance amidst their struggles with redlining and other housing barriers.

 

Questions for Seminar:

  1. It is clear that from the 1950s-1970s redlining was a discriminatory practice many people of color faced, is there still evidence of redlining today?
  2. How do you think African Americans living in Hartford battled some of these discriminatory practices (not only redlining but blockbusting and zoning as well)?

 

Works Cited

“Negro Group Asks Policy on Housing.” The Hartford Courant (1923-1987): 4. Nov 30 1940. ProQuest. Web. 13 Sep. 2013 .

Peirce, Neal R. “Neighborhoods Gain on Redlining.” The Hartford Courant (1923-1987): 19. Jan 12 1979. ProQuest. Web. 13 Sep. 2013 .

Rotberg, Robert. “Where can a Negro Live?” The Hartford Courant (1923-1987): 1. Aug 20 1956. ProQuest. Web. 13 Sep. 2013 .

Rotberg, Robert. “Where can a Negro Live?” The Hartford Courant (1923-1987): 16. Aug 25 1956. ProQuest. Web. 13 Sep. 2013

Home Buying Simulation: The Hardships

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Buying a home at 20 years old is not easy. My annual gross income was $54,000; I did not have any debt and had $2,000 in savings. This may seem ideal, but I did not have a car, which made it virtually impossible to find good homes in West Hartford, which is considered the more ideal side of Hartford to live in. When looking for homes to buy, I kept my children in mind, because I would need to enroll them in a good school. I also kept in mind that I did not have a car to drive them to school, so I did not want to live too close to the school because I’d have to figure out how to get them to school on a daily basis, including during bad weather. Because of my limited options, I had to figure out which district (public) schools were the best for both of my children, while being mindful of the fact that I’d be working in the downtown Hartford area. I was able to find 4 homes that were within my spending range: 274 Flatbush Avenue, 114 Cumberland St, 130 Saint James St, and 42 Popieluszko Ct. After looking at various factors ranging from transportation and school, I decided that 42 Popieluszko Ct, Hartford CT 06106 would be the best housing option for me and my family.

 

Front of 42 Popieluszko Ct, Hartford, CT 06106
Front of 42 Popieluszko Ct, Hartford, CT 06106

42 Popieluszko Ct is priced at $175,000, which is way below my intended budget. I chose this home because it is ideally priced on the lower end of my budget’s spectrum. It has 3 beds and 2.5 baths, which also meets all of the requirements I looked for when searching for a home. This home is also in located near downtown Hartford, where I would be working and in a zone with very good schools. I also noted the number of parks that surrounded my home, an asset I would really have appreciated as I will probably may want to take my two children to the park on a weekend afternoon.

 

Distance from home to future Job (Willis Group Holdings)
Distance from home to future Job (Willis Group Holdings)

My future home is located a few blocks away from Park Street, one of the major avenues in Hartford, which would make it easier for me in terms of   transportation since many of the buses that go downtown (39, 37, 61, 63) pass literally within a block from this home.

 

 

Because I live in Hartford Zone 4, I found it difficult to find good public schools for both of my children. Most of the schools in Hartford are Magnet Schools that choose their students based on a lottery. The living/transportation implications I face would not allow me to enroll in any lottery. I was able to find an excellent elementary and middle school for both of my children. Achievement First Hartford Academy Elementary and Middle School is a k-8 public institution located on 305 Greenfield Street in Hartford, Connecticut. It is located approximately 2.3 miles away from the home I plan to buy, and it is also a school with excellent academics. The school has a 74% test passing rating, a percentage that is well above the Connecticut average, and although it may not be racially diverse (most students are of African American descent), I was impressed by the quality of education. My family qualified for transportation arranged by HPS because of the distance away from our home.