final amistad commission report-03-22-16 amistad commission report-03-22-16.pdfmar 22, 2016 · the...
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March 22, 2016 Amistad Commission
New York State Department of State 99 Washington Avenue Albany, New York 12231
www.dos.ny.gov
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NYS Amistad Commission Report Table of Contents
Overview of New York State Amistad Commission ..................................................1
Introduction ....................................................................................................... 1
Commission Structure and Membership ........................................................... 2
Work of the Amistad Commission ........................................................................... 4
Survey of the Social Studies Framework and New York State Common Core
Curricula ............................................................................................................. 5
Roster of Expert Volunteers ............................................................................ 10
Amistad Commission’s Online Presence ......................................................... 11
Findings and Recommendations ........................................................................... 11
Conclusion ............................................................................................................. 19
Appendix .............................................................................................................. 20
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Overview of New York State Amistad Commission
Introduction
TheAmistadCommission(hereinafter“Commission”)wascreatedbytheNewYorkStateLegislaturein2005toreviewNewYorkState’seducationcurriculumregardingtheAfricanslavetradeanditsimplicationsonAmericanhistory.TheCommissionisnamedfortheAmistad,aSpanishslaveshipthatwasthesiteofafamousfightforfreedombyenslavedAfricansin1839.
IncreatingtheCommission,theLegislaturedeclaredthatallpeopleshouldknowof,andremember,thehumancarnageanddehumanizingatrocitiescommittedduringtheAfricanslavetradeandslaveryinAmerica,aswellasthelegacyofslaveryandthehistoryofracismthatcontinued.LawmakerstaskedtheCommissionwithresearchingandsurveyingtheextenttowhichtheAfricanslavetradeandslaveryinAmericaisincludedinthecurriculaofNewYorkstateschools,andmakingrecommendationstotheLegislatureandExecutiveregardingtheimplementationofeducationandawarenessprogramsinNewYorkconcernedwiththeAfricanslavetrade,slaveryinAmerica,thevestigesofslaveryinthiscountry,andthecontributionsofAfrican‐Americansinbuildingourcountry.
TheCommissionhasundertakenseveralinitiativestofulfillitsstatutoryobligations,including:researchingtheextenttowhichtheAfricanslavetradeandslaveryiscurrentlyincorporatedinthecurriculaofNewYorkStateschools;creatingawebpagewithinformationrelatedtoAfricanAmericanhistoryandcultureontheDepartmentofState’swebsite;andcreatingaRosterofExpertVolunteersasaresourcetoincreasethelearningopportunitiesforeducatorsandstudentsacrossNewYorkState.Basedonitswork,theCommissionhasdevelopedasetoffindingsandrecommendationsdescribedinthisreportforthecontinuedimplementationofeducationandawarenessprogramsinNewYorkconcernedwiththeAfricanslavetrade,slaveryinAmerica,thevestigesofslaveryinthiscountry,andthecontributionsofAfrican‐Americansinbuildingourcountry.
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Commission Structure and Membership
TheCommissionconsistsofnineteenmembers:fourappointedbytheTemporaryPresidentoftheSenate;fourbytheSpeakeroftheAssembly;andeightbytheGovernor.TheSecretaryofState,theCommissionerofEducation,andtheChancelloroftheStateUniversityofNewYorkserveasexofficiomembers.Publicmembersanddesigneesarelistedbelow.
Members
ActingSecretaryofStateRossanaRosado,Chair(Ex‐Officio)
o TenekaFrost‐Amusa,Esq.,Designee,SecretaryofState
CommissionerofEducationMaryEllenElia,ViceChair(Ex‐Officio)
o PatriciaPolan,Designee,CommissionerofEducation
SUNYChancellor‐NancyZimpher(Ex‐Officio)
o CarlosMedina,Designee,SUNYChancellor
o TamuChambers,Designee,SUNYChancellor
RobertBalachandran,PresidentofBellRowTitleAgency,anationallycertifiedMinorityBusinessEnterprise,andSeniorVicePresidentofNationalSalesatRoyalAbstract
HaroldBellinger,AssistanttothePresidentforAffirmativeActionandDiversityatNassauCommunityCollege
NuriyahAngelaMariaBoné‐Owens,ChiefExecutiveOfficer,CulturalEntrepreneurandFreedomTrailExpertatmrsowens.comCulturalVenturesLLC
DavidByer‐Tyre,CuratoroftheAfricanAmericanMuseumofNassauCounty
JonathanCornue,CurriculumDevelopmentSpecialistattheMadison‐OneidaBOCESandVicePresidentoftheNationalAbolitionHallofFameandMuseum
JuliusD.Edwards,PresidentandChiefVisionaryOfficerof3resholdCompanies
FredrickC.Harris,ProfessorofPoliticalScienceandDirectoroftheCenteronAfricanAmericanPoliticsandSocietyatColumbiaUniversity
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RobertV.Lloyd,ExecutiveDirectoroftheLongIslandCitizensforCommunityValues
GeoffreyPrime,FoundingPartneratPrime&O’Brien,LLP,acriminaldefensefirm
EnidSchildkrout,CuratorEmerita,AmericanMuseumofNationalHistoryandChiefCuratorEmerita,MuseumforAfricanArt
MaryTheresaStreck,PrincipaloftheArkCommunityCharterSchool
JamesTurner,ProfessorEmeritusofAfricanandAfricanAmericanPoliticsandSocialPolicyandfoundingDirectoroftheAfricanStudiesandResearchCenteratCornellUniversity
SylviaWongLewis,ChiefExecutiveOfficerandFounderoftheNarrativeNetwork,anewslettercoveringmulticulturalnews
CommissionSubcommittees:
WebsiteRedesign.TheWebsiteRedesignSubcommitteefocusesoncreatingandmaintainingarobustanduser‐friendlypublicinterfacethatexplainstherationalefortheformationandworkoftheCommission.ThewebsitealsoprovideslinkstoeducationalresourcesandorganizationsthatprovidethepublicandeducatorswithinformationregardingtheAfricanAmericanexperienceinAmericaanditsbroadimplicationsforourcultureandsocietytoday.EducationalandCulturalResources.TheEducationalandCulturalResourcesSubcommitteeisdevelopinga“culturaltourismmap”byidentifyinghistoricsitesthroughoutthestate,coordinatinglinkswithotherNewYorkentities,anddevelopingaresourcelistoflibraries,museums,galleries,exhibits,events,historicplaces,andeducationalentities.ItisdraftingalistofexpertsandthoughtleadersabletoassisttheCommission.Tothegreatestextentpracticable,resourcelistingwillbedevelopedforallregionsofthestate.
EducatorInput.TheEducatorInputSubcommitteeconductsoutreachtoeducationalprofessionalsinordertoseektheirinputonhowtoenhanceteachingandexpandknowledgetostudentsandthepublicregardingthemissionoftheCommission.
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Work of the Amistad Commission
Survey of the Social Studies Framework and New York State Common Core
Curricula
In2010,theCommissionexpressedsupportforthe“Infusion”methodofinstructionasitrelatestotheAfricanAmericanexperiencetaughtinschools.“Infusion”isaprocessthatinvolvestheblendingorincorporatingoftwoentitiesintoone.Thisprocesscreatesasynergyresultingintheimprovedstrengthandqualityoftheoutcome.UponadoptionofNewYorkStateCommonCoreStandardsforEnglishLanguageArtsandMathematics,theStateEducationDepartment(“SED”)examinedtheSocialStudiesCoreCurriculumandResourceGuideanddecidedtodevelopanewframeworkforsocialstudiescurriculumdevelopment.
TheCommission’srecommendationthatAfricanAmericanhistoryandculturebeinfusedwiththecontentareasofthecurriculumtaughtinNewYorkStateschoolsbecameaguidingprincipleastheNewYorkStateK‐12SocialStudiesFramework(the“Framework”)wasdeveloped.TheSocialStudiesContentAdvisoryPanel(SSCAP)convenedin2011.TheSSCAPconsistsofadiversegroupofK–12andHigherEducationeducatorsfromacrossNewYorkState.ThisgrouphasplayedanintegralroleinredefiningsocialstudiesandinthedevelopmentoftheFramework.
ThedevelopmentoftheFrameworkhonoredtheunderstandingthatmultipleperspectivesareanimportantelementinthesocialstudies.InadditiontotheSSCAP,othergroupsandindividualshadinputintothedevelopmentoftheFramework,includingEarlDavis,theDirectorofProjectBrownstone,anot‐for‐profitorganizationthatempowersunderservedyouthinHarlemthroughtextbookstipendsandculturalprogramming.
InsupportoftheworkoftheAmistadCommission,ProjectBrownstoneconductedanonlinesurveygatheringempiricaldataonindividuals’educationalexperienceswithAfricanAmericanhistory.InJanuary2014,Mr.DaviscontactedtheOfficeofCurriculumandInstructionregardingsocialstudiesinstructioninNewYorkStateandtheincorporationoftheAfricanAmericanexperiencewithinthecurriculaofpublicschools.Atthetime,SEDwasintheprocessofdevelopingthenewFramework,andinvitedMr.DavistoreviewtheFrameworkandsubmithissuggestionsforincorporationoftheAfricanAmericanexperience.HissuggestionsarenowintheFrameworkforGrades4,7,8,and11.
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TheBoardofRegentsadoptedtheFrameworkasthefoundationforsocialstudiescurriculumdevelopmentinNewYorkStateattheApril29,2014meeting.TheFrameworkservesasaguideforlocalcurriculum,providingkeyideas,conceptualunderstandings,andcontentspecifications.Districtsandteachersusetheirprofessionalexpertiseandlocalcommunityresourcestodeveloplocalcurriculum.TheAfricanAmericanstoryliveswithintheFrameworkasanintegralpartofAmericanhistory.TheFrameworkislocatedathttps://www.engageny.org/resource/new‐york‐state‐k‐12‐social‐studies‐framework.
HighlightsoftheSocialStudiesFrameworkinclude:
4thgrade:Inthefourthgrade,theFrameworkusesachronologicalfoundationofNewYorkStatehistorytohelpguideteachersinexploringhistoryfromastateandlocalperspective.Inthiscourse,studentsexaminethecolonialexperienceofAfricanAmericans,comparingandcontrastinglifeundertheDutchandundertheBritish.StudentsalsoexplorewhyAfricanAmericansvolunteeredtofightwiththeBritishduringthewar.StudentswillinvestigatelifeasaslaveinNewYorkandthepeoplewhotookactiontoabolishslavery,includingSamuelCornish,FredrickDouglass,WilliamLloydGarrison,andHarrietTubman.StudentswillresearchhowtheirlocalcommunitycontributedtotheCivilWar.Studentswillresearchpeoplewhomadecontributionstobusiness,technologyandtheircommunity,includingindividualslikeThomasJennings,thefirstAfricanAmericantobegrantedapatent.StudentsalsodiscussthemigrationoflargenumbersofAfricanAmericanstoNewYorkCityandothernortherncitiestoworkinfactoriesbeginninginthe1890sandtheywillinvestigateartists,writersandmusiciansassociatedwiththeHarlemRenaissance
5thgrade:StudentsstudytheWesternHemisphereandinvestigatetheMiddlePassageandtheconditionsexperiencedbyenslavedAfricans.Thestudentswillalsoexaminethestruggleforequality,civilrightsorsovereigntyfordifferentgroupsofpeopleintheWesternHemisphereincludingAfricanAmericans.
7thgrade:StudentsexaminethechangingstatusandroleofAfricanAmericansundertheDutchandEnglishcolonialsystems.StudentswillexaminethedevelopmentoftheUnitedStatesConstitutionandtheThree‐FifthsCompromise.StudentslearnthatslaverycontinuedtogrowinthenewnationandthatenslavedAfricansutilizedavarietyofstrategiestosurviveandresisttheirconditions.Asstudentsstudywestwardexpansion,theywillexaminewaysthewestwardmovementaffectedAfricanAmericans.Theabolitionistmovementisdiscussed
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andstudentslearnwaysinwhichenslavedAfricansorganizedandresistedtheirconditions.NewYorkState’sroleintheabolitionmovementandthelocationsofUndergroundRailroadstationsisstudied.DuringlessonsontheCivilWar,studentsexaminehowtheenlistmentoffreedslaveshelpedchangethecourseoftheCivilWarandthestudentswillexaminetherolesofAfricanAmericansintheconflict.
8thgrade:StudentsexaminetheReconstructionAmendments(13th,14th,and15th)intermsoftherightsandprotectionsprovidedtoAfricanAmericans.TheFreedmen’sBureau,impactsofthesharecroppingsystemonAfricanAmericans,reasonsforthemigrationofAfricanAmericanstotheNorth,andtheriseofAfricanAmericansingovernmentaretaught.StudentsexploremethodsusedbySouthernstategovernmentstoimpactthelivesofAfricanAmericans,includingthepassageofBlackCodes,polltaxes,andJimCrowlaws.StudentsdiscusstheresponseofsomeSouthernerstotheincreasedrightsofAfricanAmericans,notingthedevelopmentoforganizationssuchastheKuKluxKlanandWhiteLeagues.StudentsalsoexaminethewaysinwhichthefederalgovernmentfailedtofollowuponitspromisestofreedAfricanAmericansandtheeffectsofthePlessyv.Fergusonruling.StudentsinvestigatetheProgressErareformersincludingW.E.B.DuBois,MarcusGarvey,andBookerT.Washington.StudentswillexamineracerelationsinAmericaincludingtheEastSt.LouisRiot,theSilentMarchandtheTulsaRiotsandtheywillexaminethecontributionsoftheHarlemRenaissance.TheroleoftheTuskegeeAirmenwithinthesegregatedmilitaryduringWorldWarIIisstudiedaswellastheworkdoneattheBrooklynNavalYard.StudentsinvestigatetheCivilRightsMovementanditsleaders,aswellastheeffectonAmericansociety.
9thGrade:ThecoursefocusesonGlobalHistoryandGeography,andasthestudentslearnabouttheexpansionofEuropeantransoceanictraderoutes,theyalsoexaminetheimpactoftheEncounterontheindigenouspopulationsoftheAmericans,leadingtoanincreasedemandforlabor.TheimpactoftheslavetradeonAfricanspoliticalandculturalsystemsisalsoexamined.
11thGrade:Studentsanalyzeslaveryasadeeplyestablishedcomponentofthecolonialeconomicsystemandsocialstructure,indenturedservitudeversusslavery,theincreasedconcentrationofslavesintheSouth,andthedevelopmentofslaveryasaracialinstitution.StudentsexaminetheimpactoftheRevolutionaryWaronworkers,AfricanAmericans,women,andNativeAmericans.InthedevelopmentofourConstitution,studentsexaminethecompromiseregardingslavery.Studentsstudytheissuessurroundingthe
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expansionofslaveryintonewterritoriesandhowthelong‐standingdisputesoverstates’rightsandslaveryledtotheCivilWarandtheissuanceoftheEmancipationProclamation.TheCivilWarandPostCivilWarEraareexplored,includingtheconstitutionalrightsextendedtoAfricanAmericansandtheeffortstolimittherightsofAfricanAmericans.Reformeffortsbyindividualsandtheconsequencesofthoseeffortsareexamined,includingIdaWellsandherwritingsaboutlynchingAfricanAmericans;BookerT.Washington’scontributionstoeducation,culminatingintheTuskegeeInstitute;W.E.B.DuBoisandthefoundingoftheNationalAssociationfortheAdvancementofColoredPeople(NAACP);thepublicationofTheCrisis;andtheSilentProtest(1917).AsstudentsexamineWorldWarI,theywillinvestigatethecontributionsofAfricanAmericanstothewareffortandtheGreatMigrationthatoccurred.StudentswillexaminetheresurgenceoftheKuKluxKlanandtheculturalachievementsoftheHarlemRenaissance.ThecontributionsofAfricanAmericansinWorldWarIIareexaminedaswellasthediscriminationtheyfaced.Long‐termdemandsforequalitybyAfricanAmericansthatledtotheCivilRightsMovementarealsotaught.StudentsexaminetherolesandimpactofCivilRightsleadersandgroups;examinelegislativeandjudicialachievementsduringthemovementandanalyzethesignificanceofkeyeventsinthemovementincludingtheMontgomerybusboycott,federalinterventionatLittleRock,Arkansas,theBirminghamprotest,andtheMarchonWashington.
InadditiontotheNewYorkStateK‐12SocialStudiesFramework,theStateEducationDepartment(SED)fundedaResourceToolkitProject.TheauthorsoftheNationalCouncilfortheSocialStudiesCollege,CareerandCivicLife(C3)FrameworkworkedwithNewYorkStateteacherstodevelopacollectionofinquiriesalignedtotheFramework.SomeoftheseresourcesprovidethecontinuedinclusionofAfrican‐Americanhistorysuchas:
SugarandSlaverylocatedat:http://www.c3teachers.org/inquiries/slavery/
UncleTom’sCabinlocatedat:http://www.c3teachers.org/inquiries/utc/
Emancipationlocatedat:http://www.c3teachers.org/inquiries/emancipation/
CivilRightslocatedat:http://www.c3teachers.org/inquiries/civil‐rights/
UsingRacetotheTopfunding,SEDcontractedwithvendorstoproducecurriculummaterialstosupporttheCommonCoreLearningStandardsinEnglishLanguageArts(ELA)andMathematics.ThecurriculummaterialsforELAarecalled“modules”andsome
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ofthemoduleshaveincludedstoriesofAfrican‐Americans.Thefollowingisalistforthosemodules:
Prekindergarten:IntheListeningandLearningStrand,under“ImportantPeopleinAmericanHistory,”therearesectionsoncontributionsfromDr.MartinLutherKingJr.andPresidentObama.
o Seeehttps://www.engageny.org/resource/preschool‐important‐people‐american‐history‐teacher‐guide
Kindergarten:IntheListeningandLearningStrand,under“Presidentsand
AmericanSymbols,”sectionsofthelessonsfocusonPresidentObamaasthefirstAfricanAmericanPresident.
o Seeehttps://www.engageny.org/resource/kindergarten‐domain‐12‐anthology‐presidents‐and‐american‐symbols
Grade1:IntheListeningandLearningStrand,under“ANewNation:AmericanIndependence,”therearesectionsonthehistoryofslavery.
o Seeehttps://www.engageny.org/resource/grade‐1‐listening‐learning‐domain‐10‐anthology‐new‐nation‐american‐independence
Grade2:IntheListeningandLearningStrand,under“FightingforaCause,”thereisafocusoninequality,discrimination,andsegregation.ThissectionalsoincludesinformationaboutcontributionsfromJackieRobinsonandDr.MartinLutherKing,Jr.
o Seehttps://www.engageny.org/resource/grade‐2‐listening‐learning‐domain‐12‐anthology‐fighting‐cause
Grade4:Infourthgradestudentslearnaboutvotingrightsandresponsibilitiesfocusingonwomen’ssuffragewithaninfusionoftheroadblocks(JimCrowlaws)andprogress(13th‐15thAmendments)AfricanAmericansmadetowardsobtainingvotingrights,includingtheelectionofthefirstAfricanAmericanpresident.
o Seehttps://www.engageny.org/resource/grade‐4‐ela‐module‐4
Grade5:Infifthgrade,studentsreadPromisestoKeep:HowJackieRobinsonChangedAmericaandanalyzehowJackieRobinsonisaspecificexampleofanathletewhoservedasaleaderwhobrokebarriersinsociety.
o Seehttp://www.engageny.org/resource/grade‐5‐ela‐module‐3a
Grade7:Inseventhgrade,studentsexaminetheautobiographyofFrederickDouglass,withspecificattentiontounderstandinghowheusedlanguageinpowerfulwaysandhowhetoldhisstoryinordertoservehispurposeofabolishingslavery.
o Seehttps://www.engageny.org/resource/grade‐7‐ela‐module‐3a
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Grade8:Ineighthgrade,studentsexaminetheCivilRightsMovement,andthevariousmediausedtotellthestoryoftheLittleRockNinethroughthestudyofAMightyLongWaybyCarlottaWallsLanierandaphotoessaytitledLittleRockGirl1957.
o Seehttps://www.engageny.org/resource/grade‐8‐ela‐module‐3b
Grade9:Inninthgrade,studentsreadSugarChangedtheWorld:AStoryofMagic,Spice,Slavery,Freedom,andSciencewhichprovidesstudentsnewinformationaboutthepastthatcaninformthechoicestheymaketoday.
o Seehttps://www.engageny.org/resource/grade‐9‐ela‐module‐4
Grade10:Intenthgrade,studentsfocuson“LetterfromaBirminghamJail”byDr.MartinLutherKing,Jr.andtherhetoricheusestoadvancehiscause.
o Seehttps://www.engageny.org/resource/grade‐10‐ela‐module‐2
Grade11:Ineleventhgrade,studentsstudyconceptsofoppressionandpowerstructuresfocusingonhowrhetoricbecomesatooltocombatoppressionthroughaclosereadingofthefirstchapterofW.E.B.DuBois’TheSoulsofBlackFolk,followedbyBookerT.Washington’s“AtlantaCompromiseSpeech.”
o Seehttps://www.engageny.org/resource/grade‐11‐ela‐module‐2
Grade12:Intwelfthgrade,studentsreadTheAutobiographyofMalcolmXandanalyzetheargumentpresentedinNewJimCrow:MassIncarcerationintheAgeofColorblindnessbyMichelleAlexander.
o Seeehttps://www.engageny.org/resource/grade‐12‐ela‐module‐1eandhttps://www.engageny.org/resource/grade‐12‐ela‐extension‐module
Roster of Expert Volunteers
TofurtherenrichthelearningopportunitiesregardingtheAfricanAmericanexperience,theCommissioncreatedaRosterFormonitswebsitetosolicitvolunteerswillingtosharetheirrelevantknowledgeandexpertiseacrossNewYorkState.InformationreceivedfromthosewhocompletetheformisreviewedbytheCommission’sEducatorInputSubcommittee.OnceapprovedbytheSubcommittee,theinformationispostedontheCommission’swebsite.InordertoincreaseinterestinjoiningtheRoster,theCommissionrecommendsmoreeducationregardingthepurposeoftheRosterandamarketingcampaigntoencouragefurtherparticipation.
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Amistad Commission’s Online Presence
In2012,assistedbytheCommission’sWebsiteRedesignSubcommittee,theDepartmentofStateundertookabroadredesignoftheAmistadCommissionwebsite.Thewebsiteisnowarobustcatalogueofinteractiveresourcesthatprovidesreaderswithaccesstoupcomingculturalevents,academicpublications,audiorecordings,onlineexhibits,bookrecommendationsandphotographicdisplaysthathonorandexplorevariousaspectsofthesalvetradeandAfricanAmericanhistoryandexperience.WhilethereareanumberofresourcesthatfocusonthelegacyofslaveryintheUnitedStates,contenthasbeencuratedthatreflectsthewidebreadthoftheAfricanAmericanexperience,includingacommemorationofthecontributionsofthelegendaryTuskegeeAirmenandphotographsoftheSelmatoMontgomeryMarchof1965.Informationisregularlyupdatedtocelebratesignificantevents,suchasthebirthdayofDr.MartinLutherKingJr.andBlackHistoryMonth.An“AmistadNews”sectionupdatesreadersonAfricanAmericanhistoryasdiscussedinnationalandlocalmediaoutletswhichincludeeditorialitemsandcolumns/storiesfromnewspapersandnewsoutletsfromaroundNewYorkStateandacrossthecountry.Thesenewsitemsnotonlyrelatetothehistoryofslavery,buttheoverallhistoryofAfrican‐Americans,includingimportantaccomplishments,obituaries,currentevents,andtopicsonthesubjectofracethatareinthecurrentnewscycle.Finally,thesitehighlightstheongoingworkofGovernorCuomotoprotectandpreserveartifactsandhistoricalsitesrelatedtoAfricanAmericanhistory.
Findings and Recommendations
1. Finding:AstrongconnectiontotheState’seducationdepartmentandabudgetappropriationarecriticaltotheeffectivenessoftheCommission.SeveralotherstatescreatedAmistadCommissionswithsimilarobjectivestoNewYork’sAmistadCommission.Forexample,NewJerseysignedtheAmistadbillintolawin2002to“promotetheimplementationofeducationandawarenessprogramsinNewJerseyconcernedwiththeAfricanslavetrade,slaveryinAmerica,thevestigesofslaveryinthiscountry,andthecontributionsofAfrican‐Americansinbuildingourcountry.”ThemaindutiesofNewJersey’sAmistadCommissionaretosurveycurrentAfricanAmericanhistoryteachingmaterials,inventoryadditionalmaterialsforincorporationintocurricula,provideimplementationassistancetoschools,andworkwiththeDepartmentofEducationtodevelopcurriculumguidelinesforteachingAfricanAmericanhistory.
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TheNewJerseyDepartmentofEducation’scorefunctionincludeseducationaloversightofschooldistrictsandcurriculumdevelopment.Thus,theNewJerseyDepartmentofEducationwasconsideredbestsuitedtosurveycurrentteachingmaterials,inventorynewmaterials,anddevelopandimplementcurriculumguidelinesforteachingAfricanAmericanhistory.TheNewJerseyAmistadCommissionhasadedicatedstaffandasizablebudget,hostsyearlysummerinstitutesforeducators,andhasaweb‐basedcurriculumforeducatorsdesignedtocorrelatewiththestatecurriculumbenchmarksforsocialstudies,civics,andhistory.InFlorida,theAfricanAmericanHistoryTaskForce,establishedwithintheStateDepartmentofEducation,advocatesforteachingAfricanAmericanhistory,raisesawarenessofrelatedstatemandates,andrecommendsDepartmentofEducationactionsneededtoadoptinstructionalmaterials.TheworkoftheTaskForceisbolsteredbya2002statutoryrequirementforpublicschoolstoteachthehistoryofAfricanpeoples,fromslaverytothecontributionsofAfricanAmericanstoAmericansociety.TheTaskForcemaintainsanactivewebsite,plansinstructionalevents,andprovidesextensivecurriculumresourcesandprofessionaldevelopmenttoolsforteachersonaseparatewebportal.TheTaskForcehasanidentificationsystemthatrecognizesschooldistrictsasachieving“ExemplaryStatus”whentheymeetanumberofbenchmarks,includingdevelopingAfricanAmericanhistoryinitiatives,strongprofessionaldevelopmentforteachingAfricanAmericanhistory,andintegratingAfricanAmericanhistoryintotheircurriculumframeworks.TheTaskForceoperateswithdedicatedstatefunding.InMaryland,theGovernorestablishedaCommissiononAfricanAmericanHistoryandCultureintheGovernor'sOfficeofCommunityInitiativesin2008.TheCommission’sresponsibilitiesaremainlytiedtopubliceducationonAfricanAmericanhistoryandculture.ItsresponsibilitiesincludecoordinatingprojectsandadministeringanyfundingforactivitiesthatfurthertheunderstandingofAfricanAmericanculture,andoperatingastatemuseumonAfricanAmericanculture.MarylandalsohasalawthatrequirescountiestoadoptproceduresforpublicschoollibrariestocollectmaterialsconcerningAfricanAmericanhistoryforstudentsineachagegroupandreadinglevel.TheCommissionismanagedbyanexecutivedirector,dedicatedstaffandoperateswithdedicatedstatefunds.InArizona,thegovernorcreatedaCommissiononAfricanAmericanAffairsin2007toadvancetheinterestsofAfricanAmericansandtoaddresschallengestheyface.TheCommission’sresponsibilitiesincludeadvisingthegovernoronpoliciesaffectingtheAfricanAmericancommunity,assistingAfricanAmerican
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communitygroupsindevelopingprogramming;improvingcommunityrelations,organizingstatewideconferencespromotingthehistoryandcultureofAfricanAmericans;andholdingtownhallsonAfricanAmericanaffairs.TheDepartmentofAdministrationwasgrantedfundingtoestablishtheCommission.AdditionalfundingwasarrangedbyauthorizingtheCommissiontoapplyfor,andspend,grantsofmoneyorpropertytoassistitincarryingoutitsfunctions.NewMexicoestablishedtheOfficeofAfricanAmericanAffairstostudykeyissuesforAfricanAmericansandtoconductconferencesencouragingthesharingofAfricanAmericanhistoryandculture.TheOfficewasauthorizedtopromoteanddevelopprogramstomeettheneedsofAfricanAmericans,adoptandpromulgaterulestocarryoutitsduties,submitanofficebudget,andacceptgiftsfromanysourcetocarryoutitsduties.
Recommendation:InordertocontinuetomeettheprimaryobjectivesoftheAmistadCommission,tostrongconnectiontotheStateEducationDepartmentisnecessary.ItisrecommendedthattheAmistadCommission’sworkbecontinuedintheStateEducationDepartment’sOfficeofCulturalEducationwithadedicatedstaffandbudget.
2. Finding:TheStateofNewYorkishometoanumberofinstitutionsofhigherlearningandotherorganizationsthatsupportandpromoteAfricanAmericanhistoryandculture.TheseinstitutionsandorganizationsshareamissiontoeducateothersonthehistoryoftheAfricanslavetrade,slaveryinAmerica,andthetriumphsofAfrican‐Americans.ManyStateUniversityofNewYork(SUNY)collegesanduniversitieshaverenownedAfricanAmericanandAfricanStudiesprograms.Forexample,theAfricanaStudiesgraduateprogramatTheUniversityatAlbanyhasmaintaineditsrankingassecondinthenation,accordingtoDiverseIssuesinHigherEducationmagazine.BoththegraduateandundergraduateprogramattheUniversityatAlbanyprovidestudentswithaninterdisciplinaryunderstandingofAfricanandAfricanAmericanhistory,culture,politicsandsociety.EightotherSUNYcollegesanduniversitiesofferprogramsinAfricanAmericanandAfricanStudies,withcoursesthatfosteragreaterunderstandingoftheexperiencesofAfricanpeoplesacrosstheglobe.Thesecoursesareofferedtowardaminor,major,andatthegraduatelevel.ManyprivateinstitutionsofhigherlearningalsooffersimilarprogramsinvolvingtheAfricanandAfricanAmericanexperience.
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IntheNorthCountryregionofNewYork,theNorthCountryUndergroundRailroadHistoricalAssociation(NCUGRHA)runstheNorthStarUndergroundRailroadMuseum.NCUGRHAresearches,preserves,andinterpretsthehistoryoftheUndergroundRailroad,slavery,andabolitionalongtheUpperHudsonRiver‐Champlain,andtheCanal‐LakeChamplaincorridorofnortheastNewYork.TheNorthStarUndergroundRailroadMuseumexhibitsandvideosrevealhiddensuccessstories,andbustoursrevisitundergroundescaperoutes.Themuseumisareflectionoftheimportanceofhumanfreedomanditsrelevanceforthepresentandfuturegenerations.CentralNewYorkishomeofTheNationalAbolitionHallofFameandMuseum.LocatedinPeterboro,theNationalAbolitionHallofFameandMuseumhonorsantislaveryabolitionists,theirworktoendslavery,andtheirlegacy.InpartnershipwiththeUpstateInstituteatColgateUniversity,aCabinetofFreedomwasformedandtheNationalAbolitionHallofFameandMuseum(NAHOF)waslaunched.OnMarch19,2007,SEDapprovedaprovisionalcharterfortheNationalAbolitionHallofFameandMuseumtobeorganizedforeducationalpurposes.Further,theinstitutionhasintroducedthePeterboroAcademy—awebresourcethatpostsinformativeresourcesrelatedtotheAbolitionMovement,slaveryandhumantrafficking,andAmericanCivilWarhistory.AlsolocatedinCentralNewYork,theDiscoverSyracuseFreedomTrailcommemoratesplaces,people,andeventssignificanttothehistoryofthe19th‐centuryAbolitionistMovementandtheUndergroundRailroad.TheTrailincludesaseriesofelevenillustratedinformationsignsandisaprojectoftheCityofSyracuseandthePreservationAssociationofCentralNewYork(PACNY).Also,theCommunityFolkArtCenter,Inc.(CFAC),aunitoftheAfricanAmericanStudiesDepartmentatSyracuseUniversity,providesbothashowcaseforAfricanDiasporaartistsandasettingfordialogueandinteractionamongprofessionalartists.CFAC’smissionistoexaltculturalandartisticpluralismbycollecting,exhibiting,teachingandinterpretingthevisualandexpressivearts.Publicprogrammingincludesexhibitions,filmscreenings,gallerytalks,workshopsandcoursesinstudioandperformingarts.InBuffalo,NewYork,theMerriweatherLibraryhousestheCenterforAfro‐AmericanHistoryandResearch,thelargestresourcecenterinWesternNewYorkforAfricanAmericanhistory.Thiscollectionwasestablishedin1965,andin1975,theAfro‐AmericanHistoricalAssociationoftheNiagaraFrontierbegantoincorporatemicrofilmsofprimarysourcematerialonthehistoryofAfrican
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AmericansintheWesternNewYorkarea.Inadditiontothenumerousbooks,microfilms,andpictures,thecollectionhasseveralspecializeddatabasesandhasnowacquiredanewresourcethatmakesBlackStudiesresearchmoreconvenientandrobust:themicroficheSchomburgClippingFilecontainsmorethan9,000recordsthatpreserveanddocumentimportantaccomplishmentsintheAfricanAmericanexperience.IntheCapitalRegion,theUndergroundRailroadHistoryProjectoftheCapitalRegion,Inc.(URHPCR)researchesandpreservesthelocalandnationalhistory,internationalconnections,andlegaciesoftheanti‐slaveryandUndergroundRailroadmovements.TheURHPCRhostsanAnnualPublicHistoryConferenceontheUndergroundRailroadMovement.NewYorkCityishometoseveralinstitutionsengagedinthepreservationofAfricanandAfricanAmericanart,history,music,research,andculture.TheNewYorkCityPublicLibrary’sSchomburgCenterforResearchinBlackCulturehasalibrary,exhibitions,andon‐lineresourcesregardingthehistoryofAfricanAmericansinNewYork.TheAmericanMuseumofNaturalHistoryhasapermanentexhibitiononAfrica,withasectiononAfricansintheAmericas,includinganexhibitonslavery.TheNewYorkHistoricalSocietymountsexhibitionsonAfricanAmericans,andseveralpastexhibitionsareavailableonlineincluding“NewYorkDivided:SlaveryandtheCivilWar”.TheAfricanBurialGroundinNewYorkCityisanationalmonument.InQueens,theLouisArmstrongHouseMuseumisopentovisitors.In2008theMuseumforAfricanArt(nowtheAfricaCenter)mountedatravellingexhibitionentitled“GrassRoots:AfricanOriginsofAmericanArt.”Theteacher’sguidefortheexhibitionisonlineat:http://africa.si.edu/exhibits/grassroots/gr.pdf.ThisresourcechartstheimportanceofAfrican‐Americans’knowledgeofricecultivationforthedevelopmentofantebellumeconomyaswellasthepersistenceoftheAfrican‐Americanartofcoiledbasketryuptothepresenttime.Also,theStudioMuseuminHarlemhasongoingandchangingexhibitionsoftheworkofAfricanandAfricanAmericanartists.TheLongIslandregionishometotheAfricanAmericanMuseumofNassauCounty.ThemissionoftheMuseumistoeducateandpromoteanunderstandingandappreciationofAfricanAmericanculture,art,andtraditionsthrougheducation,interpretation,exhibitions,collections,andprogramsfortheenrichmentofthepublic,withanemphasisonLongIsland.Themuseum’svisionistobecometheoutstandingregionalresourceforAfricanAmericanhistorical
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information.Also,onLongIsland,istheSandyGroundHistoricalSociety,theoldestcontinuouslyinhabitedfreeBlacksettlementintheUnitedStates.TheSandyGroundcommunityhasbeenincludedintheState&NationalRegistersofHistoricPlaces.TheSandyGroundHistoricalSocietyMuseumisaProgramSitefortheNationalUndergroundRailroadNetworktoFreedom.ItconductsongoingresearchandpreservesthehistoryoftheSandyGroundcommunity.TheSandyGroundHistoricalSocietyProgramischarteredbytheDepartmentofEducationtoeducateadultsandchildrenonthehistoryofSandyGround.ItillustratesthehistoryofSandyGroundindiversewaysusingtraditionalexhibits,guidedtoursoftheMuseum,music,arts&crafts,film,ethnicfoods,andlectures.
Recommendation:ItisrecommendedthattheAmistadCommissionestablishpartnershipswithinstitutionsofhigherlearningandorganizationssimilartothoselistedabovetoconductworkshops,seminars,andconferencesforeducatorsandthepublic.Suchpartnershipswouldprovideadditionaldynamicopportunitiesfortheenhancementofstudents’knowledgeofAfricanAmericanhistoryandculture.
3. Finding:InstructionalignedtotheSocialStudiesFrameworkrecentlyadoptedbySEDandthecurriculadevelopedfromtheStateLearningStandardsareultimatelycontrolledbylocalschooldistricts.IncentiveswouldencouragelocaldistrictstodevelopspecializedcurriculaonAfricanAmericanhistory.LegislationinotherjurisdictionsempowersstateDepartmentsofEducationtomeasureschooldistrictaccountabilityfortheinclusionofAfricanAmericanhistoryinlocalschooldistrictcurricula.Forexample,inTennesseetheStateDepartmentofEducationCommissionerisrequiredtodevelopasystemtomonitorschoolboardcompliancewithamandatefortheinclusionofAfricanAmericanhistoryintoschoolcurricula.WhileNewYorkstatuterequirestheStateBoardofRegentstoprescribecoursesofinstructiononhumanrightsissues,includingslavery,thereisnooverarchingmandatethatAfricanAmericanhistorybeincorporatedintoschoolcurricula.TheNewYorkStateEducationDepartmentshoulddesignaninstructionalprogramthatwouldmeettheCommission’sbroadergoalofensuringthatAfricanAmericanhistoryandthecontributionsofAfricanAmericansareincorporatedintoschoolcurriculaatalllevels.InNewJersey,theAmistadCommissionoffersgrantstoexemplaryteachers,catalogsthebestpracticesofwinners,andpublicizesthosepracticesforother
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instructors.AninstructionalprograminNewYorkcouldalsoincorporatetheState’sexistingMasterTeacherprogramtodesignateteachersasleadersinthefieldofAfricanAmericanhistory.NewYork’sMasterTeachersreceiveabonusandtrainteachersinotherschools.TheMasterTeacherprogramcouldincorporateAfricanAmericanhistory,andtheAmistadCommissionwebsitecouldfeaturecurriculadevelopedbywinningteachers.
Agrantprogramattheuniversityorgraduatelevelwouldalsogenerateresourcesandcreativeculturalprogrammingforschoolcurricula.Forinstance,theBlackHistoryCommissionofArkansasofferssmall‐scalegrantstofundprojectsrelatedtothepreservationorcommemorationofAfricanAmericanhistory.ThegrantsarefundedbythestateAssemblyandGovernorandareadministeredbytheCommission.NewYorkcouldinstituteasimilarprogramwithfundingfromtheStateandCityUniversitysystemsandthestatelegislaturetosupportstudentresearchprojectsatthecollegeorgraduatelevel.Eligibleprojectswouldbethosethatgenerateuniqueresourcesorcreateculturalprogramsforcurriculumenrichment.ThoseresourceswouldthenbeincorporatedontotheAmistadwebsiteforusebyeducatorsandinprofessionaldevelopmentprogramsorganizedbytheEducationDepartment.
Recommendation:ToincreaseawarenessandencouragelocaldistrictstoutilizecurriculaonAfricanAmericanhistory,itisrecommendedthatarecognitionsystem,withthedesignationofspecialstatusorotherawards,beestablishedtopubliclyrecognizeschoolsthatdoanexcellentjobteachingsubjectsrelatedtotheAfricanAmericanexperience.Grantprogramsforuniversityandgraduate‐levelstudentsstudyingteachingcouldalsobeutilizedtogenerateeducationalresourcesforteachers.
4. Finding:AcontinuedonlinepresencefortheAmistadCommissionisnecessarytokeepeducatorsandthepublicinformedabouttheworkoftheCommissionandlearningopportunitiesavailableacrosstheState.
Recommendation:AdditionalimprovementstotheCommission’swebpageandonlinepresenceshouldbemade,includingthefollowing:
a. CreateanonlineportalforeducatorstoaccessmaterialsthatwouldsupplementtheirinstructionofAfricanAmericanhistory,includingmodellessonplansalignedwiththeCommonCore,webinarsonthelessons,andbibliographiesofrelevantsourcematerial.
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b. FeatureorganizationsandotherresourcesrelatedtotheCommission’smission.Recommendation#2highlightsanumberoforganizationsandresourceswithinNewYorkStatethatpromoteAfricanAmericanhistoryandculture.FurtherexaminationofavailableresourcesshouldtakeplaceandbepostedtotheCommissionwebpage.
c. UsesocialmediasothattheCommissioncanincreaseitspresenceamongyouth,sharehistoricalphotos,andcreateanup‐to‐dateandinteractivecalendarofevents.
d. ProvidemoreeducationalinformationanddevelopamarketingcampaigntoencouragefurtherparticipationfromthemembersofourcommunitywhohaveexpertiseintheAfricanAmericanhistoryandprogress.
5. Finding:AdditionaldataisneededforabetterunderstandingofhowthenewsocialstudiesframeworkandothersubjectsthatareapartoftheStateeducationstandardsaretaughtandimplementedinschools,andaboutthelearningopportunitiesthatexistinourcommunities.Volunteersurveymethodscouldbeusedtogatherdataatvariousstagesofimplementationofthenewcurriculaacrosslocalschooldistrictsandtogatherinformationaboutwhatlearningopportunitiesexistacrossthestate.TheeducationalopportunitiessurveyshouldbedesignedforgradesK‐12toseekinformationabouttheeffectivenessofthenewstandardsforteachingandlearningaboutAfricanAmericanhistory.Additionally,culturalresourcesurveysshouldbeconductedtoidentifyandrecordallculturalresourcespertainingtoAfricanAmericanhistoryandexperiencethroughouteachregioninthestate.ThelifelonglearningresourcessurveywouldbeaimedatinstitutionsofhigherlearninginNewYorkStatetoreportfindingsregardingtheextentandbreadthofeducationconcerningtheAfricanslavetrade,slaveryinAmerica,thevestigesofslaveryinthiscountryandthecontributionsofAfricanAmericanstooursocietyasthesetopicsarepresentlybeingincorporatedintocoursestaughtatinstructionsofhigherlearninginthestate,suchasSUNYandCUNY.
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Recommendation:ThefollowingeducationalsurveysshouldbeconductedacrossNewYorkState:
a. K‐12EducationalOpportunitiesSurvey;b. CulturalResourceSurvey;c. LifelongLearningResourceSurvey.
Appropriatestaffingandfundingwillbeneededtoconductthesesurveys.
Conclusion
WhiletheAmistadCommissionhashadsomesuccessinensuringthatatrueandaccuratehistoryofslaveryandtheAfricanslavetradeisincludedinourState’seducationalcurriculum,moreworkremains.ThepermanentestablishmentoftheCommissionintheStateEducationDepartmentwiththeresourcesnecessarytocontinueitsworkisanimportantconsiderationgiventheimpactsucheducationwillhaveonthechildrenofourState.Inaddition,establishingpartnershipswitheducationalinstitutionsandorganizationsthathostorprovideinformationonAfricanAmericancultureandculturaleventsisnecessarytofurthertheworkoftheCommission.ContinuedeffortsareneededtokeeptheinformationontheCommission’swebsiteup‐to‐date.Surveyingschooldistrictsandcommunitiestogaininsightontheprogressofthenewsocialstudiescurriculumandtodeterminewhatotherlearningopportunitiesexistwillhelpsolidifythat“thehistoryoftheAfricanslavetrade,slaveryinAmerica,thedepthoftheirimpactinoursociety,andthetriumphsofAfrican‐Americansandtheirsignificantcontributionstothedevelopmentofthiscountry”remainsasignificantpartofNewYorkStatehistory.
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APPENDIX
NYSArtsandCulturalAffairsLaw
ARTICLE57‐B
THEAMISTADCOMMISSION
Section57.51.Legislativefindings.
57.52.Amistadcommission;established.
57.53.TheAmistadcommission;dutiesandresponsibilities.
57.54.Authorization
§57.51.Legislativefindings.Thelegislaturefindsanddeclaresthat:
1.During theperiodbeginning late in the fifteenth century through the nineteenthcentury,millionsofpersonsofAfricanoriginwereenslavedandbroughttotheWesternHemisphere,includingtheUnitedStatesofAmerica;anywherefrombetweentwentyto fifty percent of enslaved Africans died during their journey to the WesternHemisphere; the enslavement of Africans and their descendants was part of aconcertedeffortofphysicalandpsychologicalterrorismthatdeprivedgroupsofpeopleofAfricandescenttheopportunitytopreservemanyoftheirsocial,religious,politicalandothercustoms;thevestigesofslaveryinthiscountrycontinuedwiththelegalizationofsecond class citizenship status for African‐Americans through Jim Crow laws,segregationandothersimilarpractices;thelegacyofslaveryhaspervadedthefabricofoursociety;andinspiteoftheseeventsthereareendlessexamplesofthetriumphsof African‐Americans and their significant contributions to the development of thiscountry.
2.AllpeopleshouldknowofandrememberthehumancarnageanddehumanizingatrocitiescommittedduringtheperiodoftheAfricanslavetradeandslaveryinAmericaandofthevestigesofslaveryinthiscountry;anditisinfactvitaltoeducateourcitizensontheseevents,thelegacyofslavery,thesadhistoryofracisminthiscountry,andontheprinciplesofhumanrightsanddignityinacivilizedsociety.
3. It is thepolicyof thestateofNewYork that thehistoryof the Africanslave trade,slaveryinAmerica,thedepthoftheirimpactinoursociety,andthetriumphsofAfrican‐Americansandtheirsignificantcontributionstothedevelopmentofthiscountryisthe
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properconcernofallpeople,particularlystudentsenrolledintheschoolsofthestateofNewYork.
4.Itisthereforedesirabletocreateastate‐levelcommission,whichshallresearchandsurveytheextenttowhichtheAfricanslavetradeandslaveryinAmericaisincludedinthecurriculaofNewYorkstateschools,andmakerecommendationstothelegislatureandexecutive regarding the implementationof educationandawarenessprograms inNewYorkconcernedwiththeAfricanslavetrade,slaveryinAmerica,thevestigesofslaveryinthiscountry,andthecontributionsofAfrican‐Americansinbuildingourcountry.Suchrecommendationsmayinclude,butnotbelimitedto,thedevelopmentof workshops, institutes, seminars, andother teacher trainingactivitiesdesigned toeducateteachersonthissubjectmatter;thecoordinationofeventsona regular basis,throughout the state, that provide appropriate memorialization of the eventsconcerningtheenslavementofAfricansandtheirdescendantsinAmericaaswellastheirstruggle for freedom and liberty; and suggestions for revisions to the curricula andtextbooksusedtoeducatethestudentsofNewYorkstatetoreflectamoreadequateinclusionofissuesidentifiedbythecommission.
§57.52.Amistadcommission;established.
1.TheAmistadcommission(commission),sonamedinhonorofthegroupofenslavedAfricansledbyJosephCinquewho,whilebeingtransportedineighteenhundredthirty‐nineonavesselnamedtheAmistad,gainedtheirfreedomafteroverthrowingthecrewandeventuallyhavingtheircasesuccessfullyarguedbeforetheUnitedStatesSupreme Court, is hereby created and established. The commission shall consist ofnineteen members, including the secretary of state or his or her designee, thecommissionerof educationorhis orherdesignee, andthechancellorofthestateuniversityofNewYorkorhisorherdesignee, servingex officio, and sixteen publicmembers.Publicmembersshallbeappointedasfollows:fourpublicmembers,nomorethantwoof whomshall be of the samepolitical party, shall beappointedbythetemporarypresidentofthesenate;fourpublicmembers,nomorethantwoofwhomshallbeofthesamepoliticalparty,shallbeappointedbythespeakeroftheassembly;andeightpublicmembers,nomorethanfourofwhomshallbeofthesamepoliticalparty,shallbeappointedbythegovernor.Thepublicmembersshallberesidentsofthestate,chosenwithdueregardtobroadgeographicrepresentationandethnicdiversity,whohaveaninterestinthehistoryoftheAfricanslavetradeandslaveryinAmericaandthecontributionsofAfrican‐Americanstooursociety.
2.Eachpublicmemberofthecommissionshallserveforatermofthreeyears,exceptthat of the initial members so appointed: one member appointed by the temporary
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presidentofthesenate,onememberappointedbythespeakeroftheassembly,andtwomembers appointedbythe governorshallservefortermsofoneyear;onememberappointed by the temporary president of the senate, onemember appointed by thespeakeroftheassembly,andthreemembersappointedbythegovernorshallservefortermsoftwoyears;andtwomembersappointedbythetemporarypresidentofthesenate,twomembersappointedbythespeakeroftheassembly,andthreemembersappointedbythegovernorshallservefortermsofthreeyears.Publicmembersshallbeeligibleforreappointment.Theyshallserveuntiltheirsuccessorsareappointedandqualified,andthetermofthesuccessorofanyincumbentshallbecalculatedfromtheexpirationofthetermofthatincumbent.Avacancyoccurringotherthanbyexpirationoftermshallbefilledinthesamemannerastheoriginalappointmentbutfortheunexpiredtermonly.
3.Themembersofthecommissionshallservewithoutcompensationbutshallbeentitledtoreimbursementforallnecessaryexpensesincurredintheperformanceoftheirduties.
4. The secretary of state, or his or her designee, shall serve as the chair and thecommissioner of education, or his or her designee, shall serve as the vice‐chair of thecommission.Thepresenceofamajorityoftheauthorizedmembershipofthecommissionshallberequiredfortheconductofofficialbusiness.
5. The department of education shall provide technical assistance and data to thecommission as may be necessary for the commission to carry out its responsibilitiespursuanttothisarticle.
§57.53.TheAmistadcommission;dutiesandresponsibilities.TheAmistadcommissionshallhavethefollowingresponsibilitiesandduties:
1.tosurveyandcatalogtheextentandbreadthofeducationconcerningtheAfricanslave trade, slavery in America, the vestiges of slavery in this country and thecontributionsofAfrican‐Americanstooursocietypresentlybeingincorporatedintothecurriculaandtextbooksandtaughtintheschoolsystemsofthestate;and,toinventorythoseAfricanslavetrade,Americanslavery,orrelevantAfrican‐Americanhistorymemorials,exhibitsandresourceswhichshouldbeincorporatedintocoursesofstudyateducationalinstitutionsandschoolsthroughoutthestate.
2.tocompilearosterofindividualvolunteerswhoarewillingtosharetheirknowledgeandexperienceinclassrooms,seminarsandworkshopswithstudentsandteachersonthesubjectoftheAfricanslavetrade,Americanslaveryandtheimpactofslaveryonoursocietytoday,andthecontributionsofAfrican‐Americanstoourcountry;and
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3. to prepare reports for the governor and the legislature regarding its findings andrecommendationsonfacilitatingtheinclusionoftheAfricanslavetrade,Americanslaverystudies,African‐Americanhistoryandspecialprogramsintheeducationalsystemofthestate.
§57.54.Authorization.
1.TheAmistadcommissionisauthorizedtocalluponanydepartment,office,divisionoragencyofthestate,orofanycounty,municipalityorschooldistrictofthestate,tosupplysuchdata,programreportsandotherinformation,asitdeemsnecessarytodischargeitsresponsibilitiesunderthisarticle.
2.Thesedepartments,offices,divisionsandagenciesshall,totheextentpossibleandnotinconsistentwithanyotherlawofthisstate,cooperatewiththecommissionandshallfurnish it with such information and assistance as may be necessary or helpful toaccomplishthepurposesofthisarticle.