Class 11: Exploring the Legacy of Redlining

“Everything that becomes or changes must do so owing to some cause; for nothing can come to be without a cause.”

Plato

This class shares results of our “Redlining Stories: 21-A7.”
For assignment / resources see Class 9: Designing Inequality.


In-class activity

Students will share the results of their research and then we will use a Jamboard or other graphic tool to mind map the relationship of redline status to contemporary racial disparities in a variety of social, economic and policy arenas.

Be sure to cite specifics from at least four classmates Redline Stories. Consider a wide array of redline legacies in factors such as: income, wealth accumulation, health, schooling, policing / criminal justice, services, livability, environment.   

For inspiration, here’s a few resources that explore connections:

“Segregated By Design” examines the forgotten history of how our federal, state and local governments unconstitutionally segregated every major metropolitan area in America through law and policy.  


There is no assignment for this class.
Students should be working on their final project.


Featured image created using Redline map of Portland Ore

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