This interactive map shows historical data, maps, and remarks around redlining practices in 1940s America.
Students are able to see historic maps for many American cities and counties, the "grades" each section received, and the historical remarks recorded to support those grades.
Primary sources and geographical data are woven together to create an engaging and interactive resource.
Students can see the redlining that was happening in their area or in areas that they are interested in.
Slower internet connections may cause a lag in map data loading.
Students should have some background knowledge on redlining. The "Introduction" tab on the top left corner gives a good overview.
Cross-curricular connections can be made in science classes considering how redlining practices impacted current environmental inequalities, and in language arts classes using historical documents in nonfiction reading.
After teaching redlining in general, have students choose a city or area and read the maps and primary documents. Then, have students write or share their findings and how they think this historical inequality impacts people today.
The map depicts the spatial pattern of redlining in US cities and income inequality distribution. Communities with the highest grade tend to be more vulnerable to climate risk. The map has been properly geocoded for use, shapefiles and data layers are accurately digitized and this is recommended for classroom use.
Geography 1 (F2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by evaluating and developing a well-supported position about the impact of change on the physical and cultural environment.
Geography 1 (D3): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by describing the major regions of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools, including digital tools and resources.
History 1 (D2): Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world by analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future.