Part 1 Choose a U.S. city to explore from the Mapping Inequality: Redlining in N
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Choose a U.S. city to explore from the Mapping Inequality: Redlining in New Deal America database (https://dsl.richmond.edu/panorama/redlining/#loc=4/41.218/-104.225)
Explore the data presented. Be sure to click on at least one red neighborhood and read the neighborhood description (use your computer’s arrow keys to scroll down in the descriptive sidebar). Note which areas of the city are red, and how the population is described.
Using the information you gleaned from Part 1, conduct research about the current demographics of your chosen city using the U.S. Census Bureau’s website (https://data.census.gov/cedsci/profile?q=United%20States&g=0100000US). Use the search bar at the top of the website to find your city. Take note of the city’s racial composition and socioeconomic statistics like education, income and poverty, home ownership & housing value, etc.
Finally, use the Environmental Protection Agency’s registry of the U.S.’s most toxic sites: the National Priorities List and Superfund Alternative Approach Sites (https://www.epa.gov/superfund/search-superfund-sites-where-you-live#npl). Look up your chosen city and click through the results to determine if there are correlations between hazardous sites and the HOLC redlined neighborhoods.
After reviewing the data, address the following questions:
What is redlining? Who was responsible for it? What were the maps and categorizations used for?
Identify the city you chose and summarize the city’s categorizations according to the HOLC reports you reviewed in Mapping Inequality. What neighborhoods are consider red? Why? How are the populations described? (No need to repeat offensive language here, just describe your impression of it.)
How does the historical data compare to the contemporary data about the region as described by the U.S. Census Bureau?
Are there correlations between Superfund sites and the redlined communities you discovered in the HOLC maps?