ArchivesInTheClassroomAndCommunity · Q3: What strategies did individuals and the community utilize to end the STRESS program?

Q3: What strategies did individuals and the community utilize to end the STRESS program?

Formative Performance Task:

Using primary sources, write an essay describing up to 2 strategies used by community organizations or individuals to end the use of STRESS in Detroit and compare that to the development of modern day policing reforms in Detroit.

Activities:

Recap with students what they have learned so far about this unit. Review the handout on civil liberties from Supporting Question 1, the main reasons for why STRESS was created in the 1970s and how people reacted to the creation of STRESS.
Explain to students that to end this unit they will have to write an essay describing up to two strategies used by community organizations or individuals to end the use of STRESS in Detroit and compare that to the development of modern day policing reforms in Detroit.
Students will get back into their primary source groups from Supporting question #2. Using the same format, students will analyze more primary sources from citizens and organizations of the time. There are 7 total. Students will again use this National archives Worksheet to document their findings. (Alternate idea could be for the recorder to use a laptop to type out the worksheet if students have access to laptops. Worksheets can be digitally shared with all students in the group)
Upon completion, refer the students to the UofM website that provides historical context on the end of the STRESS unit. https://policing.umhistorylabs.lsa.umich.edu/s/detroitunderfire/page/political-action-legal-recourse. Also refer students to the website on current reform efforts for the City of Detroit. https://storymaps.arcgis.com/stories/1b46498693c84036a47e2efb9ce58e38
Go through the sections of the websites that will best help them with the essay they will have to write. Discuss with students any differences they see in the modern reforms of policing compared to the STRESS unit.
Distribute the essay directions and rubric and go over with the class. Depending on the time, students can be required to write/type the essay in class or at home.