Final Amistad Commission Report-03-22-16 Amistad Commission Report-03-2… · The Amistad Commission (hereinafter “Commission”) was created by the New York State Legislature in

March 22, 2016 Amistad Commission

New York State Department of State 99 Washington Avenue Albany, New York 12231

www.dos.ny.gov

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

NYS Amistad Commission Report

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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.


Grade10:Intenthgrade,studentsfocuson“LetterfromaBirminghamJail”byDr.MartinLutherKing,Jr.andtherhetoricheusestoadvancehiscause.


Grade11:Ineleventhgrade,studentsstudyconceptsofoppressionandpowerstructuresfocusingonhowrhetoricbecomesatooltocombatoppressionthroughaclosereadingofthefirstchapterofW.E.B.DuBois’TheSoulsofBlackFolk,followedbyBookerT.Washington’s“AtlantaCompromiseSpeech.”


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.

Documents

Final Amistad Commission Report-03-22-16 Amistad Commission Report-03-2… · The Amistad Commission (hereinafter “Commission”) was created by the New York State Legislature in