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
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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.
o Seehttps://www.engageny.org/resource/grade‐9‐ela‐module‐4
Grade10:Intenthgrade,studentsfocuson“LetterfromaBirminghamJail”byDr.MartinLutherKing,Jr.andtherhetoricheusestoadvancehiscause.
o Seehttps://www.engageny.org/resource/grade‐10‐ela‐module‐2
Grade11:Ineleventhgrade,studentsstudyconceptsofoppressionandpowerstructuresfocusingonhowrhetoricbecomesatooltocombatoppressionthroughaclosereadingofthefirstchapterofW.E.B.DuBois’TheSoulsofBlackFolk,followedbyBookerT.Washington’s“AtlantaCompromiseSpeech.”
o Seehttps://www.engageny.org/resource/grade‐11‐ela‐module‐2
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.