Directions: After reading the “Warranty Deed,” complete the following questions. 1. Date of the Deed ______________ 2. City and State of Deed _______________________ 3. Complete the using Section 4 of the Warranty Deed. “No person or persons of Asiatic, African or Negro blood, lineage or extraction, shall be permitted to occupy a portion of said property, or any building thereon; except domestic servant or servants may be actually and in good faith employed by white occupants of such premises.” “Warranty Deed,” King County, Washington, 1929. Time Marker/ Connector Actor/Participant (Subject) Action (Verb phrase) Who, what, where (Message) Observations/Questions/ Vocabulary No shall be permitted to occupy a portion of said property or any building thereon except may be actually and in good faith employed by 4. Who was restricted from residing in this What specific group(s) was excluded from the general restriction? 5. How might this racial covenant have influenced where black residents of Seattle lived and worked? 6. How might this racial covenant have benefitted white homebuyers at the expense of homebuyers (or renters) who were African American or of Asian descent? Activity 1.4: Restrictive Covenants (2/2) TEACHER KEY Directions: reading the “Warranty Deed,” complete the chart and questions. 1. Date of the Deed: June 9, 1928 2. City and State of Deed: Seattle, Washington
3. Fill in the following information using Section 4 of the Warranty Deed. “No person or persons of Asiatic, African or Negro blood, lineage or extraction, shall be permitted to occupy a portion of said property, or any building thereon; except domestic servant or servants may be actually and in good faith employed by white occupants of such premises.” (This is the section students should have underlined on the warranty.) Time Marker/ Connector Actor/Participant (Subject) Action (Verb phrase) Who, what, where (Message) Observations/Questions/ Vocabulary No person or persons of Asiatic, African or Negro blood, lineage or extraction shall be permitted to occupy a portion of said property or any building thereon Will vary. except domestic servant or servants may be actually and in good faith employed by white occupants of such premises. Will vary. 4. Who was restricted from residing in this house? What specific group(s) was excluded from the general restriction? African Americans and people of descent were not allowed to live at this address. However, servants were excluded from this provision. 5. How might this racial covenant have influenced where black residents of Seattle lived and worked? Black residents of Seattle were probably restricted to certain areas of the city, meaning their opportunities for work and play were likely limited. 6.How this racial covenant have benefitted white homebuyers at the expense of homebuyers (or renters) who were African American or of Asian descent? White homebuyers had more options available to them. They could shape their own communities without restriction, unlike Asian-Americans or African-Americans. Activity 1.5: The FHA and Redlining Name_______________________ Directions: Read the text about the Federal Housing Administration, explore the website, and respond to the questions.
World War II, developers encouraged buyers to use GI benefits and apply for FHA loans. Source: Lee, Russell. "Sign of Federal Housing Administration Housing. San California," Farm Security Administration - Office of War Information Photograph Collection, 1944. In 1934, the Federal Housing Administration was created in response to the housing crisis of the Depression. The FHA insured loans made by banks for building and buying homes, and helped many more Americans become homeowners. In the process, it also created and strengthened the racial segregation of neighborhoods. The FHA only insure loans to neighborhoods that were considered safe and desirable. The FHA created a rating system, using four different colors: green, blue, yellow, and red, with green areas as the highest rated neighborhoods. According to the 1935 FHA Underwriting Manual, an area could obtain a high rating by “the existence and enforcement of proper zoning regulations and appropriate deed restrictions.” Neighborhoods would receive a lower rating if they had “infiltration of inharmonious racial or nationality groups.” Source: “Underwriting Manual: Underwriting and Valuation Procedure under Title II of the National Housing Act,” Federal Housing Administration, 1935. 1. According to the text, what was the purpose of the FHA? The purpose of the FHA was to make homeownership more affordable and accessible. Explain what the FHA might have meant by “proper zoning regulations and appropriate deed restrictions.” The FHA is referring to racially zoned neighborhoods and restrictive covenants. 3. Describe what the FHA might have meant by “infiltration of inharmonious racial or nationality groups.” The FHA is referring to neighborhoods that are not exclusively white, or are integrated in some way. Use the maps to find evidence of redlining: Lesson Focus Question: How did the FHS contribute to residential segregation? The FHA helped many white but hurt both white and black Americans whose neighborhoods were poorly rated. Part 2: Personal Stories of Housing Segregation (1940s-1960s) Focus Question: How did housing policies affect individuals? Goal: In this section, students will explore how policies, reinforced by individual actions, made it difficult for African Americans to purchase homes and build equity at a time when many white Americans were moving into the middle class through home ownership.