Plan for Special Humanities Schools (A Base School Plan)

Public Court Documents
January 1, 1971

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Date is approximate.

Impact area
- Education
Topic
- School Desegregation
Matter
- Milliken v. Bradley
Case
- Milliken v. Bradley
U.S. state
- Michigan
Collection
- Case Files
Taxonomy
Identifier
- 2b9d8192-52e9-ef11-a730-7c1e5247dfc0

Cite this item

Case Files, Milliken Hardbacks. Plan for Special Humanities Schools (A Base School Plan), 1971. 2b9d8192-52e9-ef11-a730-7c1e5247dfc0. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/470b4bb1-9f70-4010-b91e-47efd775ebba/plan-for-special-humanities-schools-a-base-school-plan. Accessed November 28, 2025.

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    SPECIAL HUMANITIES SCHOOLS 

(A Base School Plan)

Program

Basic rationale is that all students in grades 3-6 
in participating schools would be bused from their base 
school to the special humanities school two days each week 
for 1/2 day or for a whole day. Another option is the 
pairing of elementary schools for the humanities program 
only, which would save staff and building costs. Schedules 
would be arranged so that the special humanities school 
receives 50% white and 50% black students at all times.

The instructional program would be social science 
oriented but would include music, art, and literature. 
Examples of content are environmental problems, multi
culture studies, value systems, poetry, drama, dance, 
community study, self understanding, choral speaking, 
urban life, and the several art forms.

Teaching methods would include group projects, cross
age grouping, student participation in planning, film 
making, visits, problem solving, and cross-discipline 
productions. The idea is that the student is the actor 
rather than the acted upon; that group activities will 
lead to improved racial understanding, and that the 
discovery method will improve learning performance.



2

Special Humanities Schools

Characteristics
1. Desegregation of Schools

Provides a desegregated experience for 39,200 students 
in grades 3-6 for 20%-‘40% of the learning time. All 
of these students are now in schools either more than 
o0% white or more than 80% black.

2. Educational Soundness
Provides opportunity for special programs in the 
humanities. Provides desegregation in a situation 
where part of the subject matter deals with integration.

3 • , Ecfual Educational Opportunity
Should provide equal access to and equal treatment 
within the program for many pupils who are now 
somewhat segregated.
Feasibility (cost, plant, time, logistics)
May require building rental or the emptying and 
redesignation of some school buildings. May require 
rescheduling of 116 elementary schools. Will require 
transportation.

5. Stability (students and community)

Contributes to stability by assuring quotas, by not 
changing feeder patterns, and by dealing directly 
with racial understanding among students.

6. Immediate Implementation
Could be implemented September, 1972.

7. Safety
Transportation by bus should provide some safety.

8. Compatibility with Metro Plan

Will neither facilitate nor impede Metro Plan.



3

Special Humanities Schools

9• Relation to Magnet Plan
Would compete with the Magnet Plan at grades 5 and 6 
and also at 3 and 4 if the Magnet Plan is extended 
downward.

10. Decentralization

Will require combinations of regions in order to provide 
adequate numbers of both races.

Facts
Grades: * 3-6
Geographic Area: Schools with either more than 80% white

students or more than 80% black students
Numbers of Pupils: 19,600 black, 19,600 white
Numbers of Schools: approximately 58; over 80% black

approximately 58; over 8 0% white
Costs: Transportation - $32/pupil/year $1,254,000

Not needed ( Building Rental - $20/pupil/year $ 784,000
if schools (
are paired. ( Staff - $60/pupil/year $2,352,000

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Plan for Special Humanities Schools (A Base School Plan)

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