Th e Legacy of Judge Ronald N. Davies and the Little Rock Nine
SECONDARY VIEWERS GUIDE www .theroadtolittlerock .com
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shrink.” duty and “I have a obligation I shall not September 7th, 1957 from which Judge Ronald N. Davis THE ROAD TO LITTLE ROCK TO ROAD THE Contents constitutional
2 4 5 . 21 67 ...... Activity handouts may be reproduced by teachers for classroom use classroom be for reproduced teachers may by handouts . Activity The Road to Little Rockto RoadThe Little Edition 2013 . CopyrightFirst Arts Studios Video All rights reserved Glossary...... activities of Explanation each activity for Handouts Common Core Standards Introduction: Courage, Honor and Determination and Courage, Honor Introduction: .
.S . Many of the activities may the activities may of . Many A primary component . A primary component History, Political Science, U Political .S . History, Your students will students also be introduced . Your “The Road to Little Rock” curriculum“TheRock” to is Road Little middle high for and schoolapplicable in found and activities . The content students provide addedthis program curriculum for coursesU in Government, Civics, Sociology, Problems Civics,Government, Problems Sociology, Arkansas Psychology and Democracy, of History State within the curriculumfound focuses on is also education . The content character interdisciplinary Languagebe to Arts applied curriculums . by The activities can easily be differentiated . teachers classroom curriculum“TheRock” to is Road Little based,to standard with specificreferences Arkansas Departments Dakota and the North Education Socialof Content Studies . The activitiesalsoare alignedStandards in English with Core the Common Standards Language Arts Literacy in History/Social . Studies to is intended Rock” to “Road Little The existing enhance your provide activities to curriculum . The activitiesbeen have designed . Each settings classroom most to adapt to activity can meet be to your easily adjusted encouraged are . You own criteria classroom skills determine to professional use your to best serve to use the material to the how . Please this consider needs students your of curriculum which as a tool will lead your reading and writing improve to students knowledgeskills, increase content historical knowledge that apply to the opportunity and issues . contemporary to The ruling by Judgeprovided Davies The a great by ruling public of urgency the desegregation for Nine Rockschoolsof the . The actions Little Davies the course of would change Judge and States schoolpublic education in the United . all students for choice Fargo, N . Davis, from Ronald FederalJudge to ignored Dakota, whofollowed law, the North the school required and political pressure “forthwith” integrate district in Little Rock to CURRICULUM social studies all (Serves courses) arts and language . Board . . The This story . This To answer this question, this question, answer . To e need we need Your students will students witness the courage and Your the “Little by demonstrated determination who faced and daily harassment Rock Nine”, because simply segregationists from threats the high school their of they attend sought to curriculum designed was in this project to help to withtools additional provide teachers content, historical accurate discover students subject relevance matter, of demonstrate levels, teach high engagement maintain provide to and information source to students content apply to with opportunities students knowledge issues . contemporary to Civil Right Story tells the courageous “TheRock” to Road Little one and nine determinedstory teenagers of enduring who judge demonstrated diminutive honor, courage, of qualities human positive responsibility and determination, “Why do “Why do to learn this?” teachersall needquestion This is a to be answer to prepared need teachers relevant and engaging curriculum . “TheRock” to Road to Little Welcome begins in 1957, as nine African-American all-white an at sought enrollment teenagers high school 1957, in Little Rock, Arkansas . In the ignore school to districts continued many Court v ruling Brown of 1954 Supreme Education, whichof declared segregation that schoolsin public was unconstitutional introduction
THE ROAD TO LITTLE ROCK TO ROAD THE
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curriculum LITTLE ROCK TO ROAD THE
. . Board DVD: . . The activities will be consider: .com/educators .theroadtolittlerock detail.aspx?entryID=718 RESOURCES OR TEACHERS: F • http://www.besthistorysites.net/index.php/american-history • http://beyondthebubble.stanford.edu/about-us • http://www.encyclopediaofarkansas.net/encyclopedia/entry- • http://www.loc.gov/teachers/usingprimarysources/guides.html something you believed you something be unjust? to injustice? an against subject? a controversial on taking a stand which could be classified as harassment? be willing against? take a stand to people injustices? who against take a stand Supreme Court v ruling in Brown .S . Supreme Questions to Questions to • against ever a stand taken you Have • a stand took when you you join Did anyone • from repercussions ever felt you Have • actions person’s another ever Did ignore you of Education . This of ruling declared segregation schoolsin public was unconstitutional Court, this rulingFollowing the Supreme by school was made in public progress little which the events until desegregation unfolded in Little Rock, Arkansas in 1957 . by the Little demonstrated The determination Ronald the decision and Judge by Rock Nine in the world throughout N . Davis resonated for example provide an to continues 1957, and the importance of on generations all future is right what for taking a stand • would you that today exist injustices What • describe use would to you terms What VIEWING THE PRIOR TO will a video be the watching on You Central School of desegregation High in Little Rock,storyof nine Arkansas . This is a in 1957 Federal Judge one and courageous students Davies),(Ronald who changed the course of schoolof thesepublic education . The actions the 1954 to enforcement individuals brought U In addition to the information found in the in found the information to addition In Guide, each activity has handoutsViewers can bethat reproduced in the fall starting site with online supported an 2013 . wwwof .
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Board of Education . Board of . The content of the . The content Supreme Court Justice Court Justice .S . Supreme Board of Education, and ends with Education, . Board ends and of individuals concerning the actions of Judge Judge individuals of the actions concerning . Davies/conclusion background to segregation in the U segregation to background v Brown v the Brown impact of case/desegregation in Little Rock, plan court the state and Plan Arkansas/Blossom . challenge segregationists by the Little N . Davis Rock and Ronald Judge in Little Rock; citizens by reaction Nine; . Eisenhower; Pres successful of involvement into the Little Rock Nine of entrance Central School High a statement on the 14th Amendment on a statement Teachers are encouraged to use encouraged each to are activity Teachers whichin the manner best serves the needs of #2, the in Activity instance, For students. your a from read “Letter to required are students King, Luther Martin (Rev. Jail Birmingham segment wish this letter to may Teachers Jr.)”. discussion purposes student . for STUDENT ACTIVITIES: included activitiesSeven are in student . The program Little Rock” to the “Road activities include primary text source political (including analysis cartoons style a DBQ writing photographs), and based essays writing Common assignment, on education, character Core Standards, of the application and information, sourcing knowledge issues . contemporary to inutes): minutes): DVD (31 of never number seen a features DVD The interviewsbefore the with three of members U Little Rock Nine, individuals other and who were Breyer Stephen Central of desegregation the during present School,High in Little Rock, Arkansas . The interviews provoking thought blends DVD these individuals,of footage with archival to primaryand documentation, source which the events the storytell of led the to Central School of desegregation High • Commentary Segment by #4 (7.5 minutes): The DVD teaching can The easily for be segmented use encouraged theirto are purposes . Teachers skills concerning judgment and professional this material the use of segments: could in four beDVD approached • Introduction/ Segment #1 (7.5 minutes): • the Discussion of Segment #2 (7.5 minutes): • of Introduction Segment #3 (7.5 minutes): Supreme Court .S . Supreme The Supreme ordered Court Supreme . The may oppose any federal action oppose any .S . may the act or process of separating separating of process the act or Supreme Court: a federal court; .S . Supreme the . Board decision the U by prohibits the government the government Due prohibits clause: process or liberty, life, depriving a person of from due process without property Integration: as equals incorporation into individuals of of society organization an or (as races) groups different Interposition: individual the doctrine an that the U of state believesit sovereignty its on encroaches of a group for name Little Rock Nine: enrolledAfrican-American in Little students Rock Central School High in 1957 the Advancement for Association National organization (NAACP): Coloredof People racial combat in 1909 to founded discrimination military Guard: reserve National units the of each by individualestablished state States United nicknamed Airborne: 101st the “Screaming Eagles” the United division of airborne - is an assault- air mainly trained for Army States Little Rock, Eisenhower to President by sent Central of the integration enforce Arkansas to SchoolHigh order: preliminary legal Restraining order issued keepsometimes to a situation decision pending unchanged Segregation: a society’s from ethnica race, class, group or general population Mothers LeagueRock:The of anti- Little included that few actual group integration Central students of High parents with or in accordance not Unconstitutional: permitted by a constitution U highest body in the judicial branch “withBrown all speed”: The 1954 deliberate v “with segregation all end the states that only deliberate speed” declared the system of legaldeclared of segregation the system unconstitutional Supreme .S . Supreme Constitution .S . Constitution declaration President’s U.S. Board of Education: . Board U of government; established under the established .S . government; should the DVD, students Prior to viewing terms. with the following become familiar v Brown Constitutional clause: - Equal protection persons class of no person or that guarantee shall the be of denied protection the same other persons or other by is enjoyed that laws classes Court ruling which declared in segregation schools bepublic unconstitutional to Central School: High a high school in Little white Rock, Arkansas which admitted only 1957 to prior students Chancery court Court: Arkansas state appellate Court:8th Circuit intermediate an federal court system States the United court of privilegesCivil and of rights: the protections allpersonal to rights given citizens and power by law of commencement prohibit or stop to Enjoin: activity;an a judge of Executive order: law of which has the force (Federal Investigation of FederalFBI: Bureau and agency charged with investigations Security) national safeguarding Federal Court: the court by established U States the United of laws and constitution immediately once; at Forthwith: the U of 14th Amendment glossary
THE ROAD TO LITTLE ROCK TO ROAD THE Figure 1 Bill of Rights
4 STUDENT aCtivities
teaChers overvieW (specifi c handouts for each activity are provided.) aCtivity oPPortunities: in human development Discussion of character development/analyze • CS.3.S.2 Analyze the role of socialization quotes/social connections/group interaction/ agents in human development develop writing skills. • G.5.S.2 Examine the infl uence of group membership on student behavior grade level(s): • G.5.S.3 Discuss the infl uence of formal Middle School/High School organizations on the behavior of group members Courses: • G.5.S.4 Examine social interaction: U.S. History/Sociology/Psychology ▶ coercion ▶ confl ict nd state standards: ▶ conformity • 8.1.2 ▶ cooperation • 9-12.1.2 ▶ groupthink • 9-12.6.1 ▶ social exchange • 9-12.6.2 • SI.6.S.1 Examine social institutions • 9-12.6.4 • SI.6.S.2 Examine the eff ect social institutions have on societal values arKansas state standards: • SI.6.S.3 Discuss the infl uence of popular Civics/American Government course: culture on group behavior • C.1.CAG.5 Explain and apply citizenship • SC.7.S.1 Describe societal changes over time concepts to everyday life • SC.7.S.2 Examine the factors that infl uence • G.3.CAG.3 Examine the role of government change in social norms in protecting the rights of the people • G.3.CAG.4 Evaluate the role of government Contemporary United States History course: in settling disputes • RE.2.CH.1 Research the Civil Rights • USC.7.CAG.5 Examine changes in civil rights Movement in the United States legislation • RE.2.CH.3 Examine the role of government • USC.7.CAG.6 Identify United States in securing civil right presidents and summarize their roles in the Civil Rights movements Common Core Standards in English Language Arts Literacy in History/Social Arkansas History for Grades 9-12: Studies: • WWP.9.AH.9-12.4 Analyze the civil rights • RH1 (6-8) (9-10) (11-12) movement in Arkansas using primary and • RH 2 (6-8) (9-10) (11-12) secondary sources • RH 6 (6-8) (9-10) (11-12) • WHST 9 (6-8) (9-10) (11-12) American (US) History course: • CUS.19.AH.6 Investigate civil rights issues instruCtions For the teaCher aff ecting the following groups: Th e objectives for this activity are to place the ▶ African Americans students into the role of a historian, connect historical events to personal experiences, Psychology course: develop strategies for applying methods in • SP.11.P.1 Describe the eff ects of social historical inquiry, develop literacy skills to interaction on individual behavior understand artifacts and use a primary record • SP.11.P.2 Describe the eff ects of group to formulate historical questions for further interaction on thought and behavior research. • SP.11.P.3 Discuss the psychological basis for prejudice and social identity Th e quotations in this assignment originated with members of the Little Rock Nine (nine Sociology course: African-American teenagers who enrolled at • CS.3.S.1 Discuss the process of socialization student aCtivity #1
6 THE ROAD TO LITTLE ROCK student aCtivity #1
an all white Central High School in Little Rock, Quotes students Arkansas in 1957), other students at Central Will analyZe: High School and U.S. District Judge Ronald N. • “You always have control of your choices. You Davies who presided over this case. may not like your circumstances, but you still have control over your choices.” Have the students read each quotation Dr. Terrence Roberts and journal their refl ections as to their interpretation of each quote. • “Th ey threw away their dignity and it landed on me.” Aft er the students have completed their journal Minniejean Brown Trickey entries, have the students choose three quotations (Little Rock Nine … commenting on which carry signifi cance for them. Conduct small students who threw objects at her at and large group discussions encouraging the Central High School) students to apply their interpretations of these quotes to their personal lives. • “Education is one of the very few things that can never be taken from you.” Upon completion of the class discussions, have Elizabeth Eckford (Little Rock Nine) the students read “Letter from a Birmingham “They Jail by Rev. Martin Luther King, Jr.” Following the reading have the students write a refl ective • “Fear is always present. What we all must threw or informative essay. Th e topic of the essay learn is how to deal with it. Fear does not should focus on character, honor, integrity have to interfere with goal directed behavior.” away their and/or moral fi ber. Th e essay must draw Dr. Terrence Roberts (Little Rock Nine) evidence from the anchor reading (“Letter dignity from a Birmingham Jail by Rev. Martin Luther • “Why is it so diffi cult to do the right thing?” King, Jr.”) to illustrate the personal qualities Student at Central High School and demonstrated by Rev. King which the student (quoted in the Arkansas Gazette) fi nds praiseworthy. it landed • Th ere is no such thing as social pressure. You It is recommended that students have some make the choice to do or not to do.” on me.” prior knowledge concerning the events which Dr. Terrence Roberts (Little Rock Nine) led to the desegregation of Central High School Minniejean in Little Rock, Arkansas in 1957. A website • “Isn’t it pitiful that we give so much Brown Trickey which provides this information can be found at recognition simply for doing the right thing?” (Little Rock Nine) http://www.encyclopediaofarkansas.net/ Robin Loucks (White student at Central High encyclopedia/entry-detail.aspx?entryID=718. School who befriended Terrence Roberts)
Students should maintain a journal of their • “If you turn away when you see injustice, then readings. Teachers should also provide the you are telling the people being picked on expectations and requirements for writing the that they deserve it.” essay as found in the Common Core Standards Elizabeth Eckford (Little Rock Nine) in English Language Arts Literacy in History/ Social Studies. • “I have no delusions about myself … I want to return to the obscurity from which I sprang.” handouts inCluded Federal Judge Ronald N. Davies With this aCtivity: • #1 Student Assignment (Including quotes) • “Use fear to arouse you, not debilitate you.” • #2 Anchor reading “Letter from a Dr. Terrence Roberts (Little Rock Nine) Birmingham Jail [Rev. Martin Luther King, Jr.]” • Use the following site for reference; Go to http://www.loc.gov/teachers/ usingprimarysources/guides.html
THE ROAD TO LITTLE ROCK 7 aCtivity oPPortunities: • G.5.S.3 Discuss the infl uence of formal Photo analysis/discussion/develop writing organizations on the behavior of group skills/group interaction members • G.5.S.4 Examine social interaction: grade level(s): ▶ coercion Middle School/High School ▶ confl ict ▶ conformity Courses: ▶ cooperation U.S. History/AP U.S. History/Sociology/ ▶ groupthink Psychology/Civics/American History ▶ social exchange • SI.6.S.2 Examine the eff ect social institutions nd state standards: have on societal values • ND 8.1.2 • SC.7.S.1 Describe societal changes over time • ND 9-12.1.2 • SC.7.S.2 Examine the factors that infl uence • ND 9-12 1.6 change in social norms • ND 9-12.2.8 • ND 9-12.4.5 Contemporary United States History course: • ND 9-12.4.6 • RE.2.CH.1 Research the Civil Rights • ND 9-12.6.4 Movement in the United States • RE.2.CH.3 Examine the role of government in arKansas state standards: securing civil rights Civics/American Government course: • G.3.CAG.3 Examine the role of government Common Core Standards in English in protecting the rights of the people Language Arts Literacy in History/Social • G.3.CA G.4 Evaluate the role of government Studies: in settling disputes • RH 1 (6-8) (9-10) (11-12) • USC.7.CAG.6 Identify United States • RH 2 (6-8) (9-10) (11-12) presidents and summarize their roles in the • WHST 2(6-8) (9-10) (11-12) Civil Rights movements • WHST 4(6-8) (9-10) (11-12) • WHST 9(6-8) (9-10) (11-12) Arkansas History for Grades 9-12: • WWP.9.AH.9-12.4 Analyze the civil rights instruCtions movement in Arkansas using primary and For the teaCher: secondary sources Th e objectives for this activity are to place the students into the role of a historian, develop American (US) History course: strategies for applying methods in historical • CUS.19.AH.6 Investigate civil rights issues inquiry, develop visual literacy skills to aff ecting the following groups: understand artifacts and use a primary record ▶ African Americans to formulate historical questions for further research. Psychology course: • SP.11.P.1 Describe the eff ects of social Th is activity could be used as an introduction interaction on individual behavior to a unit on the civil rights movement, or with • SP.11.P.2 Describe the eff ects of group a discussion on the desegregation of public interaction on thought and behavior schools. • SP.11.P.3 Discuss the psychological basis for prejudice and social identity A discussion of the use of primary source documents should be included with the Sociology course: introduction of this activity. • G.5.S.2 Examine the infl uence of group membership on student behavior It will also be necessary to provide students student aCtivity #2
8 THE ROAD TO LITTLE ROCK student aCtivity #2
FIgure 2 Elizabeth Eckford walking to Central High School
“Education is one of the very few things that can with expectations concerning the writing of To provide content knowledge concerning the essays based on the Common Core Standards desegregation of public schools in Little Rock, never be in English Language Arts Literacy in History/ Arkansas, assign the reading on the following Social Studies guidelines. website: http://www.encyclopediaofarkansas. taken from net/encyclopedia/entry-detail. Provide the students with a Photo Analysis aspx?entryID=718 you.” Worksheet. Choose one of the worksheets provided, or you may choose to create your own Elizabeth Eckford worksheet. Provide the students with the iconic handouts/inForMation (Little Rock Nine) photo of Elizabeth Eckford. Have the students inCluded With this aCtivity: spend a specifi ed period of time viewing the • #1 Student Assignment (Including photo) photo and completing the questions on the • #2 Photo Analysis Worksheet (Two sample Photo Analysis Worksheet. We recommend worksheets are included. Th e teacher may use that students are encouraged to share their either worksheet or create their own.) responses on the worksheet with class members. • Readings; http://www.encyclopediaofarkansas. net/encyclopedia/entry-detail. Have the students complete an essay writing aspx?entryID=718 activity at the end of discussion. Th e • Th e Library of Congress provides materials informative/explanatory essay must address one for teachers to use such as worksheets and of the following topics (student’s choice): analysis forms. Go to http://www.loc.gov/ • What does this photo illustrate concerning teachers/usingprimarysources/guides.html this moment in time? • How could a photo such as this be misinterpreted by viewers?
THE ROAD TO LITTLE ROCK 9 aCtivity oPPortunities: • G.5.S.3 Discuss the infl uence of formal Cartoon analysis/discussion/social connections/ organizations on the behavior of group group interaction/develop writing skills members • G.5.S.4 Examine social interaction: grade level(s): ▶ coercion Middle School/High School ▶ confl ict ▶ conformity Courses: ▶ cooperation U.S. History/AP U.S. History/Sociology/ ▶ groupthink Psychology/Civics/American History/ ▶ social exchange Government/Civics • SI.6.S.2 Examine the eff ect social institutions have on societal values nd state standards: • SC.7.S.1 Describe societal changes over time • ND 8.1.2 • SC.7.S.2 Examine the factors that infl uence • ND 9-12.1.2 change in social norms • ND 9-12.1.4 • ND 9-12 1.6 Contemporary United States History course: • ND 9-12.2.8 • RE.2.CH.1 Research the Civil Rights • ND 9-12.4.5 Movement in the United States • ND 9-12.6.4 • RE.2.CH.3 Examine the role of government in securing civil rights arKansas state standards:
Civics/American Government course: Common Core Standards in English • G.3.CAG.3 Examine the role of government Language Arts Literacy in History/Social in protecting the rights of the people Studies: • G.3.CAG.4 Evaluate the role of government in • RH 1 (6-8) (9-10) (11-12) settling disputes • RH 2 (6-8) (9-10) (11-12) • USC.7.CAG.6 Identify United States • RH 9 (6-8) (9-10) (11-12) presidents and summarize their roles in the • WHST 9 (6-8) (9-10) (11-12) Civil Rights movements instruCtions Arkansas History for Grades 9-12: For the teaCher: • WWP.9.AH.9-12.4 Analyze the civil rights Th e objectives for this activity are to put the movement in Arkansas using primary and students into the role of a historian, develop secondary sources strategies for applying methods in historical • American (US) History course: inquiry, develop visual literacy skills to understand CUS.19.AH.6 Investigate civil rights issues artifacts and use a primary record to formulate aff ecting the following groups: historical questions for further research. ▶ African Americans Th is activity also assesses the student’s ability to Psychology course: use evidence to support a historical argument. • SP.11.P.1 Describe the eff ects of social interaction on individual behavior Students are presented with two texts that • SP.11.P.2 Describe the eff ects of group provide perspectives on the desegregation of interaction on thought and behavior public schools in the United States. • SP.11.P.3 Discuss the psychological basis for prejudice and social identity Th is activity could be used as an introduction to a unit on civil rights (social change), a Sociology course: discussion on the desegregation of public • G.5.S.2 Examine the infl uence of group schools or as an activity discussing the power of membership on student behavior the press to shape public opinion. student aCtivity #3
10 THE ROAD TO LITTLE ROCK student aCtivity #3
A discussion of how to analyze political A follow up discussion could be tied to 21st cartoons should be included with the century social issues such as gun ownership introduction of this activity. Provide the rights, gay rights, health care legislation, etc. students with two cartoon analysis worksheets. Students would be asked to relate contemporary Have the students view the cartoons and attitudes toward social change to the attitudes complete the questions on the political cartoon demonstrated by the two political cartoons analysis worksheets. from the 1950s.
Once the students have completed the handouts/inForMation worksheets, have the students answer the inCluded With this aCtivity: following question: How do these disparate • #1 Political cartoon #1 texts support the same historical conclusion: • #2 Political cartoon #2 Americans possess diff ering views on how to • #3 & #4 Cartoon Analysis Worksheets (One bring about social change? Once the students worksheet is provided for each political have completed recording their answers to this cartoon.) question, encourage students to share their “Education responses. ...beyond all other devices of human origin, is a great equalizer of conditions of men...”
Horace Mann
THE ROAD TO LITTLE ROCK 11 aCtivity oPPortunities: ▶ coercion Research/read/write/communicate ideas/apply ▶ confl ict knowledge ▶ conformity ▶ cooperation grade level(s): ▶ groupthink Middle School/High School ▶ social exchange • SC.7.S.1 Describe societal changes over time Courses: • SC.7.S.2 Examine the factors that infl uence U.S. History/AP U.S. History/Psychology/ change in social norms Sociology/American History/ Arkansas State History/Contemporary U.S. History, Contemporary United States History course: Government, Civics • RE.2.CH.3 Examine the role of government in securing civil rights nd state standards: • 8.4.1 Common Core Standards in English • 9-12.1.2 Language Arts Literacy in History/Social • 9-12.1.3 Studies: • 9-12.6.1 • RH 1 (6-8) (9-10) (11-12) Cite specifi c textual • 9-12.6.4 evidence to support analysis • RH 2 (6-8) (9-10) (11-12) Determine the arKansas state standards: central ideas or information Civics/American Government course: • RH 10 (6-8) (9-10) (11-12) Read and • G.3.CAG.3 Examine the role of government comprehend in protecting the rights of the people • WHST 2 (6-8) (9-10) (11-12) Write informative/explanatory texts Arkansas History for Grades 9-12: • WHST 9 (6-8) (9-10) (11-12) Draw evidence • WWP.9.AH.9-12.4 Analyze the civil rights from informational texts movement in Arkansas using primary and • WHST 10 (6-8) (9-10) (11-12) Write secondary sources routinely over extended time frames
American (US) History course: instruCtions • CUS.19.AH.6 Investigate civil rights issues For the teaCher aff ecting the following groups: Th e objectives for this activity are to promote ▶ African Americans group cooperation, develop strategies for applying methods in historical inquiry, Psychology course: develop higher order thinking skills, and to • SP.11.P.1 Describe the eff ects of social understand the cause and eff ect relationship in interaction on individual behavior history. • SP.11.P.2 Describe the eff ects of group interaction on thought and behavior Th is activity begins with students brainstorming • SP.11.P.3 Discuss the psychological basis for through the political, social and economic prejudice and social identity consequences which occur as a result of judicial rulings. For this lesson the students will Sociology course: brainstorm the consequences of the 1957 ruling • G.5.S.2 Examine the infl uence of group by U.S. District Judge Ronald N. Davis which membership on student behavior would lead to the integration of Central High • G.5.S.3 Discuss the infl uence of formal School in Little Rock, Arkansas. organizations on the behavior of group • Give students the opportunity to gain content members knowledge concerning the ruling by U.S. • G.5.S.4 Examine social interaction: District Judge Ronald N. Davis which led to student aCtivity #4
12 THE ROAD TO LITTLE ROCK student aCtivity #4
the desegregation of public schools in Little N. Davis impacted the political, social and Rock, Arkansas. economic foundations of the city of Little • Place the students into groups of three or four. Rock, the state of Arkansas and eventually • Provide each group of students with the the entire system of education in the U.S. graphic organizer (Handout #1). • Have the students cooperate and brainstorm Students must be in possession of some prior what will be the political, economic and knowledge concerning the events which social consequences of Judge Davies’ ruling to led up to the 1957 desegregation of Central desegregate Little Rock Central High School High School in Little Rock, Arkansas. Th e in 1957. teacher needs to provide the expectations and • Students should place their responses on the requirements for writing an essay based on graphic organizer. Common Core Standards in English Language • Upon completion of the brainstorming process Arts Literacy in History/Social Studies handout provide each group of students with “Th e Lost provided). Year” (Handout #2). Have the students re-visit and make additions to the graphic organizer handouts/inForMation aft er reading “Th e Lost Year”. inCluded With this aCtivity: • Once the graphic organizer is complete, #1 Student Assignment Handout have the students respond to the following #2 “Th e Lost Year” Handout statement in the form of an essay: Readings: http://www. “You e decision to desegregate Central High encyclopediaofarkansas.net/encyclopedia/ School in 1957 by U.S. Federal Judge Ronald entry-detail.aspx?entryID=737 always have control of your choices...”
Dr. Terrence Roberts (Little Rock Nine)
THE ROAD TO LITTLE ROCK 13 aCtivity oPPortunities: Contemporary United States History course: Research/read/discuss/write/examine social • RE.2.CH.3 Examine the role of government studies content/source texts in securing civil rights
grade level(s): Common Core Standards in English Middle School/High School Language Arts Literacy in History/Social Studies: Courses: • RH 1 (6-8) (9-10) (11-12) Explicit/Implicit U.S. History/AP U.S. History/American Meanings History/Arkansas State History/Contemporary • RH 2 (6-8) (9-10) (11-12) Main Ideas U.S. History, Government, Civics • RH 4 (6-8) (9-10) (11-12) Vocabulary • RH 5 (6-8) (9-10) (11-12) Text Structure nd state standards: • RH 6 (6-8) (9-10) (11-12) Author Purpose/ • ND 8.1.2 Analyze and interpret primary Perspective source material • RH 7 (6-8) (9-10) (11-12) Visual Literacy/ • ND 9-12.1.1 Interpret and evaluate visual Technology representations • RH 8 (6-8) (9-10) (11-12) Argument and • ND 9-12 1.2 Interpret and evaluate Support documents • RH 9 (6-8) (9-10) (11-12) Multiple Texts • WHST 9 (6-8) (9-10) (11-12) Evidence for arKansas state standards: Analysis and Refl ection Civics/American Government course: • G.3.CAG.3 Examine the role of government direCtions For teaChers: in protecting the rights of the people Th e objectives for this activity are to put the students into the role of a historian, develop Arkansas History for Grades 9-12: strategies for applying methods in historical • WWP.9.AH.9-12.4 Analyze the civil rights inquiry, develop visual literacy skills to movement in Arkansas using primary and understand artifacts, use a primary record secondary sources to formulate historical questions for further research, source and conceptualize texts. American (US) History course: Students will use evidence to support a • CUS.19.AH.6 Investigate civil rights issues historical argument, analyze documents, aff ecting the following groups: demonstrate an understanding of the hierarchy ▶ African Americans of the judicial system and make connections between historical events and contemporary Psychology course: issues. • SP.11.P.2 Describe the eff ects of group interaction on thought and behavior Students should be provided time to analyze the • SP.11.P.3 Discuss the psychological basis for texts and complete the Text Analysis Worksheet. prejudice and social identity Following individual student text analysis, place Sociology course: the students into groups of three or four. Each • SC.7.S.1 Describe societal changes over time group should choose a contemporary issue • SC.7.S.2 Examine the factors that infl uence which involves a confl ict between the Federal change in social norms and State levels of government. Possible topics include (but not limited to); gun ownership, student aCtivity #5
14 THE ROAD TO LITTLE ROCK student aCtivity #5
gay rights, national health care. Each group of ignored the U.S. Supreme Court ruling students should be provided time to research altogether. the topic. • Th e School Board of Little Rock, Arkansas adopts the Blossom Plan (1955) which was Students should be expected to journal their designed to end segregation in Little Rock, research to demonstrate their understanding of Arkansas public schools over a gradual the issue in a future discussion. Each group of period of time. students will share with other class members: • African-American students were invited How does the issue they researched illustrate a (spring 1957) to place their name on a list, to confl ict between the Federal and State levels of be considered for enrollment, at previously government. all-white Central High School for the fall semester in 1957. Following the class presentations, all students • Th e Mothers League, a local civic group will discuss the following question; in Little Rock, uses the Chancery Court If the majority of the citizens of a community (Arkansas State Court) to gain an injunction are against a government program supported to prevent the integration of Central High by law or a court ruling which brings about School. social change and is fundamentally against • Th e Little Rock School Board faced orders the personal beliefs of the majority of the from an Arkansas state court not to integrate community, should the community be forced to and a U.S. Supreme Court decision which “Why is it accept the law or court ruling? does not permit segregation. Th e Little Rock School Board asks the Federal Court for so diffi cult handouts inCluded With this direction. aCtivity: • Federal Judge Ronald N. Davis rules that the to do • #1 Student Assignment (including texts) Arkansas Chancery Court had no power to • #2 Text Analysis Worksheet issue the injunction to prevent integration the right • #3 Research/Discussion Handout and thus integration must proceed. • #4 Using Primary Sources (Th e Library of • Arkansas Governor O. Faubus orders the thing?” Congress provides countless materials for Arkansas National Guard to Little Rock to teachers to use, such as worksheets and prevent integration at Central High School. Student at analysis forms.) Go to http://loc.gov/teachers/ • U.S. Eighth District Federal Judge Ronald Central High School N. Davis rules integration must begin (quoted in the students should Be Provided “Forthwith”. Arkansas Gazette) an oPPortunity to disCover the FolloWing inForMation Based on the principles of Common Core Prior to the Beginning oF Standards in Social Studies Literacy, we suggest this aCtivity: the students discover the previously mentioned • Brown v Board of Education (1954) U.S. historical content through their own research. Supreme Court declares that segregation in Students may gather information from sources public schools must end. you provide or the following web sites: • Following the Brown v Board of Education • http://www.encyclopediaofarkansas.net/ decision by the U.S. Supreme Court, • http://www.teachersdomain.org/special/civil/ some school districts begin the process to end segregation. Other school districts created plans which will lead to gradual desegregation. While some school districts
THE ROAD TO LITTLE ROCK 15 aCtivity oPPortunities: Sociology course: Read/research/discuss/examine social studies • CS.3.S.1 Discuss the process of socialization content/source texts in human development • CS.3.S.2 Analyze the role of socialization grade level(s): agents in human development Middle School/High School • G.5.S.2 Examine the infl uence of group membership on student behavior Courses: • G.5.S.3 Discuss the infl uence of formal U.S. History/AP U.S. History/American organizations on the behavior of group History/Arkansas State History/Contemporary members U.S. History, Government, Civics • G.5.S.4 Examine social interaction: ▶ coercion nd state standards: ▶ confl ict • ND 8.1.2 Analyze and interpret primary ▶ conformity source material ▶ cooperation • ND 9-12.1.1 Interpret and evaluate visual ▶ groupthink representations ▶ social exchange • ND 9-12 1.2 Interpret and evaluate • SI.6.S.1 Examine social institutions documents • SI.6.S.2 Examine the eff ect social institutions have on societal values arKansas state standards: • SI.6.S.3 Discuss the infl uence of popular Civics/American Government course: culture on group behavior • C.1.CAG.5 Explain and apply citizenship • SC.7.S.1 Describe societal changes over time concepts to everyday life • SC.7.S.2 Examine the factors that infl uence • G.3.CAG.3 Examine the role of government change in social norms in protecting the rights of the people • G.3.CAG.4 Evaluate the role of government Contemporary United States History course: in settling disputes • RE.2.CH.1 Research the Civil Rights • USC.7.CAG.5 Examine changes in civil rights Movement in the United States legislation • RE.2.CH.3 Examine the role of government • USC.7.CAG.6 Identify United States in securing civil rights presidents and summarize their roles in the Civil Rights movements Common Core Standards in English Language Arts Literacy in History/Social Arkansas History for Grades 9-12: Studies • WWP.9.AH.9-12.4 Analyze the civil rights • RH 1 (6-8) (9-10) (11-12) Explicit/Implicit movement in Arkansas using primary and Meanings secondary sources • RH 2 (6-8) (9-10) (11-12) Main Ideas • RH 5 (6-8) (9-10) (11-12) Text Structure American (US) History course: • RH 6 (6-8) (9-10) (11-12) Author Purpose/ • CUS.19.AH.6 Investigate civil rights issues Perspective aff ecting the following groups: • RH 7 (6-8) (9-10) (11-12) Visual Literacy/ ▶ African Americans Technology • RH 8 (6-8) (9-10) (11-12) Argument and Psychology course Support • SP.11.P.2 Describe the eff ects of group • RH 9 (6-8) (9-10) (11-12) Multiple Texts interaction on thought and behavior • WHST 9 (6-8) (9-10) (11-12) Evidence for • SP.11.P.3 Discuss the psychological basis for Analysis and Refl ection prejudice and social identity student aCtivity #6
16 THE ROAD TO LITTLE ROCK student aCtivity #6
direCtions For teaChers: Following the class discussion, each student Th e objective for this activity is to develop the will draw evidence from the texts to write an student’s ability to source a text. Historical texts explanatory essay concerning the following: do not provide perfect windows into the past. Explain how understanding the source of a Each text has relative strengths and weaknesses. historical text is vital to understanding the Th is activity gauges whether students can see opinion of the writer of the text. not only how a text provides evidence about the past but also its limitations. Th is is a ready-made diff erentiated activity focusing on one moment within the civil rights Th is activity also assesses the student’s ability to use movement during the 1950s. It is recommended evidence to support a historical argument. Students that the classroom teacher presents this activity are provided three texts that provide perspectives aft er content knowledge concerning the on the actions of Judge Ronald N. Davis. desegregation of schools in the U.S. has been gathered by the students. Place the students into groups of three or four. Th e groups should be determined by Students need to have some prior knowledge “Isn’t it reading levels. Each group will receive three concerning the events which led up to the 1957 texts. Th e texts are arranged in three distinct desegregation of Central High School in Little pitiful that categories; Category #1 for the highest reading Rock, Arkansas. levels, Category #2 for middle reading levels we give and Category #3 for the lowest reading levels. Th e teacher should also discuss with the Matching the students with the appropriate students a logical method to interpret texts. so much reading level will provide all students with the Handouts are included for this purpose. opportunity to develop their skills. recognition handouts inCluded With this Each group should read the assigned texts. aCtivity: simply Following the reading of the texts, the students • #1 Student Assignment (including texts) should cooperate within their groups to answers • #2 Text Analysis Worksheet for doing the questions which accompany the texts. • #3 Using Primary Sources (Th e Library of Congress provides countless materials for the right Aft er each group has answered their questions, teachers to use, such as worksheets and have each group share their fi ndings with the analysis forms.) Go to http://loc.gov/teachers/ thing?” entire class. Robin Loucks (White student at Central High School who befriended Terrence Roberts)
THE ROAD TO LITTLE ROCK 17 aCtivity oPPortunities: American (US) History course: Research/read/discuss/write/source texts/ • CUS.19.AH.6 Investigate civil rights issues examine social studies content aff ecting the following groups: ▶ African Americans grade level(s): ▶ American Indians Middle School/High School ▶ Asian Americans ▶ Hispanic Americans Courses: ▶ Women U.S. History/AP U.S. History/Psychology/ Sociology/American History/Arkansas Psychology course: State History/Contemporary U.S. History, • SP.11.P.1 Describe the eff ects of social Government, Civics interaction on individual behavior • SP.11.P.2 Describe the eff ects of group nd state standards: interaction on thought and behavior (e.g. • ND 8.1.2 Analyze and interpret primary conformity, obedience, groupthink, group source material polarization) • ND 9-12.1.1 Interpret and evaluate visual • SP.11.P.3 Discuss the psychological basis for representations prejudice and social identity • ND 9-12 1.2 Interpret and evaluate documents Sociology course: arKansas state standards: • CS.3.S.1 Discuss the process of socialization Civics/American Government course: in human development • C.1.CAG.5 Explain and apply citizenship • CS.3.S.2 Analyze the role of socialization concepts to everyday life: agents in human development: ▶ equality of all citizens under the law ▶ family ▶ worth and dignity of individuals in a ▶ school democratic society ▶ peer groups ▶ majority rule/minority rights ▶ mass media ▶ individual freedoms • G.5.S.1 Identify students as members of ▶ individual rights versus public interest primary groups and secondary groups • G.3.CAG.3 Examine the role of government • G.5.S.2 Examine the infl uence of group in protecting the rights of the people membership on student behavior • G.3.CAG.4 Evaluate the role of government • G.5.S.3 Discuss the infl uence of formal in settling disputes organizations on the behavior of group • USC.7.CAG.5 Examine changes in civil rights members legislation • G.5.S.4 Examine social interaction: • USC.7.CAG.6 Identify United States ▶ coercion presidents and summarize their roles in the ▶ confl ict Civil Rights movements: ▶ conformity ▶ Harry S. Truman ▶ cooperation ▶ John F. Kennedy ▶ groupthink ▶ Lyndon B. Johnson ▶ social exchange • SI.6.S.1 Examine social institutions: Arkansas History for Grades 9-12: ▶ economic • WWP.9.AH.9-12.4 Analyze the civil rights ▶ educational movement in Arkansas using primary and ▶ family secondary sources (e.g., Little Rock Central, ▶ political Hoxie) ▶ religious • WWP.9.AH.9-12.5 Investigate the major • SI.6.S.2 Examine the eff ect social institutions contributions of political leaders aft er World have on societal values War II (e.g., Sid McMath, Orval Faubus, • SI.6.S.3 Discuss the infl uence of popular J. William Fulbright, John McClellan, culture on group behavior (e.g., sports, Winthrop Rockefeller, Wilbur Mills, Dale entertainment, media)
student aCtivity #7 Bumpers, David Pryor, Mike Huckabee) • SC.7.S.1 Describe societal changes over time
18 THE ROAD TO LITTLE ROCK student aCtivity #7
• SC.7.S.2 Examine the factors that infl uence conducts this activity aft er content information change in social norms concerning the desegregation of schools in the U.S. has been presented. It is recommended that Contemporary United States History course: students have some prior knowledge concerning • RE.2.CH.1 Research the Civil Rights the events which led up to the 1957 desegregation Movement in the United States of Central High School in Little Rock, Arkansas. • RE.2.CH.2 Compare and contrast the views of various civil rights leaders Th e teacher should also discuss a logical • RE.2.CH.3 Examine the role of government method to interpret texts (documents). in securing civil rights Handouts are included for this purpose.
Common Core Standards in English Th e teacher should also provide directions and Language Arts Literacy in History/Social expectations for essay writing (see Common “Fear is Studies Core Standards in English Language Arts • RH 1 (6-8) (9-10) (11-12) Explicit/Implicit Literacy in History/Social Studies Handout). always Meanings • RH 2 (6-8) (9-10) (11-12) Main Ideas Students should be provided time to analyze the present. • RH 4 (6-8) (9-10) (11-12) Vocabulary texts. Encourage students to use the enclosed Text • RH 5 (6-8) (9-10) (11-12) Text Structure Analysis Form (or one you wish to provide) to What we • RH 6 (6-8) (9-10) (11-12) Author Purpose/ record their analysis. Following the text analysis Perspective the students should address the following: all must • RH 7 (6-8) (9-10) (11-12) Visual Literacy/ Following the U.S. Supreme Court decision Technology Brown v. Board of Education (Topeka) in learn is • RH 8 (6-8) (9-10) (11-12) Argument and 1957, public schools in the United States Support were expected to integrate. Integration of how to • RH 9 (6-8) (9-10) (11-12) Multiple Texts public schools in Little Rock, Arkansas was • WHST 1 (6-8) (9-10) (11-12) Argumentative accompanied with violence. Analyze the deal with it. Writing causes for the violence which occurred during the integration of Central High School. Fear does direCtions For teaChers: Th e objectives for this activity are to put the handouts/inForMation not have students into the role of a historian, develop inCluded With this aCtivity: strategies for applying methods in historical • #1 Student Assignment (Including texts) to interfere inquiry, develop visual literacy skills to • #2 Text Analysis Form understand artifacts, develop writing skills and • #3 Using Primary Sources Handout with goal use a primary record to formulate historical questions for further research. teXt #1 (suPreMe Court ruling) directed “Segregation of white and colored children in Th is is a Document Based Question Activity. public schools has a detrimental eff ect upon the behavior.” Th e students are required to read and analyze colored children. Th e impact is greater when texts. Th e students follow the reading of the it has the sanction of the law, for the policy of Dr. Terence Roberts texts with the writing of an essay. separating the races is usually interpreted as (Little Rock Nine) denoting the inferiority of the negro group. A Th e teacher may use this activity as a two sense of inferiority aff ects the motivation of a day activity, which would provide students child to learn. Segregation with the sanction with opportunities to develop reading and of law, therefore, has a tendency to [retard] the interpretation skills as well as writing skills. educational and mental development of negro children and to deprive them of some of the Th e teacher may also decide to use this as a one benefi ts they would receive in a racially integrated day lesson to prepare AP students to address the school system... We conclude that, in the fi eld of time constraints of completing a timed writing public education, the doctrine of “separate but assignment. equal” has no place. Separate educational facilities are inherently unequal.” 1954 U.S. Supreme Court It is recommended that the classroom teacher ruling in Brown v Board of Education
THE ROAD TO LITTLE ROCK 19 teXt #2 (suPreMe Court ruling) students attempted to enter Central, “blood will …the states end segregation with “all deliberate run in the streets.” speed.” September 2, 1957 Arkansas Governor Orval 1954 U.S. Supreme Court (Explaining when Faubus integration in schools must take place.) teXt #9 (doCuMent) teXt #3 (Cartoon) “Th e chief executive of Little Rock has stated Cartoon by Jon Kennedy, that the Little Rock Police have not had a single Little Rock Arkansas case of inter-racial violence reported to them Democrat, May 17, 1954 and that there has been no indication from sources available to him that there would be teXt #4 (doCuMent) violence in regard to this situation. “Blossom Plan” – In an organized society there can be nothing “Desegregation will begin in the fall of 1957 at but ultimate confusion and chaos if court Central and fi lter down to the lower grades over decrees are fl aunted, whatever the pretext.” the next six years. Students will be permitted to Sept. 7, 1957 Federal District Judge Ronald N. transfer from any school where their race is in Davies the minority.” May 24, 1955 Virgil Blossom Superintendent of teXt #10 (doCuMent) Little Rock Public Schools “Th e majority of the League of Central High School Mothers members are married, lower teXt #5 (doCuMent) middle-class and working-class women not in “We stand for the traditional segregationist paid employment. Only about one-fi ft h of its policy and for the racial status quo, and 165 members are the mothers of Central High with womanly concern for the physical and pupils.” emotional welfare of innocent white children September 18. 1957 FBI report to Federal Judge strained and sickened by the “unspeakable” Ronald N. Davis conditions under which they are being forced to struggle for an education.” teXt #11 (Court ruling) August, 1957 League of Central High School “Although the use of armed force by the state of Mothers Arkansas to deny access to the school by Negro children has been declared by Governor Faubus teXt #6 (neWsPaPer headlines) to be required to preserve peace and order, such “COURT BARS SCHOOL INTEGRATION use of the Arkansas National Guard was and is HERE; GOVENOR WARNS OF POSSIBLE in violation of the rights of the Negro children VIOLENCE” under the 14th Amendment as determined by August 29, 1957 Headlines from the Arkansas this court.” Democrat newspaper Sept. 20, 1957 Federal Judge Ronald N. Davies
teXt #7 (eXCerPt FroM neWsPaPer) teXt #12 (Photo) “Violence is brewing, if school offi cials attempt September 23, 1957 Courtesy to integrate Central High School with the of Th e Library of Congress opening of the fall term Tuesday. She said she was told of the brewing violence in strict teXt #13 (Court confi dence and she refused to name her ruling) informer.” “To yield to (the state’s illegal interference) August 30, 1957 Arkansas Gazette would be to enthrone offi cial lawlessness and lawlessness if not checked is the precursor to teXt #8 (doCuMent) anarchy.” “I have heard that white supremacists from all 1958 U.S. Supreme Court, Justice Felix over the state are descending on Little Rock. I Frankfurter (Supporting Judge Ronald N. Davies declare Central High School off -limits to blacks ruling in Little Rock, Arkansas) and Horace Mann, the black high school, off -
student aCtivity #7 limits to whites. I also proclaim that if the black
20 THE ROAD TO LITTLE ROCK ACTIVITY handouts
teaChers overvieW (specifi c handouts for each activity are provided.) aCtivity oPPortunities: Upon completion of the class discussions, have Discussion/analyze quotes/social connections/ the students read “Letter from a Birmingham group interaction/develop writing skills Jail by Rev. Martin Luther King, Jr.” Following the reading have the students write a refl ective grade level(s): or informative essay. Th e topic of the essay Middle School/High School should focus on character, honor, integrity and/or moral fi ber. Th e essay must draw Courses: evidence from the anchor reading (“Letter U.S. History/Sociology/Psychology from a Birmingham Jail by Rev. Martin Luther King, Jr.”) to illustrate the personal qualities instruCtions demonstrated by Rev. King which the student For the teaCher: fi nds praiseworthy. handout 1 Th e objectives for this activity are to place the students into the role of a historian, connect It is recommended that students have some historical events to personal experiences, develop prior knowledge concerning the events strategies for applying methods in historical which led to the desegregation of Central inquiry, develop literacy skills to understand High School in Little Rock, Arkansas artifacts and use a primary record to formulate in 1957. A website which provides this historical questions for further research. information can be found at http://www . encyclopediaofarkansas .net/encyclopedia/ Th e quotations in this assignment originated entry-detail .aspx?entryID=718 . with members of the Little Rock Nine (nine African-American teenagers who enrolled at Students should maintain a journal of their an all white Central High School in Little Rock, readings from this site. Teachers should also Arkansas in 1957), other students at Central provide the expectations and requirements for High School and U.S. District Judge Ronald N. writing the essay as found in the Common Core Davies who presided over this case. Standards in English Language Arts Literacy in History/Social Studies. Have the students read each quotation and journal their refl ections as to their handouts inCluded interpretation of each quote. With this aCtivity: • #1 Student Assignment (Including quotes) Aft er the students have completed their journal • #2 Anchor reading “Letter from a entries, have the students choose three quotations Birmingham Jail [Rev. Martin Luther which carry signifi cance for them. Conduct small King, Jr.]” and large group discussions encouraging the • Use the following site for reference; students to apply their interpretations of these Go to http://www .loc .gov/teachers/ quotes to their personal lives. usingprimarysources/guides .html student aCtivity #1
22 THE ROAD TO LITTLE ROCK student aCtivity #1
handout #1 • “You always have control of your choices. You student assignMent may not like your circumstances, but you still have control over your choices.” instruCtions Dr. Terrence Roberts For the student: Th e following quotes originated from members • “Th ey threw away their dignity and it landed of the Little Rock Nine (the nine African-Amer- on me.” ican teenagers who enrolled in Central High Minniejean Brown Trickey School (the all-white high school in Little Rock, (Little Rock Nine … commenting on Arkansas in 1957), other students at Central students who threw objects at her at High School and U.S. District Judge Ronald N. Central High School) Davies. • “Education is one of the very few things that Read each quotation and journal your refl ec- can never be taken from you.” tions as to your interpretation of each quote. Elizabeth Eckford (Little Rock Nine) Aft er you have completed your journal entries, choose three quotations which carry signifi - cance for you. You will share your refl ections in • “Fear is always present. What we all must “There is no small and large groups. learn is how to deal with it. Fear does not have to interfere with goal directed behavior.” such thing Upon completion of the class discussions, you Dr. Terrence Roberts (Little Rock Nine) will read “Letter from a Birmingham Jail by Rev. as social Martin Luther King, Jr.”. Aft er you complete the • “Why is it so diffi cult to do the right thing?” reading, you will write a refl ective or informa- Student at Central High School pressure. tive essay. Th e topic for your essay must focus (quoted in the Arkansas Gazette) on character, honor, integrity and/or moral You make fi ber. Th e essay must draw evidence from the • Th ere is no such thing as social pressure. You anchor reading (“Letter from a Birmingham Jail make the choice to do or not to do.” the choice by Rev. Martin Luther King, Jr.”) to illustrate the Dr. Terrence Roberts (Little Rock Nine) personal qualities demonstrated by Rev. King to do or which you fi nd praiseworthy. • “Isn’t it pitiful that we give so much recognition simply for doing the right thing?” not to do.” Robin Loucks (White student at Central High School who befriended Terrence Roberts) Dr. Terrence Roberts (Little Rock Nine) • “If you turn away when you see injustice, then you are telling the people being picked on that they deserve it.” Elizabeth Eckford (Little Rock Nine)
• “I have no delusions about myself … I want to return to the obscurity from which I sprang.” Federal Judge Ronald N. Davies
• “Use fear to arouse you, not debilitate you.” Dr. Terrence Roberts (Little Rock Nine)
THE ROAD TO LITTLE ROCK 23 handout #2 Greco Roman world, so am I compelled to carry Page 1 oF 6 the gospel of freedom beyond my own home town. Like Paul, I must constantly respond to the “letter FroM a BirMinghaM Jail Macedonian call for aid. [rev. Martin luther King, Jr.]” Moreover, I am cognizant of the 16 April 1963 interrelatedness of all communities and states. My Dear Fellow Clergymen: I cannot sit idly by in Atlanta and not be While confi ned here in the Birmingham city concerned about what happens in Birmingham. jail, I came across your recent statement calling Injustice anywhere is a threat to justice my present activities “unwise and untimely.” everywhere. We are caught in an inescapable Seldom do I pause to answer criticism of my network of mutuality, tied in a single garment work and ideas. If I sought to answer all the of destiny. Whatever aff ects one directly, aff ects
handout 2 criticisms that cross my desk, my secretaries all indirectly. Never again can we aff ord to live would have little time for anything other than with the narrow, provincial “outside agitator” such correspondence in the course of the day, idea. Anyone who lives inside the United States and I would have no time for constructive work. can never be considered an outsider anywhere But since I feel that you are men of genuine good within its bounds. will and that your criticisms are sincerely set You deplore the demonstrations taking place forth, I want to try to answer your statement in in Birmingham. But your statement, I am what I hope will be patient and reasonable terms. sorry to say, fails to express a similar concern I think I should indicate why I am here in for the conditions that brought about the Birmingham, since you have been infl uenced demonstrations. I am sure that none of you by the view which argues against “outsiders would want to rest content with the superfi cial coming in.” I have the honor of serving as kind of social analysis that deals merely with president of the Southern Christian Leadership eff ects and does not grapple with underlying Conference, an organization operating in every causes. It is unfortunate that demonstrations are southern state, with headquarters in Atlanta, taking place in Birmingham, but it is even more Georgia. We have some eighty fi ve affi liated unfortunate that the city’s white power structure organizations across the South, and one of left the Negro community with no alternative. them is the Alabama Christian Movement In any nonviolent campaign there are four for Human Rights. Frequently we share staff , basic steps: collection of the facts to determine educational and fi nancial resources with our whether injustices exist; negotiation; self affi liates. Several months ago the affi liate here purifi cation; and direct action. We have gone in Birmingham asked us to be on call to engage through all these steps in Birmingham. Th ere in a nonviolent direct action program if such can be no gainsaying the fact that racial were deemed necessary. We readily consented, injustice engulfs this community. Birmingham and when the hour came we lived up to our is probably the most thoroughly segregated city promise. So I, along with several members of in the United States. Its ugly record of brutality my staff , am here because I was invited here. I is widely known. Negroes have experienced am here because I have organizational ties here. grossly unjust treatment in the courts. Th ere But more basically, I am in Birmingham have been more unsolved bombings of Negro because injustice is here. Just as the prophets of homes and churches in Birmingham than in the eighth century B.C. left their villages and any other city in the nation. Th ese are the hard, carried their “thus saith the Lord” far beyond the brutal facts of the case. On the basis of these boundaries of their home towns, and just as the conditions, Negro leaders sought to negotiate Apostle Paul left his village of Tarsus and carried with the city fathers. But the latter consistently the gospel of Jesus Christ to the far corners of the refused to engage in good faith negotiation. student aCtivity #1
24 THE ROAD TO LITTLE ROCK student aCtivity #1 handout #2 have seen vicious mobs lynch your mothers and Page 2 oF 6 fathers at will and drown your sisters and brothers at whim; when you have seen hate fi lled police- “letter FroM a BirMinghaM Jail men curse, kick and even kill your black brothers and sisters; when you see the vast majority of [rev. Martin luther King, Jr.]” your twenty million Negro brothers smothering You may well ask: “Why direct action? Why in an airtight cage of poverty in the midst of an sit ins, marches and so forth? Isn’t negotiation affl uent society; when you suddenly fi nd your a better path?” You are quite right in calling for tongue twisted and your speech stammering as negotiation. Indeed, this is the very purpose of you seek to explain to your six year old daughter direct action. Nonviolent direct action seeks to why she can’t go to the public amusement park create such a crisis and foster such a tension that that has just been advertised on television, and a community which has constantly refused to see tears welling up in her eyes when she is told negotiate is forced to confront the issue. It seeks that Funtown is closed to colored children, and so to dramatize the issue that it can no longer see ominous clouds of inferiority beginning to be ignored. My citing the creation of tension as form in her little mental sky, and see her begin- part of the work of the nonviolent resister may ning to distort her personality by developing sound rather shocking. But I must confess that an unconscious bitterness toward white people; I am not afraid of the word “tension.” I have when you have to concoct an answer for a fi ve earnestly opposed violent tension, but there is a year old son who is asking: “Daddy, why do white type of constructive, nonviolent tension which people treat colored people so mean?”; when you is necessary for growth. Just as Socrates felt that take a cross county drive and fi nd it necessary “Injustice it was necessary to create a tension in the mind to sleep night aft er night in the uncomfortable so that individuals could rise from the bondage corners of your automobile because no motel anywhere of myths and half truths to the unfettered realm will accept you; when you are humiliated day in of creative analysis and objective appraisal, so and day out by nagging signs reading “white” and is a threat must we see the need for nonviolent gadfl ies to “colored”; when your fi rst name becomes “nigger,” create the kind of tension in society that will help your middle name becomes “boy” (however old to justice men rise from the dark depths of prejudice and you are) and your last name becomes “John,” and racism to the majestic heights of understanding your wife and mother are never given the respect- and brotherhood. Th e purpose of our direct every- ed title “Mrs.”; when you are harried by day and action program is to create a situation so crisis haunted by night by the fact that you are a Negro, packed that it will inevitably open the door to where.” living constantly at tiptoe stance, never quite negotiation. I therefore concur with you in your knowing what to expect next, and are plagued call for negotiation. Too long has our beloved Rev. Martin with inner fears and outer resentments; when Southland been bogged down in a tragic eff ort to Luther King, Jr. you are forever fi ghting a degenerating sense of live in monologue rather than dialogue. “nobodiness”--then you will understand why we We know through painful experience that free- fi nd it diffi cult to wait. Th ere comes a time when dom is never voluntarily given by the oppressor; the cup of endurance runs over, and men are no it must be demanded by the oppressed. Frankly, longer willing to be plunged into the abyss of I have yet to engage in a direct action campaign despair. I hope, sirs, you can understand our legit- that was “well timed” in the view of those who imate and unavoidable impatience. You express a have not suff ered unduly from the disease of great deal of anxiety over our willingness to break segregation. For years now I have heard the word laws. Th is is certainly a legitimate concern. Since “Wait!” It rings in the ear of every Negro with we so diligently urge people to obey the Supreme piercing familiarity. Th is “Wait” has almost always Court’s decision of 1954 outlawing segregation meant “Never.” We must come to see, with one in the public schools, at fi rst glance it may seem of our distinguished jurists, that “justice too long rather paradoxical for us consciously to break delayed is justice denied.” laws. One may well ask: “How can you advocate We have waited for more than 340 years for our breaking some laws and obeying others?” Th e constitutional and God given rights. Th e nations answer lies in the fact that there are two types of of Asia and Africa are moving with jetlike speed laws: just and unjust. I would be the fi rst to advo- toward gaining political independence, but we cate obeying just laws. One has not only a legal still creep at horse and buggy pace toward gaining but a moral responsibility to obey just laws. Con- a cup of coff ee at a lunch counter. Perhaps it is versely, one has a moral responsibility to disobey easy for those who have never felt the stinging unjust laws. I would agree with St. Augustine that darts of segregation to say, “Wait.” But when you “an unjust law is no law at all.”
THE ROAD TO LITTLE ROCK 25 handout #2 though Negroes constitute a majority of the Page 3 oF 6 population, not a single Negro is registered. Can any law enacted under such circumstances be “letter FroM a BirMinghaM Jail considered democratically structured? [rev. Martin luther King, Jr.]” Sometimes a law is just on its face and unjust Now, what is the diff erence between the two? in its application. For instance, I have been How does one determine whether a law is just arrested on a charge of parading without a or unjust? A just law is a man made code that permit. Now, there is nothing wrong in having squares with the moral law or the law of God. an ordinance which requires a permit for a An unjust law is a code that is out of harmony parade. But such an ordinance becomes unjust with the moral law. To put it in the terms of St. when it is used to maintain segregation and to Th omas Aquinas: An unjust law is a human deny citizens the First-Amendment privilege of handout 2 law that is not rooted in eternal law and natural peaceful assembly and protest. law. Any law that uplift s human personality is I hope you are able to see the distinction just. Any law that degrades human personality I am trying to point out. In no sense do I is unjust. All segregation statutes are unjust advocate evading or defying the law, as would because segregation distorts the soul and the rabid segregationist. Th at would lead to damages the personality. It gives the segregator anarchy. One who breaks an unjust law must a false sense of superiority and the segregated do so openly, lovingly, and with a willingness to a false sense of inferiority. Segregation, to use accept the penalty. I submit that an individual the terminology of the Jewish philosopher who breaks a law that conscience tells him is Martin Buber, substitutes an “I it” relationship unjust, and who willingly accepts the penalty of for an “I thou” relationship and ends up imprisonment in order to arouse the conscience relegating persons to the status of things. Hence of the community over its injustice, is in reality segregation is not only politically, economically expressing the highest respect for law. and sociologically unsound, it is morally Of course, there is nothing new about this wrong and sinful. Paul Tillich has said that sin kind of civil disobedience. It was evidenced is separation. Is not segregation an existential sublimely in the refusal of Shadrach, expression of man’s tragic separation, his awful Meshach and Abednego to obey the laws of estrangement, his terrible sinfulness? Th us it is Nebuchadnezzar, on the ground that a higher that I can urge men to obey the 1954 decision moral law was at stake. It was practiced superbly of the Supreme Court, for it is morally right; by the early Christians, who were willing to and I can urge them to disobey segregation face hungry lions and the excruciating pain of ordinances, for they are morally wrong. chopping blocks rather than submit to certain Let us consider a more concrete example of unjust laws of the Roman Empire. To a degree, just and unjust laws. An unjust law is a code academic freedom is a reality today because that a numerical or power majority group Socrates practiced civil disobedience. In our compels a minority group to obey but does not own nation, the Boston Tea Party represented a make binding on itself. Th is is diff erence made massive act of civil disobedience. legal. By the same token, a just law is a code that We should never forget that everything a majority compels a minority to follow and Adolf Hitler did in Germany was “legal” and that it is willing to follow itself. Th is is sameness everything the Hungarian freedom fi ghters did made legal. Let me give another explanation. A in Hungary was “illegal.” It was “illegal” to aid law is unjust if it is infl icted on a minority that, and comfort a Jew in Hitler’s Germany. Even as a result of being denied the right to vote, so, I am sure that, had I lived in Germany at had no part in enacting or devising the law. the time, I would have aided and comforted Who can say that the legislature of Alabama my Jewish brothers. If today I lived in a which set up that state’s segregation laws was Communist country where certain principles democratically elected? Th roughout Alabama dear to the Christian faith are suppressed, all sorts of devious methods are used to prevent I would openly advocate disobeying that Negroes from becoming registered voters, country’s antireligious laws. and there are some counties in which, even student aCtivity #1
26 THE ROAD TO LITTLE ROCK student aCtivity #1
handout #2 that you are in too great a religious hurry. It Page 4 oF 6 has taken Christianity almost two thousand years to accomplish what it has. Th e teachings “letter FroM a BirMinghaM Jail of Christ take time to come to earth.” Such an [rev. Martin luther King, Jr.]” attitude stems from a tragic misconception of I had hoped that the white moderate would time, from the strangely irrational notion that understand that law and order exist for the there is something in the very fl ow of time that purpose of establishing justice and that when they will inevitably cure all ills. Actually, time itself fail in this purpose they become the dangerously is neutral; it can be used either destructively or structured dams that block the fl ow of social constructively. More and more I feel that the progress. I had hoped that the white moderate people of ill will have used time much more would understand that the present tension in eff ectively than have the people of good will. We the South is a necessary phase of the transition will have to repent in this generation not merely from an obnoxious negative peace, in which the for the hateful words and actions of the bad Negro passively accepted his unjust plight, to a people but for the appalling silence of the good “Anyone substantive and positive peace, in which all men people. Human progress never rolls in on wheels will respect the dignity and worth of human of inevitability; it comes through the tireless who lives personality. Actually, we who engage in nonviolent eff orts of men willing to be co workers with God, direct action are not the creators of tension. We and without this hard work, time itself becomes inside the merely bring to the surface the hidden tension that an ally of the forces of social stagnation. We must is already alive. We bring it out in the open, where use time creatively, in the knowledge that the time United it can be seen and dealt with. Like a boil that can is always ripe to do right. Now is the time to make never be cured so long as it is covered up but real the promise of democracy and transform our States can must be opened with all its ugliness to the natural pending national elegy into a creative psalm of medicines of air and light, injustice must be brotherhood. Now is the time to lift our national never be exposed, with all the tension its exposure creates, policy from the quicksand of racial injustice to to the light of human conscience and the air of the solid rock of human dignity. considered national opinion before it can be cured. You speak of our activity in Birmingham as In your statement you assert that our actions, extreme. At fi rst I was rather disappointed that an outsider even though peaceful, must be condemned fellow clergymen would see my nonviolent eff orts because they precipitate violence. But is this a as those of an extremist. I began thinking about anywhere logical assertion? Isn’t this like condemning a the fact that I stand in the middle of two opposing robbed man because his possession of money forces in the Negro community. One is a force of within its precipitated the evil act of robbery? Isn’t this like complacency, made up in part of Negroes who, as condemning Socrates because his unswerving a result of long years of oppression, are so drained bounds.” commitment to truth and his philosophical of self respect and a sense of “somebodiness” that inquiries precipitated the act by the misguided they have adjusted to segregation; and in part Rev. Martin populace in which they made him drink of a few middle-class Negroes who, because of a Luther King, Jr. hemlock? Isn’t this like condemning Jesus because degree of academic and economic security and his unique God consciousness and never ceasing because in some ways they profi t by segregation, devotion to God’s will precipitated the evil act have become insensitive to the problems of of crucifi xion? We must come to see that, as the the masses. Th e other force is one of bitterness federal courts have consistently affi rmed, it is and hatred, and it comes perilously close to wrong to urge an individual to cease his eff orts advocating violence. It is expressed in the various to gain his basic constitutional rights because black nationalist groups that are springing up the quest may precipitate violence. Society must across the nation, the largest and best known protect the robbed and punish the robber. I being Elijah Muhammad’s Muslim movement. had also hoped that the white moderate would Nourished by the Negro’s frustration over the reject the myth concerning time in relation to continued existence of racial discrimination, this the struggle for freedom. I have just received a movement is made up of people who have lost letter from a white brother in Texas. He writes: faith in America, who have absolutely repudiated “All Christians know that the colored people will Christianity, and who have concluded that the receive equal rights eventually, but it is possible white man is an incorrigible “devil.”
THE ROAD TO LITTLE ROCK 27 handout #2 being termed extremist. But though I was initially Page 5 oF 6 disappointed at being categorized as an extremist, as I continued to think about the matter I grad- “letter FroM a BirMinghaM Jail ually gained a measure of satisfaction from the [rev. Martin luther King, Jr.]” label. Was not Jesus an extremist for love: “Love I have tried to stand between these two your enemies, bless them that curse you, do good forces, saying that we need emulate neither to them that hate you, and pray for them which the “do nothingism” of the complacent nor despitefully use you, and persecute you.” Was the hatred and despair of the black nationalist. not Amos an extremist for justice: “Let justice For there is the more excellent way of love and roll down like waters and righteousness like an nonviolent protest. I am grateful to God that, ever fl owing stream.” Was not Paul an extremist through the infl uence of the Negro church, for the Christian gospel: “I bear in my body the handout 2 the way of nonviolence became an integral marks of the Lord Jesus.” Was not Martin Luther part of our struggle. If this philosophy had an extremist: “Here I stand; I cannot do other- not emerged, by now many streets of the wise, so help me God.” And John Bunyan: “I will South would, I am convinced, be fl owing with stay in jail to the end of my days before I make a blood. And I am further convinced that if our butchery of my conscience.” And Abraham Lin- white brothers dismiss as “rabble rousers” and coln: “Th is nation cannot survive half slave and “outside agitators” those of us who employ half free.” And Th omas Jeff erson: “We hold these nonviolent direct action, and if they refuse truths to be self evident, that all men are created to support our nonviolent eff orts, millions of equal . . .” So the question is not whether we will Negroes will, out of frustration and despair, be extremists, but what kind of extremists we will seek solace and security in black nationalist be. Will we be extremists for hate or for love? Will ideologies--a development that would inevitably we be extremists for the preservation of injustice lead to a frightening racial nightmare. or for the extension of justice? In that dramatic Oppressed people cannot remain oppressed scene on Calvary’s hill three men were crucifi ed. forever. Th e yearning for freedom eventually We must never forget that all three were crucifi ed manifests itself, and that is what has happened for the same crime--the crime of extremism. to the American Negro. Something within has Two were extremists for immorality, and thus fell reminded him of his birthright of freedom, and below their environment. Th e other, Jesus Christ, something without has reminded him that it can was an extremist for love, truth and goodness, be gained. Consciously or unconsciously, he has and thereby rose above his environment. Perhaps been caught up by the Zeitgeist, and with his the South, the nation and the world are in dire black brothers of Africa and his brown and yellow need of creative extremists. brothers of Asia, South America and the Carib- It is true that the police have exercised a degree bean, the United States Negro is moving with a of discipline in handling the demonstrators. In sense of great urgency toward the promised land this sense they have conducted themselves rather of racial justice. If one recognizes this vital urge “nonviolently” in public. But for what purpose? that has engulfed the Negro community, one To preserve the evil system of segregation. Over should readily understand why public demon- the past few years I have consistently preached strations are taking place. Th e Negro has many that nonviolence demands that the means we use pent up resentments and latent frustrations, and must be as pure as the ends we seek. I have tried to he must release them. So let him march; let him make clear that it is wrong to use immoral means make prayer pilgrimages to the city hall; let him to attain moral ends. But now I must affi rm that it go on freedom rides -and try to understand why is just as wrong, or perhaps even more so, to use he must do so. If his repressed emotions are not moral means to preserve immoral ends. Perhaps released in nonviolent ways, they will seek expres- Mr. Connor and his policemen have been rather sion through violence; this is not a threat but a nonviolent in public, as was Chief Pritchett in fact of history. So I have not said to my people: Albany, Georgia, but they have used the moral “Get rid of your discontent.” Rather, I have tried means of nonviolence to maintain the immoral to say that this normal and healthy discontent can end of racial injustice. As T. S. Eliot has said: “Th e be channeled into the creative outlet of nonvi- last temptation is the greatest treason: To do the right deed for the wrong reason.” student aCtivity #1 olent direct action. And now this approach is
28 THE ROAD TO LITTLE ROCK student aCtivity #1
handout #2 great wells of democracy which were dug deep Page 6 oF 6 by the founding fathers in their formulation of the Constitution and the Declaration of “letter FroM a BirMinghaM Jail Independence. [rev. Martin luther King, Jr.]” Never before have I written so long a letter. I wish you had commended the Negro sit I’m afraid it is much too long to take your inners and demonstrators of Birmingham precious time. I can assure you that it would for their sublime courage, their willingness have been much shorter if I had been writing to suff er and their amazing discipline in the from a comfortable desk, but what else can one midst of great provocation. One day the South do when he is alone in a narrow jail cell, other will recognize its real heroes. Th ey will be than write long letters, think long thoughts and “We know the James Merediths, with the noble sense of pray long prayers? purpose that enables them to face jeering and If I have said anything in this letter through hostile mobs, and with the agonizing loneliness that overstates the truth and indicates an that characterizes the life of the pioneer. unreasonable impatience, I beg you to forgive painful Th ey will be old, oppressed, battered Negro me. If I have said anything that understates women, symbolized in a seventy two year old the truth and indicates my having a patience experience woman in Montgomery, Alabama, who rose that allows me to settle for anything less than up with a sense of dignity and with her people brotherhood, I beg God to forgive me. that decided not to ride segregated buses, and who I hope this letter fi nds you strong in the faith. responded with ungrammatical profundity to I also hope that circumstances will soon make freedom one who inquired about her weariness: “My it possible for me to meet each of you, not as feets is tired, but my soul is at rest.” Th ey will an integrationist or a civil-rights leader but as is never be the young high school and college students, a fellow clergyman and a Christian brother. the young ministers of the gospel and a host Let us all hope that the dark clouds of racial voluntarily of their elders, courageously and nonviolently prejudice will soon pass away and the deep fog sitting in at lunch counters and willingly of misunderstanding will be lift ed from our fear given going to jail for conscience’ sake. One day the drenched communities, and in some not too South will know that when these disinherited distant tomorrow the radiant stars of love and by the children of God sat down at lunch counters, brotherhood will shine over our great nation they were in reality standing up for what is with all their scintillating beauty. opressor; best in the American dream and for the most sacred values in our Judaeo Christian heritage, Yours for the cause of Peace and Brotherhood, it must be thereby bringing our nation back to those Martin Luther King, Jr. demanded by the oppressed.”
Rev. Martin Luther King, Jr.
THE ROAD TO LITTLE ROCK 29 aCtivity oPPortunities: Have the students complete an essay writing Photo analysis/discussion/develop writing activity at the end of discussion. Th e skills/group interaction informative/explanatory essay must address one of the following topics (student’s choice): grade level(s): • What does this photo illustrate concerning Middle School/High School this moment in time? • How could a photo such as this be Courses: misinterpreted by viewers? U.S. History/AP U.S. History/Sociology/ Psychology/Civics/American History added inForMation For the teaCher: instruCtions For the (We recommend that the teacher does not handout 1 teaCher: share this information until the students have Th e objectives for this activity are to place the completed the photo analysis.) students into the role of historians, develop strategies for applying methods in historical Th e photograph was taken of Elizabeth Eckford inquiry, develop visual literacy skills to as she approached Little Rock Central High understand artifacts and use a primary record School on the fi rst day of school in 1957. She to formulate historical questions for further never entered school that day. She proceeded research. to the nearest bus stop and waited for transportation home. Th is activity could be used as an introduction to a unit on the civil rights movement, or with a To provide content knowledge concerning the discussion on the desegregation of public schools. desegregation of public schools in Little Rock, Arkansas, assign the reading on the following A discussion of the use of primary source website: http://www .encyclopediaofarkansas . documents should be included with the net/encyclopedia/entry-detail . introduction of this activity. aspx?entryID=718
It will also be necessary to provide students handouts/inForMation with expectations concerning the writing of inCluded With this aCtivity: essays based on the Common Core Standards • #1 Student Assignment (Including photo) in English Language Arts Literacy in History/ • #2 Photo Analysis Worksheet (Two sample Social Studies guidelines. worksheets are included. Th e teacher may use either worksheet or create their own.) Provide the students with a Photo Analysis • Readings: http://www . Worksheet. Choose one of the worksheets encyclopediaofarkansas .net/encyclopedia/ provided, or you may choose to create your own entry-detail .aspx?entryID=718 worksheet. Provide the students with the iconic • Th e Library of Congress provides materials photo of Elizabeth Eckford. Have the students for teachers to use such as worksheets and spend a specifi ed period of time viewing the analysis forms. Go to http://www .loc .gov/ photo and completing the questions on the teachers/usingprimarysources/guides .html Photo Analysis Worksheet. We recommend that students are encouraged to share their responses on the worksheet with class members. student aCtivity #2
30 THE ROAD TO LITTLE ROCK student aCtivity #2
handout #1 your answers with classmates. Following the student assignMent class discussion, you will write an informative/ explanatory essay. instruCtions For the student: You will view and analyze an iconic photo from Your essay writing must address one of the the history of the United States. As you view following topics (your choice): the photo, you will complete the Photo Analysis • What does this photo illustrate concerning worksheet provided by your teacher. Upon this moment in time? completion of the worksheet, you will discuss • How could a photo such as this be misinterpreted by viewers?
“If you turn away when you see injustice, then you are telling the people being picked on that they deserve it.”
Elizabeth Eckford (Little Rock Nine)
THE ROAD TO LITTLE ROCK 31 handout #2 Photo analysis WorKsheet a
Photo analysis guide Observation • Describe exactly what you see in the photo.
• What people and objects are shown?
• What is the physical setting?
• What other details can you see? handout 2
Knowledge • Summarize what you already know about the situation and time period shown, and the people and objects that appear.
Interpretation • What’s going on in the picture?
• Who are the people and what are they doing?
• What might be the function of the objects?
• What can we conclude about the time period?
Further Research • What questions has the photo raised? What are some sources you can use to fi nd answers? student aCtivity #2
32 THE ROAD TO LITTLE ROCK student aCtivity #2
handout #2 Photo analysis WorKsheet B instruCtions For students You will determine the central ideas or information found within this photograph. Provide an accurate summary of your thoughts by answering the following questions:
Step 1: Examine the photograph for 10 seconds. How would you describe your fi rst impressions of the photograph?
Step 2: Divide the photograph into quadrants (4 evenly divided sections) and study each section individually. What details--such as people, objects, and activities--do you notice?
• Quadrant #1:
• Quadrant #2:
• Quadrant #3: “Use fear
• Quadrant #4: to arouse you, not Step 3: What other information--such as time period, location, season, reason photo was taken--can you debilitate gather from the photo? you.”
Step 4: Dr. Terrence Roberts How would you revise your fi rst description of the photo using the information noted in Steps 2 (Little Rock Nine) and 3?
Step 5: What questions do you have about the photograph? How might you fi nd answers to these questions?
THE ROAD TO LITTLE ROCK 33 aCtivity oPPortunities: discussion on the desegregation of public Cartoon analysis/discussion/social connections/ schools or as an activity discussing the power of group interaction/develop writing skills the press to shape public opinion.
grade level(s): A discussion of how to analyze political Middle School/High School cartoons should be included with the introduction of this activity. Courses: U.S. History/AP U.S. History/Sociology/ Provide the students with two cartoon analysis Psychology/Civics/American History/ worksheets. Have the students view the Government/Civics cartoons and complete the questions on the
handout 1 political cartoon analysis worksheets. instruCtions For the teaCher: Once the students have completed the Th e objectives for this activity are to put the worksheets, have the students answer the students into the role of a historian, develop following question: How do these disparate strategies for applying methods in historical texts support the same historical conclusion: inquiry, develop visual literacy skills to Americans possess diff ering views on how to understand artifacts and use a primary record bring about social change? Once the students to formulate historical questions for further have completed recording their answers to research. this question encourage students to share their responses. Th is activity also assesses the student’s ability to use evidence to support a historical argument. A follow up discussion could be tied to 21st century social issues such as gun ownership Students are presented with two texts that rights, gay rights, health care legislation, etc. provide perspectives on the desegregation of Students would be asked to relate contemporary public schools in the United States. attitudes toward social change to the attitudes demonstrated by the two political cartoons Th e purpose of this activity is to put the from the 1950s. students into the role of a historian, develop strategies for applying methods in historical handouts/inForMation inquiry, develop visual literacy skills to inCluded With this aCtivity: understand artifacts and use a primary record • #1 Political cartoon #1 to formulate historical questions for further • #2 Political cartoon #2 research. • #3 & #4 Cartoon Analysis Worksheets (One worksheet is provided for each political Th is activity could be used as an introduction cartoon.) to a unit on civil rights (social change), a student aCtivity #3
34 THE ROAD TO LITTLE ROCK student aCtivity #3
handout #1 teXt – PolitiCal Cartoon #1
“Now is the time to lift our national policy from the quicksand of racial injustice to the solid rock of human dignity.”
Rev. Martin Luther King, Jr.
THE ROAD TO LITTLE ROCK 35 handout #2 teXt – PolitiCal Cartoon #2 handout 2-3 student aCtivity #3
36 THE ROAD TO LITTLE ROCK student aCtivity #3
handout #3 ▶ Locate three words or phrases used by the teXt analysis WorKsheet – cartoonist to identify objects or people PolitiCal Cartoon #1 within the cartoon. ▶ Record any important dates or numbers instruCtions that appear in the cartoon. For the student: You have two political cartoons to view. As you Level 2 - Understanding “Congress view each political cartoon you will complete • Visuals shall make a Cartoon Analysis Worksheet. Once you have ▶ Words completed the cartoon analysis worksheets, • Which of the objects on your list are symbols? no law you will journal your answer to the following ▶ Which words or phrases in the cartoon question: How does each of these disparate appear to be the most signifi cant? respecting an texts support the same historical conclusion: ▶ Why do you think so? establishment Americans possess diff ering views on how to • What do you think each symbol means? bring about social change? ▶ List adjectives that describe the emotions of religion, or portrayed in the cartoon. Cartoon analysis WorKsheet prohibiting the – Cartoon #1 Level 3 Level 1 – Listing • Describe the action taking place in the free exercise • Visuals cartoon. thereof; or ▶ Words (if applicable … not all cartoons • Explain how the words in the cartoon clarify include words) the symbols. abridging the • List the objects or people you see in the • Explain the message of the cartoon. cartoon. • What special interest groups would agree/ freedom of ▶ Identify the cartoon caption and/or title. disagree with the cartoon’s message? Why? speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”
1st Amendment
THE ROAD TO LITTLE ROCK 37 aCtivity oPPortunities: • Students should place their responses on the Research/read/write/communicate ideas/apply graphic organizer. knowledge • Upon completion of the brainstorming process provide each group of students with grade level(s): “Th e Lost Year” (Handout #2). Have the Middle School/High School students re-visit and make additions to the graphic organizer aft er reading “Th e Lost Courses: Ye a r ”. U.S. History/AP U.S. History/Psychology/ • Once the graphic organizer is complete, Sociology/American History/Arkansas have the students respond to the following State History/Contemporary U.S. History, statement in the form of an essay: Government, Civics e decision to desegregate Central handout 1 High School in 1957 by U.S. Federal instruCtions For the Judge Ronald N. Davis impacted teaCher the political, social and economic Th e objectives for this activity are to promote foundations of the city of Little Rock, group cooperation, develop strategies for the state of Arkansas and eventually the applying methods in historical inquiry, develop entire system of education in the U.S. higher order thinking skills, and to understand the cause and eff ect relationship in history. Students must be in possession of some prior knowledge concerning the events which Th is activity begins with students brainstorming led up to the 1957 desegregation of Central through the political, social and economic High School in Little Rock, Arkansas. Th e consequences which occur as a result of teacher needs to provide the expectations and judicial rulings. For this lesson the students will requirements for writing an essay based on brainstorm the consequences of the 1957 ruling Common Core Standards in English Language by U.S. District Judge Ronald N. Davis which Arts Literacy in History/Social Studies handout would lead to the integration of Central High provided). School in Little Rock, Arkansas. • Give students the opportunity to gain content handouts/inForMation knowledge concerning the ruling by U.S. inCluded With this aCtivity: District Judge Ronald N. Davis which led to • #1 Student Assignment Handout the desegregation of public schools in Little • #2 “Th e Lost Year” Handout Rock, Arkansas. • Readings: http://www. • Place the students into groups of three or encyclopediaofarkansas.net/encyclopedia/ four. entry-detail.aspx?entryID=737 • Provide each group of students with the graphic organizer (Handout #1). • Have the students cooperate and brainstorm what will be the political, economic and social consequences of Judge Davies’ ruling to desegregate Little Rock Central High School in 1957. student aCtivity #4
38 THE ROAD TO LITTLE ROCK student aCtivity #4
informative essay to the following statement: FIgure 3 handout #1 Federal District Court student assignMent e decision to integrate Central High Judge Ronald N. Davis School in 1957 by U.S. Federal Judge direCtions For students: Ronald N. Davis impacted the political, You will work in groups of 3 or 4 students social and economic foundations of the to complete the graphic organizer. Use the city of Little Rock, the state of Arkansas content information you possess concerning and eventually the entire system of the integration of Central High School in education in the U.S. Little Rock, Arkansas to complete the graphic organizer. In September of 1957, U.S. District Judge Ronald N. Davis ruled that the Little Rock Aft er you complete the graphic organizer you School Board must integrate Central High will individually read the article “Th e Lost Year”. School “forthwith”, meaning immediately. As a result, for the fi rst time nine African-American Upon completion of the reading “Th e Lost students enrolled at an all white Central High Year”, re-visit your graphic organizer and make School. any additions you discovered through your readings. Your assignment is to list what you perceive to be the political, social and economic Aft er you have made additions to your graphic consequences of Judge Davies’ ruling. organizer, you will respond in the form of an
Political Social Economic “I have no ______delusions ______about ______myself...I ______want to ______return ______to the ______obscurity ______from which ______I sprang.”
______Federal Judge Ronald N. Davies ______
THE ROAD TO LITTLE ROCK 39 handout #2: implementing desegregation at Central High. Page 1 oF 3 Federal District Judge Harry Lemley granted a delay until January 1961. Th e National “the lost year” Association for the Advancement of Colored “Th e Lost Year” refers to the 1958–59 school People (NAACP) immediately petitioned the year in Little Rock (Pulaski County), when all U.S. Supreme Court for an emergency order to of the city’s high schools were closed in an eff ort overturn the delay granted by Lemley. Th ese two to block desegregation. One year aft er Governor court cases threw Little Rock’s desegregation Faubus used state troops to thwart federal court back to the courts. Second, Faubus sought the mandates for desegregation by the Little Rock Democratic nomination as governor for a third Nine at Central High School, in September 1958, term. Faubus carried all seventy-fi ve counties in he invoked newly passed state laws to forestall the summer primary and felt assured of voter further desegregation and closed Little Rock’s approval in the fall election. Th e third event four high schools: Central High, Hall High, was Faubus’ call for an extraordinary session of Little Rock Technical High (a white school), and the Arkansas General Assembly on August 26, handout 2 Horace Mann (a black school). A total of 3,665 1958, which passed a series of laws to forestall students, both black and white, were denied a desegregation. Among the sixteen bills was free public education for an entire year which, Act 4, which allowed the closure of any school increased racial tensions and further divided the threatened with racial integration. Another community into opposing camps. bill, Act 5, allowed state monies to follow any Th e Lost Year was the aft ermath of the displaced student to the school of his choice, desegregation of Little Rock Central High whether privately or publicly funded. School in 1957–58, the main event in a series When the U.S. Supreme Court met in special that marked the well-known civil rights session in September 1958 (regarding the Aaron battle fought between the federal and state v. Cooper petitions), they ordered the immediate governments over the Arkansas implementation integration of Little Rock Central High on of the 1954 Brown v. Board of Education of September 12 and said that Little Rock must Topeka, Kansas decision. In that case, the U.S. continue with its desegregation plan. Th e same Supreme Court unanimously decided that day, Faubus signed into law all the bills passed racial segregation in public schools violated by the Arkansas General Assembly. He closed the Fourteenth Amendment of the U.S. all four high schools in Little Rock beginning Constitution, overturning the 1896 Plessy v. on Monday, September 15, interrupting Ferguson decision which had originally brought the education of nearly 4,000 students and legal segregation to American society and to disrupting as many households and families. educational facilities. Faubus’s action not only locked students from Th ere was broad opposition to the Brown their classrooms but locked 177 teachers and decision across the South. Southern state administrators in the schools, where they had to legislatures passed resolutions defying the fulfi ll their contractual obligations and appear desegregation decision, while white groups for work, despite the empty classes. Most were formed to defend segregation and fi ght soon used as substitutes in junior high and those who attempted its implementation. In elementary schools. 1957, Governor Orval Faubus called out the Th e newly passed law, Act 4, required voter Arkansas National Guard to prevent nine black approval. Faubus invoked the new law only students from entering Central High. President for Little Rock high schools because those Dwight Eisenhower responded by sending were the ones threatened with desegregation federal troops (the 101st Airborne Infantry) at that moment, so the vote was only in Little and federalizing the National Guard to give Rock. On September 27, ballots for reopening the students protected entrance to the school. closed schools read: “For racial integration Desegregation seemed to be in place, the of all schools within the Little Rock School school year was completed, and a senior class District,” and by a three-to-one margin, voters graduated. However, Arkansas segregationists kept schools closed. Th e wording of the ballot had other plans. and the timing of the election on a Saturday Th ree important events came together in morning were orchestrated by Faubus and the summer of 1958 that set up the Lost Year. the segregationists to get exactly the vote they First, the Little Rock School Board requested wanted—acceptance of closed schools rather from the federal court system a delay in further than even token desegregation. student aCtivity #4
40 THE ROAD TO LITTLE ROCK student aCtivity #4 handout #2: and even out of state. Th e number of displaced Page 2 oF 3 white students was 2,915. Of those, thirty-fi ve percent found public schools to attend in the “the lost year” state. Private schools in Little Rock took forty- Th e Lost Year was one of the most peculiar four percent of the displaced white students. A situations in Arkansas history. High school total of ninety-three percent of white students teachers worked in empty classrooms. A found some form of alternative schooling. Th is private school corporation formed to lease was not the case for displaced black students. public school buildings and hire public school Among the 750 black students who were teachers, but federal courts prevented this. displaced, thirty-seven percent found public Th e school district experimented for a few schools in Arkansas to attend. Some located weeks with television teaching by fi ft een white parochial schooling, out-of-state public and teachers on the three commercial television private schooling, and some did enter college stations. Soon, private schools, aside from the early or take correspondence courses. However, three Catholic parochial schools that already fi ft y percent of displaced black students found existed, opened to accommodate displaced white no schooling at all. Th e NAACP, through Roy students; these included the T. J. Raney School, Wilkins, stated that opening private high schools Baptist High School (which was affi liated with for displaced black students would defeat their Ouachita Baptist College, now Ouachita Baptist intent to gain equal access for all students to University), and Second Baptist Church. No public education. Some of the students from both private schools for black students emerged. races went to the military, some went to work, Th e Lost Year continued with its peculiarities. and some married early or simply dropped out. “A sense of Within one calendar year, the superintendent Interviews with many former students indicate and the school board membership changed three lifelong consequences because of this denial of a inferiority times. Th e Arkansas General Assembly targeted free public education. the NAACP (Act 115) and public school teachers Th roughout the Lost Year, several groups affects the (Act 10) with threatening legislation. Th e latter organized either to support closed schools required teachers and all public employees to or to open them. Among those who worked motivation sign affi davits listing all organizations to which tirelessly for the latter cause was a large group of they belonged and/or paid dues, while the white, upper-class women called the Women’s of a child former immediately fi red any teacher or state Emergency Committee to Open our Schools employee who was a member of the NAACP. By (WEC). Th ey organized voter registration, promoted the election of moderates to the to learn.” May 1959, forty-four teachers and administrators legislature and the school board, and worked were fi red without due process by a rump session 1954 U.S. Supreme with others aft er the teacher purge. Th e Capital of the school board: only three members of the Court ruling in Brown Citizens Council (CCC) and the Mothers League six-member board took the action, declaring v Board of Education themselves a quorum, which was illegal. Th ough of Central High supported segregation. Th e no academic work was conducted in public purge of forty-four teachers on May 5, 1959, high schools in 1958–59, high school football brought voters from both sides of the spectrum games continued for the season by order of the to organize a recall of either segregationists or governor. moderates from the Little Rock School Board. Perhaps the greatest consequences were the Th is twenty-day campaign was led by two hastily eff ects on displaced students and their families. formed groups: the Committee to Retain Our Some of the educational alternatives that Segregated Schools (CROSS) and a group called displaced students found were nearby public STOP (which stood for “Stop Th is Outrageous schools, in-state public schools where students Purge”), which worked with the WEC. Th e Lost lived with friends or relatives, out-of-state public Year ended with a recall of three segregationist and private schools, correspondence courses, members of the Little Rock School Board on parochial schooling, and early entrance into May 25, 1959. Voters in Little Rock, aft er a year college. Nearby schools such as Jacksonville of closed public high schools and aft er the fi ring (Pulaski County) and Mabelvale (Pulaski of teachers, were fi nally willing to accept limited County) for white students and Wrightsville desegregation. Th e federal courts followed on (Pulaski County) for black students absorbed June 18, 1959, when a three-judge federal district as many students as they could. Some students, court declared unconstitutional Arkansas’s as young as fi ft een years old, moved in with closure of schools and withholding of funds relatives in public schools across all of Arkansas, (instituted under Act 4 and
THE ROAD TO LITTLE ROCK 41 handout #2: For additional inForMation: Page 3 oF 3 Alexander, H. M. e Little Rock Recall Election. New York: McGraw-Hill, 1960. “the lost year” Act 5).On June 11, the vacancies on the Little Bartley, Numan. e Rise of Massive Resistance. Rock School Board were fi lled by the Pulas- Baton Rouge: Louisiana State University Press, ki County Board of Education, and all four 1969. secondary schools opened early—on August 12, 1959. Token desegregation continued slowly in Brewer, Vivion. e Embattled Ladies of Little Little Rock until federal courts encouraged the Rock, 1958–1963: e Struggle to Save Public use of busing to fully integrate all public schools Education at Central High. Fort Bragg, CA: Lost Coast Press, 1999.
handout 2 in the nation. In Little Rock, this went into full force in 1971, a date that coincides with white fl ight to the suburbs and to private schools that Elizabeth Huckaby Papers, 1957–1978. Special opened to serve that constituency. Collections. University of Arkansas Libraries, Fayetteville, Arkansas.
Gordy, Sondra. Finding the Lost Year: What Happened When Little Rock Closed its Public Schools? Fayetteville: University of Arkansas Press, 2009 “Teachers of the Lost Year: Little Rock School District, 1958–59.” PhD diss., University of Arkansas at Little Rock, 1996.
e Lost Year. DVD. Morning Star Studios, 2007.
Th e Lost Year Project. (accessed July 20, 2006). Comprehensive High Schools in Little Rock, Arkansas.” PhD diss., University of Arkansas, Fayetteville, 1963.
Sondra Gordy University of Central Arkansas student aCtivity #4
42 THE ROAD TO LITTLE ROCK aCtivity oPPortunities: • #2 Text Analysis Worksheet Research/read/discuss/write/examine social • #3 Discussion Questions Handout and studies content Refl ective Writing Assignment • #4 Using Primary Sources (Th e Library of grade level(s): Congress provides countless materials for Middle School/High School teachers to use, such as worksheets and Courses: analysis forms.) Go to http://loc.gov/teachers/ U.S. History/AP U.S. History/American students should Be Provided History/Arkansas State History/Contemporary an oPPortunity to disCover U.S. History, Government, Civics the FolloWing inForMation direCtions For teaChers: Prior to the Beginning oF this Th e objectives for this activity are to put the aCtivity: students into the role of a historian, develop • Brown v Board of Education (1954) U.S. strategies for applying methods in historical Supreme Court declares that segregation in inquiry, develop visual literacy skills to public schools must end. understand artifacts, use a primary record • Following the Brown v. Board of Education to formulate historical questions for further decision by the U.S. Supreme Court, some research, source and conceptualize texts. school districts begin the process to end segregation. Other school districts created Students will also use evidence to support plans which will lead to gradual desegregation. a historical argument, analyze documents, While some school districts ignored the U.S. demonstrate an understanding of the hierarchy of Supreme Court ruling altogether. the judicial system and make connections between • Th e School Board of Little Rock, Arkansas historical events and contemporary issues. adopts the Blossom Plan (1955) which was Students should be provided time to analyze the designed to end segregation in Little Rock, texts and complete the Text Analysis Worksheet. Arkansas public schools over a gradual period of time. Following individual student text analysis, place • African-American students were invited the students into groups of three or four. Each (spring 1957) to place their name on a list, to group should choose a contemporary issue which be considered for enrollment, at previously involves a confl ict between the Federal and State all-white Central High School for the fall levels of government. Possible topics include semester in 1957. (but not limited to); gun ownership, gay rights, • Th e Mothers League, a local civic group in national health care. Each group of students Little Rock, uses the Chancery Court (Arkansas should be provided time to research the topic. State Court) to gain an injunction to prevent Students should be expected to journal their the integration of Central High School. research to demonstrate their understanding of • Th e Little Rock School Board faced orders the issue in a future discussion. Each group of from the Arkansas state court not to students will share with other class members: desegregate and a U.S. Supreme Court How does the issue they researched illustrate a decision which does not permit segregation. confl ict between the Federal and State levels of Th e Little Rock School Board asks the Federal government. Court for direction. • Federal Judge Ronald N. Davis rules that the Following the class presentations, all students Arkansas Chancery Court had no power to will discuss the following question: issue the injunction to prevent desegregation If the majority of the citizens of a community and thus desegregation must proceed. are against a government program supported • Arkansas Governor O. Faubus orders the by law or a court ruling which brings about Arkansas National Guard to Little Rock social change and is fundamentally against to prevent desegregation at Central High the personal beliefs of the majority of the School. community, should the community be forced to • U.S. Eighth District Federal Judge Ronald accept the law or court ruling? N. Davis rules integration must begin Th e activity could be used as an introduction, “Forthwith”. a stand-alone activity or concluding activity Based on the principles of Common Core within the unit of study on the judicial branch Standards in Social Studies Literacy, we suggest of the government. Th e teacher should discuss the students discover the previously mentioned with the students a logical method to interpret historical content through their own research. texts. Handouts are included for this purpose. Students may gather information from sources handouts inCluded With this you provide or use the following web sites: aCtivity: • http://www.encyclopediaofarkansas.net/ student aCtivity #5 • #1 Student Assignment (including texts) • http://www.teachersdomain.org/special/civil/
THE ROAD TO LITTLE ROCK 43 handout #1: student assignMent – Page 1 oF 4
direCtions For students: Read Texts 1 – 7. Read the following texts and answer the questions on the Text Analysis Worksheet.
teXt #1 handout 1-2 student aCtivity #5
44 THE ROAD TO LITTLE ROCK student aCtivity #5
handout #2: teXt #4 student assignMent – (U.S. Supreme Court … MR. CHIEF JUSTICE Page 2 oF 4 WARREN delivered the opinion of the Court. teXt #2 Brown v . Board of Education, 347 U .S . 483 Article ree of the United States Constitution (1954) “We come then to the question presented: Does SECTION 1 . segregation of children in public schools solely “...such Th e judicial power of the United States shall on the basis of race, even though the physical be vested in one Supreme Court, and in such facilities and other “tangible” factors may be use of the inferior courts as the Congress may from time equal, deprive the children of the minority to time ordain and establish. Th e judges, both group of equal educational opportunities? Arkansas of the supreme and inferior courts, shall hold We believe that it does...We conclude that their offi ces during good behavior, and shall, in the fi eld of public education the doctrine National at stated times, receive for their services, a of ‘separate but equal’ has no place. Separate compensation, which shall not be diminished educational facilities are inherently unequal. Guard was during their continuance in offi ce. Th erefore, we hold that the plaintiff s and others similarly situated for whom the actions have and is in SECTION 2 . been brought are, by reason of the segregation Th e judicial power shall extend to all cases, in complained of, deprived of the equal protection violation of law and equity, arising under this Constitution, of the laws guaranteed by the Fourteenth the laws of the United States, and treaties made, Amendment. the rights of or which shall be made, under their authority;- -to all cases aff ecting ambassadors, other public teXt #5 th the Negro ministers and consuls;--to all cases of admiralty 14 Amendment to the U.S. Constitution and maritime jurisdiction;--to controversies children to which the United States shall be a party;-- SECTION 1 . to controversies between two or more states; All persons born or naturalized in the United under between a state and citizens of a state;--between States, and subject to the jurisdiction thereof, citizens of diff erent states;--between citizens are citizens of the United States and of the the 14th of the same state claiming lands under grants State wherein they reside. No State shall make of diff erent states, and between a state, or the or enforce any law which shall abridge the Amendment citizens thereof, and foreign states, citizens or privileges or immunities of citizens of the subjects. United States; nor shall any State deprive any person of life, liberty, or property, without due as teXt #3 process of law; nor deny to any person within determined ARKANSAS CHANCERY COURT its jurisdiction the equal protection of the laws. (Explanation of the responsibilities of the by this Arkansas Chancery Court) court.” Th e Chancery Court is one court, together with circuit and probate, that collectively make Sept. 20, 1957 the second tier of Arkansas’ court system. Federal Judge Chancery court jurisdiction includes divorce, Ronald N. Davies child custody, injunctions, and land disputes. Th e right to trial by jury exists in circuit court but not in chancery court. Chancery court is comprised of 29 judges that serve on both probate and chancery court, each elected circuit-wide in one of 25 circuits for a six-year term of offi ce.
THE ROAD TO LITTLE ROCK 45 handout #3: WALLACE: Let’s confi ne ourselves to this student assignMent – specifi c... Page 3 oF 4 FAUBUS: All right, but I’m getting you a parallel. teXt #6 WALLACE: Governor, tell me this. You called Blossom Plan (Plan for integration in Little Rock out troops to prevent a handful of Negro Public Schools by Superintendent Virgil Blossom.) children from integration. • Volunteers within the African American FAUBUS: No. student population will be permitted to ask to WALLACE: Well, if you let me state my premise enroll at Central High School and then you can answer. All right, sir? • Integration will begin in the fall of 1957 at FAUBUS: All right. Central High School, WALLACE: You say that you did this to prevent handout 3 • Integration at the junior high level will begin violence. Now, let me ask you this; Why did you in the fall of 1960 not, instead, assign a dozen troops to escort • Tentatively, integration will be permitted at each Negro child to and from classes, thereby the elementary level by 1963 preventing violence and obeying the order of • Transfer provision will allow students to the Court at the same time? transfer from a school where their race is in FAUBUS: Because the best way to prevent the the minority violence was to remove the cause. You would not have removed the cause by that type of teXt #7 activity; you would have had the imminence MIKE WALLACE INTERVIEW of disorder and violence within the school, Guest: Governor Orval Faubus of Arkansas and outside the school. And, whether or not it FAUBUS: Eighty-two percent of the people of breaks out in the school, it could break out in Little Rock itself concurred in the belief that other sections of the city. disorder and violence would have occurred had WALLACE: Governor, the plan for gradual I not taken the action which I did. integration in Little Rock, Arkansas, was drawn WALLACE: And therefore you would take the up by the Little Rock School Board back in word of a survey to the eff ect that eighty-two 1955. Now, how is it that in the past two years, percent of the people thought that you were you, as Governor, have failed to see to it that the right and defy a Court Order... defy an order of road was properly paved for integration here the Federal District Court. in Little Rock, as other cities throughout the FAUBUS: We are not defying a Court Order. border States of the South have done? WALLACE: How do you say that, sir? FAUBUS: Our School Districts are an FAUBUS: Because the paramount obligation autonomous part of government -- they are an is to keep the peace and good order of the independent part of government in themselves. community. If it interferes for a time with -- And there are eight public School Districts certain other liberties, then that has always within the State that have integrated. Th e been the case. In the case of fl oods -- when we State Colleges, of which I appoint the Board used to have the great fl oods on the Arkansas Members, have integrated, the University has -- the federal authorities could make a decision integrated, all the public transportation systems, to dynamite and breach the levies and fl ood both city buses and all have integrated. hundreds of people out of their homes. Weren’t those people deprived of certain privileges and liberties for the benefi t of their whole, in that particular case? student aCtivity #5
46 THE ROAD TO LITTLE ROCK student aCtivity #5
handout #3: WALLACE: Governor, what’s your opinion of student assignMent – the crowds of white adults who gather outside Page 4 oF 4 of Central High School each weekday morning, they curse at any Negro who happens to pass by, WALLACE: You said that... they call Negroes animals, and almost to a man FAUBUS: And that has been left alone to the they say, “Governor Faubus has done the right decision of each one that was aff ected. thing,” what do you think of these people? WALLACE: But this you would not leave to FAUBUS: Well, malice, envy, hate is deplorable, the decision of the Board of Education of Little in any place or in any circumstances, but as Rock. President Eisenhower has said himself, you FAUBUS: Watch, watch, watch carefully. can’t change the hearts of people by law. Now, Because there was the eminence of disorder and in view of the progress that we have made, all I violence. ask for in this situation, and all I’ve ever asked “...No State WALLACE: According to you... according to for, is some time for the situation to change for you, sir. According to... it to become acceptable, so that there would shall make FAUBUS: Yes, according to me and according not be disorder and violence. And if so be that to the belief of eighty-two percent of the people. this right, which was ruled as proper by the or enforce WALLACE: But according to the belief of no Supreme Court for 80 or 90 years, and then city offi cial of Little Rock. was upset all at once in 1954. If it is right, it will any law FAUBUS: Well, I have here a statement from come about. So, why should we be so impatient eight of the aldermen, signed. as to want to force it, because force begets which shall WALLACE: Aft er the fact. force, hate begets hate, malice begets malice. FABUS: But their signature is saying that if I But, if time was given for an adjustment of the abridge the had not taken the action which I did that there attitudes and the feelings of people, then it can would have been disorder and violence. be peacefully accomplished, which would be privileges better for all concerned. or immunities of citizens of the United States...”
14th Amendment, Section 1
THE ROAD TO LITTLE ROCK 47 handout #5: teXt analysis WorKsheet
Use texts 1-7 to answer each of the following questions. Draw evidence from informational texts to support your analysis and refl ections.
What wording in the Brown v. Board of Education case would raise issues with the desegregation of public schools in the U.S.? ______
handout 5-6 ______
Analyze the plan for integration which the School Board of Little Rock, Arkansas adopted. What appears to be the motive(s) behind this plan? ______
According to Arkansas Governor Faubus, why did he intervene in the integration of Central High School? What does Governor Faubus believe to be his duty as governor? Analyze the Governor’s words and his actions to determine if you think he upheld his duty? ______
Use the appropriate documents to determine if U.S. District Judge Ronald N. Davies, from Fargo, North Dakota, possessed the legal right to decide a case in Little Rock, Arkansas. Cite the documents which support your opinion. ______student aCtivity #5
48 THE ROAD TO LITTLE ROCK student aCtivity #5
handout #6: researCh/disCussion/essay
Each of you will be placed into a group of three or four students. Each group will choose a contemporary issue which involves a confl ict between the Federal and State levels of government. Possible topics include (but not limited to); gun ownership, gay rights, national health care.
Each group will research the topic on the web you choose. Each student will be expected to “Nonviolent take notes during your research, which will demonstrate your understanding of the issue. Upon completion of your research, each group will present to the class the following topics: direct
• What is the key issue(s) concerning your chosen topic? action
• How does this issue illustrate the confl ict between the Federal and State levels of government in seeks to the United States? create Following all of the presentations, a class discussion will be held on the subsequent topic of conversation: such a If the majority of the citizens of a community are against a government program supported by law or a court ruling which brings about social change and is fundamentally against the personal crisis and beliefs of the majority of the community, should the community be forced to accept the law or court ruling? foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue.”
Rev. Martin Luther King, Jr.
THE ROAD TO LITTLE ROCK 49 aCtivity oPPortunities: Aft er each group has answered their questions, Opportunities to read/research/discuss/exam- have each group share their fi ndings with the ine social studies content entire class.
grade level(s): Following the class discussion, each student Middle School/High School will draw evidence from the texts to write an explanatory essay concerning the following: Courses: Explain how understanding the source of a his- U.S. History/AP U.S. History/American Histo- torical text is vital to understanding the opinion ry/Arkansas State History/Contemporary U.S. of the writer of the text. History, Government, Civics Th is is a ready-made diff erentiated activity handout 1 direCtions For teaChers: focusing on one moment within the civil rights Th e objective for this activity is to develop the movement during the 1950s. It is recommend- student’s ability to source a text. Historical texts ed that the classroom teacher presents this do not provide perfect windows into the past. activity aft er content knowledge concerning the Each text has relative strengths and weaknesses. desegregation of schools in the U.S. has been Th is activity gauges whether students can see gathered by the students. not only how a text provides evidence about the past, but also its limitations. Students need to have some prior knowledge concerning the events which led up to the 1957 Th is activity also assesses the student’s ability to desegregation of Central High School in Little use evidence to support a historical argument. Rock, Arkansas. Students are provided three texts that provide perspectives on the actions of Judge Ronald N. Th e teacher should also discuss with the Davis. students a logical method to interpret texts. Handouts are included for this purpose. Place the students into groups of three or four. Th e groups should be determined by reading handouts inCluded levels. Each group will receive three texts. Th e With this aCtivity: texts are arranged in three distinct categories; • #1 Student Assignment (including texts) Category #1 for the highest reading levels, Cate- • #2 Text Analysis Worksheet gory #2 for middle reading levels and Category • #3 Using Primary Sources (Th e Library of #3 for the lowest reading levels. Matching the Congress provides countless materials for students with the appropriate reading level will teachers to use, such as worksheets and analy- provide all students with the opportunity to sis forms.) Go to http://loc.gov/teachers/ develop their skills.
Each group should read the assigned texts. Following the reading of the texts, the students should cooperate within their groups to answers the questions which accompany the texts. student aCtivity #6
50 THE ROAD TO LITTLE ROCK student aCtivity #6
handout #1: From the very start Judge Davies has seen the student assignMent problem clearly and refused to be diverted. inCluding teXts He struct down the confl citing state court injunction as an obvious violation of the Federal grouP #1 Courts’ approval of the locally devised plan Instructions for students: for moderate and gradual integration of public Each student is expected to read the three texts. schools. “To yield to Upon completion of the readings, each student When Gov. Faubus called out the National will cooperate with other members of their Guard on the pretext that peace was threatened, (the state’s group to answer the questions on the text Judge Davies said he would take this at face analysis worksheet. value. But he never the less order the school proceed forthwith with the integration plan. illegal Each group will share their fi ndings with the And when at the weekend the school offi cials interference) entire class. fearsomely asked permission to hold off , Judge Davies dismissed the arguments as “anemic”. He would be *In some cases, the texts which have been said correctly that there had been no violence selected are not complete. so far, nor “any indication in the future”. Futhermore, with all regard for Little Rock’s to enthrone **Spelling and grammatical errors were kept in diffi culties in the face of Faubus-manufactured offi cial place for accuracy. confusion. Judge Davies insisted, “I have a Constitutional duty and obligation from which lawlessness ***Some of the texts are actual photocopies of I will not shrink”. He went on to say court the original text decrees cannot be fl outed. Th e petition was therefore denied. and teXt #1 lawlessness NEW YORK HERALD TRIBUNE Of course it can be argued from hindsight Monday, September 9, 1957 that Judge Davies was only doing what he was if not Th e Uncompromising Judge supposed to do, that he had no alternative, In the Little Rock situation there is at least one but to hew the line. Well perhaps so. But the checked person who has acted with consistent courage. point is Judge Davies did perform his duty, We mean Federal Judge Ronald N. Davis, the immediately and vigorously. In a world given to is the visiting jurist from North Dakota. At no time vacillating and compromise, to being “practical”, has he shown the slightest dosposition to yield we admire a man who meets crisis head on and precursor to expediency. never mind the torpedoes. Th is is an example to remember. anarchy.”
1958 U.S. Supreme Court, Justice Felix Frankfurter (Supporting Judge Ronald N. Davies ruling in Little Rock, Arkansas)
THE ROAD TO LITTLE ROCK 51 handout #2: student assignMent inCluding teXts
grouP #1
teXt #2 handout 2-3
FIgure 4 FBI report sent to Judge Davies student aCtivity #6
52 THE ROAD TO LITTLE ROCK student aCtivity #6
handout #3: student assignMent inCluding teXts grouP #1 teXt #3 Letter to Judge Davies in Little Rock
Ronald N. Davies, why don’t you heist your tail and get out of the South before some Southerner cuts it off for you.
Th e Lord knew what he was doing when he sent the negro to Africa, a country surrounded by water; where they can slash each other to their hearts content. If you were half smart you would make a decree to send them back to Africa. Why don’t you give a decree to send the good Indians to a good white school. We would all welcome the Indians,a fi ne and noble people. “From the
Why don’t you go and stay in N----- town while you are here. Th at’s the proper place for you. If very start you are not going to live with the N------, why don’t you go blow your nose and go back up north where you belong. We can do without your smart aleck ego. You really think you are something Judge else don’t you. To us you are nothing but white trash. Davies has Signed, An American seen the Sept. 5 1957 problem clearly and refused to be diverted.”
New York Herald Tribune Monday, September 9, 1957
THE ROAD TO LITTLE ROCK 53 handout #4: At night he studies briefs, read magazines, student assignMent writes letters to his family and watches inCluding teXts television Westerns.
grouP #2 During weekends, Davies has found time Instructions for students: for some sightseeing. Sometimes he dines in Each student is expected to read the three texts. retaurants away from his hotel.
Upon completion of the readings, each student “Unfortunately I am recognized in public will cooperate with other members of their places,” Davies said. “Yes it is because of my group to answer the questions on the text size.” analysis worksheet. Th e judge who ran 100 yards in 10 seconds Each group will share their fi ndings with the fl at during his college days stands only 5’ 1”. handout 4-5 entire class. Th e judge, a Roman catholic says he attends 9:00 o’clock Mass at a downtown cathedral. *In some cases, the texts which have been Davies winces at the thought that his children selected are not complete. at home worry about his safety. “Our family has lived a quiet life,” he said. “Th e children can’t **Spelling and grammatical errors were kept in understand the emotion charge atmosphere place for accuracy. here.” Davies has assured his family, “that you don’t meet nicer people than those in Little ***Some of the texts are actual photocopies of R o c k .” the original text Th e judge said “the assignment from North teXt #1 Dakota to Arkansas—pending the appointment Th e Fargo Forum of a permanent judge for eastern Arkansas--- Saturday, September 28, 1957 was as routine as anything could be.” “Sparsely (Fargo, North Dakota Newspaper) populated North Dakota has had two federal Judge Davies Goes About Duties Calmly In Midst judges since 1955 for the fi rst time”, Davies said. of Little Rock Integration Row “Whenever there is a temporary vacance the Little Rock, Ark (AP) – Th e dimninutive federal Senior Circuit Court of Appeals judge picks a judge whose “routine” temporary assignment district judge to fi ll it”, said Davies. “Naturally here tumbled into the pages of history goes he is going to choose a judge from an an about his business calmly in the midst of the area which can aff ord the temporary loss.” integration uproar. Segregationists in Arkansas claim that Davies was hand picked and imported here. U.S. Dist. Judge Ronald N. Davies of Fargo, ND, a brisk but unexcitable man, walks across Davies explanation of how he came to the racial the street from his hotel to the federal building storm center is as close as he would come to about 9 a.m. everyday and winds up about 5:30 offi cial comment on the integration issue. p.m. His offi cial handiwork—the injunctive proceedings against interference with school He handles a normal backlog of civil and integration—is open to inspection by all. criminal cases from east Arkansas. student aCtivity #6
54 THE ROAD TO LITTLE ROCK student aCtivity #6
handout #5: student assignMent inCluding teXts grouP #2 teXt #2 WESTERN UNION TELEGRAM To Judge Davies=United States Court LRock Continued resistance to overhwelming public opinion on your part displays more stubborn pride than discretion and the exercise of sound judgement. You are attempting to deal with a situation which is foreign to your background and previous environment. Wouldn’t it be best for you to leave gradual integration to lacoal authorities Sincerely Edward B Ballou teXt #3 “We Letter to Judge Davies in Little Rock Ronald N. Davies, why don’t you heist your tail and get out of the South before some Southerner conclude cuts it off for you. that, in Th e Lord knew what he was doing when he sent the negro to Africa, a country surrounded by water; where they can slash each other to their hearst content. If you were half smart you would the fi eld make a decree to send them back to Africa. Why don’t you give a decree to send the good Indians to a good white school. We would all welcome the Indisans,a fi ne and noble people. of public
Why don’t you go and stay in N----- town while you are here. Th at’s the proper place for you. If education, you are not going to live with the N------, why don’t you go blow your nose and go back up north where you belong. We can do without your smart aleck ego. You really think you are something the else don’t you. To us you are nothing but white trash. doctrine of Signed, An American “separate Sept. 5 1957 but equal” has no place.”
1954 U.S. Supreme Court ruling in Brown v Board of Education
THE ROAD TO LITTLE ROCK 55 handout #6: teXt #2 student assignMent Letter to Judge Davies in Little Rock inCluding teXts Ronald N. Davies, why don’t you heist your tail and get out of the South before some grouP #3 Southerner cuts it off for you. Instructions for students: Each student is expected to read the three texts. Th e Lord knew what he was doing when he sent the negro to Africa, a country surrounded Upon completion of the readings, each student by water; where they can slash each other to will cooperate with other members of their their hearst content. If you were half smart group to answer the questions on the text you would make a decree to send them back analysis worksheet. to Africa. Why don’t you give a decree to send the good Indians to a good white school. We Each group will share their fi ndings with the would all welcome the Indisans,a fi ne and noble handout 6-7 entire class. people.
*In some cases, the texts which have been Why don’t you go and stay in N----- town while selected are not complete. you are here. Th at’s the proper place for you. If you are not going to live with the N------, why **Spelling and grammatical errors were kept in don’t you go blow your nose and go back up place for accuracy. north where you belong. We can do without your smart aleck ego. You really think you are ***Some of the texts are actual photocopies of something else don’t you. To us you are nothing the original text but white trash.
teXt #1 Signed, Letter to Judge Davies An American Dear Integration Lover: Sept. 5 1957 Lets ship southern negroes to your neighborhood & schools so your children can teXt #3 integrate & intermarry with the ngroe children. Letter to the wife of Judge Davies So you can “practise what you preach”! Mrs. Ronald E. Davies Hurrah for Integration for Judge Davies Fargo, ND childre.! Come north negroes-come north My dear Mrs. Davies: Integrate Intermarry One world One peace I have been praying for you and your fi ve children that you have so much trouble at home Unsigned letter to Judge Davies that your husband that he will not be able to stir up trouble. I know that you are ashamed of what he did in Little Rock. “Vengeance is mine I willrepay saith the Lord”. It is God’s word. You will have top learn to fear God. He is the Great Judge. And your husband and all people will have to appear before him. I am praying that you husband will admit his wrong doings in Little Rock.
Katherine Couley Uniuon Mills, N.C. October 7, 1957 student aCtivity #6
56 THE ROAD TO LITTLE ROCK student aCtivity #6
handout #7: teXt analysis WorKsheet
Name the source of your texts?
Text #1______
Text #2______“In an Text #3______organized Analyze the opinions given of Judge Davies by the writers of your documents? Cite specifi c words and phrases which support your analysis. society Text #1 there can ______be nothing ______but ______ultimate
Text #2 confusion ______and chaos ______if court ______decrees ______are Text #3 fl aunted, ______whatever ______the ______pretext.”
Following a class discussion, you will draw evidence from these texts to write an explanatory essay Sept. 7, 1957 concerning the following: Explain how understanding the source of a historical text is vital to Federal District Judge understanding the opinion of the writer of the text. Ronald N. Davies
THE ROAD TO LITTLE ROCK 57 aCtivity oPPortunities: concerning the desegregation of schools in the Research/read/discuss/write/examine social U.S. has been presented. Students need prior studies content/source texts knowledge concerning the events which led up to the 1957 desegregation of Central High grade level(s): School in Little Rock, Arkansas. Middle School/High School Th e teacher should also discuss a logical Courses: method to interpret texts (documents). U.S. History/AP U.S. History/Psychology/ Handouts are included for this purpose. Sociology/American History/Arkansas State History/Contemporary U.S. History, Th e teacher should also provide directions and Government, Civics expectations for essay writing (see Common handout 1 Core Standards in English Language Arts direCtions For teaChers: Literacy in History/Social Studies handout). Th e objectives for this activity are to put the students into the role of a historian, develop Students should be provided time to analyze the strategies for applying methods in historical texts. Encourage students to use the enclosed inquiry, develop visual literacy skills to Text Analysis Form (or one you wish to understand artifacts, develop writing skills and provide) to record their analysis. use a primary record to formulate historical questions for further research. Following the text analysis, the students should address the following: Th is is a Document Based Question Activity. Following the U.S. Supreme Court decision Th e students are required to read and analyze Brown v. Board of Education (Topeka) in texts. Th e students follow the reading of the 1957, public schools in the United States texts with the writing of an essay. were expected to integrate. Integration of public schools in Little Rock, Arkansas Th e teacher may use this activity as a two was accompanied with violence. Analyze day activity which would provide students the causes for the violence which occurred with opportunities to develop reading and during the integration of Central High interpretation skills as well as writing skills. School.
Th e teacher may also decide to use this as a one handouts/inForMation day lesson to prepare AP students to address the inCluded With this aCtivity: time constraints of completing a timed writing • #1 Student Assignment (Including texts) assignment. • #2 Text Analysis Form • #3 Using Primary Sources Handout It is recommended that the classroom teacher conducts this activity aft er content information student aCtivity #7
58 THE ROAD TO LITTLE ROCK student aCtivity #7
handout #1 student assignMent – Page 1 oF 4 teXt #1 (Supreme Court Ruling) direCtions For students: “Segregation of white and colored children in Th e following activity requires you to write an public schools has a detrimental eff ect upon the essay which integrates your interpretation of the colored children. Th e impact is greater when texts found within this activity. it has the sanction of the law, for the policy of separating the races is usually interpreted as You will be provided a specifi ed amount of time denoting the inferiority of the negro group. A to read the texts. Use the Text Analysis Work- sense of inferiority aff ects the motivation of a sheet to record your reactions to each text. child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] Following this time period, you will write an the educational and mental development of “One has not essay responding to the following prompt: negro children and to deprive them of some Following the U.S. Supreme Court decision of the benefi ts they would receive in a racially only a legal Brown v. Board of Education (Topeka) in 1957, integrated school system... We conclude that, public schools in the United States were expect- in the fi eld of public education, the doctrine but a moral ed to integrate. Integration of public schools in of “separate but equal” has no place. Separate Little Rock, Arkansas was accompanied with educational facilities are inherently unequal.” responsibility violence. Analyze the causes for the violence 1954 U.S. Supreme Court ruling in Brown v. which occurred during the integration of Cen- Board of Education to obey tral High School. teXt #2 just laws. *Not all texts are complete (Supreme Court Ruling) …the states end segregation with “all deliberate Conversely, **Spelling and grammatical issues were left in speed.” place to authenticate the texts 1954 U.S. Supreme Court (Explaining when one has integration in schools must take place.) a moral responsibility to disobey unjust laws.”
Rev. Martin Luther King, Jr.
THE ROAD TO LITTLE ROCK 59 handout #1 teXt #5 student assignMent – (Document) Page 2 oF 4 “We stand for the traditional segregationist policy and for the racial status quo, and with teXt #3 womanly concern for the physical and emotion- (Cartoon) al welfare of innocent white children strained and sickened by the “unspeakable” conditions under which they are being forced to struggle for an education.” August, 1957 League of Central High School Mothers
handout 1 teXt #6 (Newspaper Headlines) “COURT BARS SCHOOL INTEGRATION HERE; GOVENOR WARNS OF POSSIBLE VIOLENCE” August 29, 1957 Headlines from the Arkansas Democrat newspaper
teXt #7 (Newspaper Excerpt) “Violence is brewing, if school offi cials attempt Cartoon by Jon Kennedy, Little Rock Arkansas to integrate Central High School with the open- Democrat, May 17, 1954 ing of the fall term Tuesday. She said she was (Courtesy of Arkansas Democrat-Gazette) told of the brewing violence in strict confi dence and she refused to name her informer.” teXt #4 August 30, 1957 Arkansas Gazette (Document) “Blossom Plan” “Desegregation will begin in the fall of 1957 at Central and fi lter down to the lower grades over the next six years. Students will be permitted to transfer from any school where their race is in the minority.” May 24, 1955 Virgil Blossom Superintendent of Little Rock Public Schools student aCtivity #7
60 THE ROAD TO LITTLE ROCK student aCtivity #7
handout #1 teXt #11 student assignMent – (Judicial Ruling) Page 3 oF 4 “Although the use of armed force by the state of Arkansas to deny access to the school by Negro teXt #8 children has been declared by Governor Faubus (Document) to be required to preserve peace and order, such “I have heard that white supremacists from all use of the Arkansas National Guard was and is over the state are descending on Little Rock. in violation of the rights of the Negro children th I declare Central High School off -limits to under the 14 Amendment as determined by blacks and Horace Mann, the black high school, this court.” off -limits to whites. I also proclaim that if the Sept. 20, 1957 black students attempted to enter Central, Federal Judge Ronald N. Davies “blood will run in the streets.” September 2, 1957 teXt #12 Arkansas Governor Orval Faubus (Supreme Court Ruling) “Davies has “To yield to (the state’s illegal interference) teXt #9 would be to enthrone offi cial lawlessness and assured (Judicial Statement) lawlessness if not checked is the precursor to “Th e chief executive of Little Rock has stated anarchy.” his family, that the Little Rock Police have not had a single 1958 U.S. Supreme Court, case of inter-racial violence reported to them Justice Felix Frankfurter ‘that you and that there has been no indication from (Supporting Judge Ronald N. Davies ruling in source available to him that there would be Little Rock, Arkansas) don’t violence in regard to this situation. In an organized society there can be nothing meet nicer but ultimate confusion and chaos if court de- crees are fl aunted, whatever the pretext.” people Sept. 7, 1957 Federal Judge Ronald N. Davies than those teXt #10 in Little (Document) “Th e majority of the League of Central High Rock.’” School Mothers members are married, lower middle-class and working-class women not in The Fargo Forum paid employment. Only about one-fi ft h of its Saturday, 165 members are the mothers of Central High September 28, 1957 pupils.” September 18. 1957 FBI report to Federal Judge Ronald N. Davis
THE ROAD TO LITTLE ROCK 61 handout #1 student assignMent – Page 4 oF 4
teXt #13 (Photo) handout 1-2
September 23, 1957 courtesy of The Library of Congress student aCtivity #7
62 THE ROAD TO LITTLE ROCK student aCtivity #7 handout #2 teXt analysis WorKsheet – Page 1 oF 4 teXt #1 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______teXt #2 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______“We hold Date of text: ______Author of the text ______these What is the most important information found within the text? truths to ______be self Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. evident, ______that all teXt #3 (CheCK 1): Type of text: men are __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______created Date of text: ______Author of the text ______equal...”
What is the most important information found within the text? Thomas Jefferson ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______teXt #4 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______
THE ROAD TO LITTLE ROCK 63 handout #2 teXt analysis WorKsheet – Page 2 oF 4
teXt #5 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time.
handout 2 ______
teXt #6 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______
teXt #7 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______
teXt #8 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time.
student aCtivity #7 ______
64 THE ROAD TO LITTLE ROCK student aCtivity #7 handout #2 teXt analysis WorKsheet – Page 3 oF 4 teXt #9 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______teXt #10 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______“Separate What is the most important information found within the text? ______educational Cite specifi c evidence from the text that gives you clues about life in the United States or the facilities are state of Arkansas during this specifi c time. ______inherently teXt #11 (CheCK 1): unequal.” Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement Brown v. Board of __Other (explain) ______Education, 347 U.S. 483 (1954) Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______teXt #12 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the state of Arkansas during this specifi c time. ______
THE ROAD TO LITTLE ROCK 65 handout #2 teXt analysis WorKsheet – Page 4 oF 4
teXt #13 (CheCK 1): Type of text: __Newspaper __Court Statement __Memorandum __Personal Statement __Other (explain) ______
Date of text: ______Author of the text ______
What is the most important information found within the text? ______
Cite specifi c evidence from the text that gives you clues about life in the United States or the handout 2-3 state of Arkansas during this specifi c time. ______student aCtivity #7
66 THE ROAD TO LITTLE ROCK student aCtivity #7
handout #3 Questions to consider for each primary source: WorKing With teXts • Who created this primary source? • When was it created? CoMMents ConCerning • Where does your eye go fi rst? the use oF PriMary sourCes • What do you see that you didn’t expect? Primary sources are the raw materials of history • What powerful words and ideas are — original documents and objects which expressed? were created at the time under study. Th ey are • What feelings and thoughts does the primary diff erent from secondary sources, accounts or source trigger in you? interpretations of events created by someone • What questions does it raise? without fi rsthand experience. • What was happening during this time period? • What was the creator’s purpose in making Examining primary sources provides you with this primary source? a powerful sense of history and the complexity • What does the creator do to get his or her of the past. Analyzing primary sources can also point across? lead to higher-order thinking and better critical • What was this primary source’s audience? thinking and analysis skills. • What biases or stereotypes do you see? “Oppressed people cannot remain oppressed forever.”
Rev. Martin Luther King, Jr.
THE ROAD TO LITTLE ROCK 67 Common Core Standards in English CCSS for Literacy (6-8) (9-10) (11-12) Language Arts Literacy in History/ in All Subjects Anchor Standard Social Studies WHST 5 With some guidance and support from Develop and strengthen writing as needed Develop and strengthen writing as needed peers and adults, develop and strengthen by planning, revising, editing, rewriting, by planning, revising, editing, rewriting, writing as needed by planning, revising, or trying a new approach, focusing on or trying a new approach, focusing on Writing Process editing, rewriting, or trying a new approach, addressing what is most significant for a addressing what is most significant for a focusing on how well purpose and audience specific purpose and audience. specific purpose and audience. have been addressed. Use technology, including the Internet, to Use technology, including the Internet, to Use technology, including the Internet, to CCSS for Literacy (6-8) (9-10) (11-12) produce and publish writing and present produce, publish, and update individual or produce, publish, and update individual or the relationships between information and shared writing products, taking advantage shared writing products in response to on- WHST 6 in All Subjects ideas clearly and efficiently. of technology’s capacity to link to other in- going feedback, including new arguments formation and to display information flexibly or information. Technology and dynamically. Anchor Standard Conduct short research projects to answer Conduct short as well as more sustained Conduct short as well as more sustained Write arguments focused on discipline Write arguments focused on discipline Write arguments focused on discipline-spe- WHST 7 Writing/History (WHST) a question (including a self-generated research projects to answer a question research projects to answer a question specific content. specific content. cific content. question), drawing on several sources (including a self-generated question) or (including a self-generated question) or Inquiry and Research 1 and generating additional related, focused solve a problem; narrow or broaden the solve a problem; narrow or broaden the a. Introduce claim(s) about a topic or issue, a. Introduce precise claim(s), distinguish a. Introduce precise, knowledgeable questions that allow for multiple avenues inquiry when appropriate; synthesize inquiry when appropriate; synthesize acknowledge and distinguish the claim (s) the claim(s) from alternate or opposing claim(s), establish the significance of the of exploration. multiple sources on the subject; demon- multiple sources on the subject; demon- Argumentative Writing from alternative or opposing claims, and or- claims, and create an organization that claim(s), distinguish the claim(s) from strating understanding of the subject under strating understanding of the subject under ganize the reasons and evidence logically. establishes clear relationships among alternate or opposing claims, and create investigation. investigation. the claim(s), counterclaims, reasons and an organization that logically sequences b. Support claim(s) with logical reasoning evidence. the claim(s), counterclaims, reasons and WHST 8 Gather relevant information from multiple Gather relevant information from multiple Gather relevant information from multiple and relevant, accurate data and evidence evidence. print and digital sources, using search authoritative print and digital sources, using authoritative print and digital sources, using terms effectively; assess the credibility advanced searches effectively; assess the advanced searches effectively; assess the that demonstrate an understanding of the b. Develop claim(s) and counterclaims Relevant and Reliable topic or text, using credible sources. fairly, supplying data and evidence for b. Develop claim(s) and counterclaims fairly and accuracy of each source; and quote usefulness of each source in answering the strengths and limitations of each source each while pointing out the strengths and and thoroughly, supplying the most or paraphrase the data and conclusions of research question; integrate information in terms of the specific task, purpose, and Resources others while avoiding plagiarism and follow- into the text selectively to maintain the flow audience; integrate information into the text c. Use words, phrases, and clauses to cre- limitations of both claim(s) and counter- claims in a discipline appropriate form and ing a standard format for citation. of ideas, avoiding plagiarism and following selectively to maintain the flow of ideas, ate cohesion and clarify the relationships relevant data and evidence for each while a standard format for citation. avoiding plagiarism, and overreliance on among claim(s), counterclaims, reasons, in a manner that anticipates the audience’s pointing out the strengths and limitations knowledge level and concerns. any one source and following a standard and evidence. of both claim(s) and counterclaims in a format for citation. discipline-appropriate form that anticipates d. Establish and maintain a formal style. c. Use words, phrases, and clauses to link the audience’s knowledge level, concerns, WHST 9 Draw evidence from informational texts to Draw evidence from informational texts to Draw evidence from informational texts to the major sections of the text, create cohe- values, and possible biases. support analysis, reflection, and research. support analysis, reflection, and research. support analysis, reflection, and research. sion, and clarify the relationships between e. Provide a concluding statement or Evidence for Analysis claim(s) and reasons, between reasons section that follows from or supports the c. Use words, phrases, and clauses as well and evidence, and between claim(s) and argument presented. as varied syntax to link the major sections counterclaims. of the text, create cohesion, and clarify the and Reflection relationships between claim(s) and rea- WHST 10 Write routinely over extended time frames Write routinely over extended time frames Write routinely over extended time frames d. Establish and maintain a formal style and sons, between reasons and evidence, and (time for reflection and revision) and shorter (time for reflection and revision) and shorter (time for reflection and revision) and shorter objective tone while attending to the norms between claim(s) and counterclaims. time frames (a single sitting or a day or time frames (a single sitting or a day or time frames (a single sitting or a day or Routine Writing and conventions of the discipline in which two) for a range of discipline-specific tasks, two) for a range of discipline-specific tasks, two) for a range of discipline-specific tasks, they are writing. d. Establish and maintain a formal style and purposes, and audiences. purposes, and audiences. purposes, and audiences. objective tone while attending to the norms e. Provide a concluding statement or and conventions of the discipline in which section that follows from or supports the they are writing. argument presented. e. Provide a concluding statement or section that follows from or supports the argument presented.
WHST 2 Write informative/explanatory texts, Write informative/explanatory texts, Write informative/explanatory texts, including the narration of historical events, including the narration of historical events, including the narration of historical events, scientific procedures/experiments, or scientific procedures/experiments, or scientific procedures/experiments, or Informative/ technical processes. technical processes. technical processes.
Explanatory Writing a. Introduce a topic clearly, a. Introduce a topic clearly and organize a. Introduce a topic clearly and organize ideas, concepts, and information to make complex ideas, concepts, and information previewing what is to follow; important connections and distinctions; so that each new element include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when organize ideas, concepts, and information builds on that which precedes it to create useful to aiding comprehension. into broader categories as appropriate to a unified whole; include formatting (e.g., achieving purpose; include formatting (e.g., headings), graphics (e.g., figures, tables) headings), graphics (e.g., charts, tables, b. Develop the topic with well-chosen, and multimedia when useful to aiding and multimedia when useful to aiding relevant, and sufficient facts, extended comprehension. comprehension. definitions, concrete details, quotations, or other information and examples appropriate b. Develop the topic thoroughly by selecting to the audience’s knowledge of the topic. b. Develop the topic with relevant, well-chosen facts, definitions, concrete the most significant and relevant facts, details, quotations, or other information and c. Use varied transitions and sentence extended definitions, concrete details, quo- examples. structures to link the major sections of the tations, or other information and examples text, create cohesion, and clarify the rela- appropriate to the audience’s knowledge tionships among ideas and concepts. c. Use appropriate and varied transitions to of the topic. create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-spe- c. Use varied transitions and sentence cific vocabulary to manage the complexity structures to link the major sections of of the topic and convey a style appropriate d. Use precise language and domain-spe- the text, create cohesion, and clarify the to the discipline and context as well as to cific vocabulary to inform about or explain relationships among complex ideas and the expertise of likely readers. the topic. concepts.
e. Establish and maintain a formal style and e. Establish and maintain a formal style and d. Use precise language and domain-spe- objective tone while attending to the norms objective tone. cific vocabulary, and techniques such as and conventions of the discipline in which metaphor, simile, and analogy to manage they are writing. the complexity of the topic; convey a knowl- f. Provide a concluding statement or section edgeable stance in a style that responds to that follows from and supports the informa- f. Provide a concluding statement or the discipline and context as well as to the tion or explanation presented. section that follows from and supports the expertise of likely readers. information or explanation presented (e.g., articulating implications or the significance e. Provide a concluding statement or sec- of the topic. tion that follows from and supports
the information or explanation presented (e.g., articulating implications or the signifi- cance of the topic). WHST 3 (Not applicable as a separate requirement (Not applicable as a separate requirement (Not applicable as a separate requirement in social studies) in social studies) in social studies) Narrative WHST 4 Produce clear and coherent writing in Produce clear and coherent writing in Produce clear and coherent writing in which the development, organization, and which the development, organization, and which the development, organization, and style are appropriate to task, purpose, and style are appropriate to task, purpose, and style are appropriate to task, purpose, and Task, Purpose and Audience audience. audience. audience.
68 THE ROAD TO LITTLE ROCK CCSS for Literacy (6-8) (9-10) (11-12)
in All Subjects
Anchor Standard WHST 5 With some guidance and support from Develop and strengthen writing as needed Develop and strengthen writing as needed peers and adults, develop and strengthen by planning, revising, editing, rewriting, by planning, revising, editing, rewriting, writing as needed by planning, revising, or trying a new approach, focusing on or trying a new approach, focusing on Writing Process editing, rewriting, or trying a new approach, addressing what is most significant for a addressing what is most significant for a focusing on how well purpose and audience specific purpose and audience. specific purpose and audience. have been addressed. Use technology, including the Internet, to Use technology, including the Internet, to Use technology, including the Internet, to produce and publish writing and present produce, publish, and update individual or produce, publish, and update individual or the relationships between information and shared writing products, taking advantage shared writing products in response to on- WHST 6 ideas clearly and efficiently. of technology’s capacity to link to other in- going feedback, including new arguments formation and to display information flexibly or information. Technology and dynamically. WHST 7 Conduct short research projects to answer Conduct short as well as more sustained Conduct short as well as more sustained a question (including a self-generated research projects to answer a question research projects to answer a question question), drawing on several sources (including a self-generated question) or (including a self-generated question) or Inquiry and Research and generating additional related, focused solve a problem; narrow or broaden the solve a problem; narrow or broaden the questions that allow for multiple avenues inquiry when appropriate; synthesize inquiry when appropriate; synthesize of exploration. multiple sources on the subject; demon- multiple sources on the subject; demon- strating understanding of the subject under strating understanding of the subject under investigation. investigation. WHST 8 Gather relevant information from multiple Gather relevant information from multiple Gather relevant information from multiple print and digital sources, using search authoritative print and digital sources, using authoritative print and digital sources, using terms effectively; assess the credibility advanced searches effectively; assess the advanced searches effectively; assess the Relevant and Reliable and accuracy of each source; and quote usefulness of each source in answering the strengths and limitations of each source or paraphrase the data and conclusions of research question; integrate information in terms of the specific task, purpose, and Resources others while avoiding plagiarism and follow- into the text selectively to maintain the flow audience; integrate information into the text ing a standard format for citation. of ideas, avoiding plagiarism and following selectively to maintain the flow of ideas, a standard format for citation. avoiding plagiarism, and overreliance on any one source and following a standard format for citation. WHST 9 Draw evidence from informational texts to Draw evidence from informational texts to Draw evidence from informational texts to support analysis, reflection, and research. support analysis, reflection, and research. support analysis, reflection, and research. Evidence for Analysis and Reflection WHST 10 Write routinely over extended time frames Write routinely over extended time frames Write routinely over extended time frames (time for reflection and revision) and shorter (time for reflection and revision) and shorter (time for reflection and revision) and shorter time frames (a single sitting or a day or time frames (a single sitting or a day or time frames (a single sitting or a day or Routine Writing two) for a range of discipline-specific tasks, two) for a range of discipline-specific tasks, two) for a range of discipline-specific tasks, purposes, and audiences. purposes, and audiences. purposes, and audiences.
CCSS for Literacy in (6-8) (9-10) (11-12)
All Subjects Standard
Anchor Standard
Reading/History (RH) 1 Cite specific textual evidence to support Cite specific textual evidence to support Cite specific textual evidence to support analysis of primary and secondary sources. analysis of primary and secondary sources, analysis of primary and secondary sources, attending to such features as the date and connecting insights gained from specific Explicit/Implicit Meanings origin of the information. details to an understanding of the text as a whole. RH 2 Determine the central ideas or information Determine the central ideas or information Determine the central ideas or information of a primary or secondary source; provide of a primary or secondary source; provide of a primary or secondary source; providing an accurate summary of the source distinct an accurate summary of how key events or an accurate summary that makes clear the Main Ideas from prior knowledge or opinions. ideas develop over the course of the text. relationships among key details and ideas. RH 3 Identify key steps in a text’s description of Analyze in detail a series of events Evaluate various explanations for actions a process related to history/social studies described in a text; determine whether or events and determine which explanation (e.g., how a bill becomes a law, how inter- earlier events caused later ones or simply best accords with textual evidence, ac- Text Relationships est rates are raised or lowered. preceded them. knowledging where the text leaves matters uncertain. RH 4 Determine the meaning of words and Determine the meaning of words and Determine the meaning of words and phrases as they are used in a text, includ- phrases as they are used in a text, includ- phrases as they are used in a text, ing vocabulary specific to domains related ing vocabulary describing political, social, or including analyzing how an author uses and Vocabulary to history/social studies. economic aspects of history/social studies refines the meaning of a key term of the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH 5 Describe how a text presents information Analyze how a text uses structure to Analyze in detail how a complex primary (e.g., sequentially, comparatively, causally). emphasize key points or advance an source is structured, including how key explanation and analysis. sentences, paragraphs, and larger portions Text Structure of the text contribute to the whole. Identify aspects of a text that reveal an Compare the point of view of two or more Evaluate authors’ differing points of view author’s point of view or purpose (e.g., authors for how they treat the same or on the same historical event or issue by loaded language, inclusion or avoidance of similar topics, including which details they assessing the authors’ claims, reasoning, RH 6 particular facts). include and emphasize in their respective and evidence. accounts. Author Purpose/Perspective RH 7 Integrate visual information (e.g., in charts, Integrate quantitative or technical analysis Integrate and evaluate multiple sources of graphs, photographs, videos, or maps) with (e.g., charts, research data) with qualitative information presented in diverse formats other information in print and digital texts. analysis in print or digital text. Visual Literacy/Technology and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH 8 Distinguish among fact, opinion, and Assess the extent to which the reasoning Evaluate an author’s premises, claims, and reasoned judgment in a text. and evidence in a text support the author’s evidence by corroborating or challenging claims. them with other information. Argument and Support RH 9 Analyze the relationship between a primary Compare and contrast treatments of the Integrate information from diverse sources, and secondary source on the same topic. same topic in several primary and second- both primary and secondary, into a ary sources. coherent understanding of an idea or event, Multiple Texts noting discrepancies among sources. RH 10 By the end of grade 8, read and com- By the end of grade 10, read and By the end of grade 12, read and com- prehend history/social studies texts in comprehend history/social studies texts prehend history/social studies texts in the grades 6–8 text complexity band in the grades 9 - 10 text complexity band the grades 11 – 12 text complexity band Text Complexity independently and proficiently. independently and proficiently. independently and proficiently.
THE ROAD TO LITTLE ROCK 69 This project is supported in part by grants from the Arkansas and North Dakota Humanities Councils, the National Endowment for the Humanities and the State Historical Society of North Dakota, with funding from the North Dakota Legislature.
SPONSOrS PArTNerS Arkansas Humanities Council Fargo Public Schools – District #1 North Dakota Humanities Council Video Arts Studios uNDerWrITerS Bell State Bank & Trust Ronald D. Offutt Family Foundation State Historical Society of North Dakota University of North Dakota and UND Foundation & Alumni Association DONOrS Border States Electric The Forum Warner & Company Insurance CONTrIBuTOrS American Crystal Sugar Company Bobcat Company Cass County Bar Association Catalyst Medical Center Discovery Benefi ts Doug Burgum Family Fund Erik Hatch Team Fargo Public Schools Foundation MDU Resources Otter Tail Corporation Robert Gibb & Sons Straus Clothing TMI Hospitality Wimmer’s Diamonds Xcel Energy SPONSOrS Fargo Theatre Hotel Donaldson Northern Home Furniture & Design WDAY-TV