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Arkansas Department of Health 1913 – 2013
Old State House, original site of the Arkansas Department of Health 100 years of service Arkansas Department of Health 1913 – 2013 100yearsCover4.indd 1 1/11/2013 8:15:48 AM 100 YEARS OF SERVICE Current Arkansas Department of Health Location Booklet Writing/Editing Team: Ed Barham, Katheryn Hargis, Jan Horton, Maria Jones, Vicky Jones, Kerry Krell, Ann Russell, Dianne Woodruff, and Amanda Worrell The team of Department writers who compiled 100 Years of Service wishes to thank the many past and present employees who generously provided information, materials, and insight. Cover Photo: Reprinted with permission from the Old State House Museum. The Old State House was the original site of the permanent Arkansas State Board of Health in 1913. Arkansas Department of Health i 100 YEARS OF SERVICE Table of Contents A MESSAGE FROM THE DIRECTOR ................................................................................................. 1 PREFACE ................................................................................................................................................. 3 INTRODUCTION ................................................................................................................................... 4 INFECTIOUS DISEASE .......................................................................................................................... 4 IMMUNIZATIONS ................................................................................................................................. 8 ENVIRONMENTAL HEALTH -
Commonlit | Showdown in Little Rock
Name: Class: Showdown in Little Rock By USHistory.org 2016 This informational text discusses the Little Rock Nine, a group of nine exemplary black students chosen to be the first African Americans to enroll in an all-white high school in the capital of Arkansas, Little Rock. Arkansas was a deeply segregated southern state in 1954 when the Supreme Court ruled that segregation in public schools was unconstitutional. The Little Rock Crisis in 1957 details how citizens in favor of segregation tried to prevent the integration of the Little Rock Nine into a white high school. As you read, note the varied responses of Americans to the treatment of the Little Rock Nine. [1] Three years after the Supreme Court declared race-based segregation illegal, a military showdown took place in the capital of Arkansas, Little Rock. On September 3, 1957, nine black students attempted to attend the all-white Central High School. The students were legally enrolled in the school. The National Association for the Advancement of "Robert F. Wagner with Little Rock students NYWTS" by Walter Colored People (NAACP) had attempted to Albertin is in the public domain. register students in previously all-white schools as early as 1955. The Little Rock School Board agreed to gradual integration, with the Superintendent Virgil Blossom submitting a plan in May of 1955 for black students to begin attending white schools in September of 1957. The School Board voted unanimously in favor of this plan, but when the 1957 school year began, the community still raged over integration. When the black students, known as the “Little Rock Nine,” attempted to enter Central High School, segregationists threatened to hold protests and physically block the students from entering the school. -
Exchange with Reporters Prior to Discussions with Prime Minister Gro Harlem Brundtland of Norway May 17, 1994
May 16 / Administration of William J. Clinton, 1994 give our kids a safe and decent and well-edu- We cannot stand chaos and destruction, but cated childhood to put things back together we must not embrace hatred and division. We again. There is no alternative for us if we want have only one choice. to keep this country together and we want, 100 Let me read this to you in closing. It seems years from now, people to celebrate the 140th to me to capture the spirit of Brown and the anniversary of Brown v. Board of Education in spirit of America and what we have to do today, the greatest country the world has ever known, starting with what is in our heart. These are fully diverse, where everybody, all God's chil- lines from Langston Hughes' wonderful poem dren, can live up to the fullest of their God- ``Let America Be America Again'': ``Oh yes, I given potential. say it plain, America never was America to me. And in order to do it, we all have to overcome And yet I swear this oath, America will be.'' a fair measure not only of fear but of resigna- Let that be our oath on this 40th anniversary tion. There are so many of us today, and all celebration. of us in some ways at some times, who just Thank you, and God bless you all. don't believe we can tackle the big things and make a difference. But I tell you, the only thing for us to do to honor those whom we honor NOTE: The President spoke at 8:15 p.m. -
The David and Barbara Pryor Center for Arkansas Oral and Visual History
The David and Barbara Pryor Center for Arkansas Oral and Visual History University of Arkansas 365 N. McIlroy Ave. Fayetteville, AR 72701 (479) 575-6829 Arkansas Memories Project - Event Dale Bumpers and David Pryor Pope County Democratic Party Banquet October 8, 2009 Arkansas Tech University Russellville, Arkansas Event Description On October 8, 2009, Olin Cook, a representative to the state Democratic Committee and past chair of the Pope County Democrats introduced Senators Dale Bumpers and David Pryor as the guests of honor at a Democratic Party banquet at Arkansas Tech University in Russellville. Both Pryor and Bumpers shared stories about their political careers with the attendees. Dubbed "the Arkansas version of The Antique Roadshow" by Senator Pryor, they entertained the audience with anecdotes about Orval Faubus, J.W. Fulbright, Robert Byrd, Bill Clinton, and others. Copyright 2010 Board of Trustees of the University of Arkansas. All rights reserved. Transcript: [00:00:00] [Introductory music] [Conversations in audience] [Applause] [00:00:23] Jim Kennedy: Now I’ve got a—a special thing. I’d like a lady to come up here and just tell a quick little story, and we’re going to get on with our program. This is a historic event, and I’m sure thankful y’all are here. This is Lynn Wiman. Miss Wiman, I’ll let you have the podium. Lynn Wiman: I’m Lynn Wiman, and I have Vintage Books on Parkway, and I am very much the most unlikely participant in a political banquet, so excuse me, I’m very nervous. But I wanted to tell you something about Senator Pryor. -
Honorary Degree Recipients 1977 – Present
Board of Trustees HONORARY DEGREE RECIPIENTS 1977 – PRESENT Name Year Awarded Name Year Awarded Claire Collins Harvey, C‘37 Harry Belafonte 1977 Patricia Roberts Harris Katherine Dunham 1990 Toni Morrison 1978 Nelson Mandela Marian Anderson Marguerite Ross Barnett Ruby Dee Mattiwilda Dobbs, C‘46 1979 1991 Constance Baker Motley Miriam Makeba Sarah Sage McAlpin Audrey Forbes Manley, C‘55 Mary French Rockefeller 1980 Jesse Norman 1992 Mabel Murphy Smythe* Louis Rawls 1993 Cardiss Collins Oprah Winfrey Effie O’Neal Ellis, C‘33 Margaret Walker Alexander Dorothy I. Height 1981 Oran W. Eagleson Albert E. Manley Carol Moseley Braun 1994 Mary Brookins Ross, C‘28 Donna Shalala Shirley Chisholm Susan Taylor Eleanor Holmes Norton 1982 Elizabeth Catlett James Robinson Alice Walker* 1995 Maya Angelou Elie Wiesel Etta Moten Barnett Rita Dove Anne Cox Chambers 1983 Myrlie Evers-Williams Grace L. Hewell, C‘40 Damon Keith 1996 Sam Nunn Pinkie Gordon Lane, C‘49 Clara Stanton Jones, C‘34 Levi Watkins, Jr. Coretta Scott King Patricia Roberts Harris 1984 Jeanne Spurlock* Claire Collins Harvey, C’37 1997 Cicely Tyson Bernice Johnson Reagan, C‘70 Mary Hatwood Futrell Margaret Taylor Burroughs Charles Merrill Jewel Plummer Cobb 1985 Romae Turner Powell, C‘47 Ruth Davis, C‘66 Maxine Waters Lani Guinier 1998 Gwendolyn Brooks Alexine Clement Jackson, C‘56 William H. Cosby 1986 Jackie Joyner Kersee Faye Wattleton Louis Stokes Lena Horne Aurelia E. Brazeal, C‘65 Jacob Lawrence Johnnetta Betsch Cole 1987 Leontyne Price Dorothy Cotton Earl Graves Donald M. Stewart 1999 Selma Burke Marcelite Jordan Harris, C‘64 1988 Pearl Primus Lee Lorch Dame Ruth Nita Barrow Jewel Limar Prestage 1989 Camille Hanks Cosby Deborah Prothrow-Stith, C‘75 * Former Student As of November 2019 Board of Trustees HONORARY DEGREE RECIPIENTS 1977 – PRESENT Name Year Awarded Name Year Awarded Max Cleland Herschelle Sullivan Challenor, C’61 Maxine D. -
Children of Stuggle Learning Guide
Library of Congress LIVE & The Smithsonian Associates Discovery Theater present: Children of Struggle LEARNING GUIDE: ON EXHIBIT AT THE T Program Goals LIBRARY OF CONGRESS: T Read More About It! Brown v. Board of Education, opening May T Teachers Resources 13, 2004, on view through November T Ernest Green, Ruby Bridges, 2004. Contact Susan Mordan, (202) Claudette Colvin 707-9203, for Teacher Institutes and T Upcoming Programs school tours. Program Goals About The Co-Sponsors: Students will learn about the Civil Rights The Library of Congress is the largest Movement through the experiences of three library in the world, with more than 120 young people, Ruby Bridges, Claudette million items on approximately 530 miles of Colvin, and Ernest Green. They will be bookshelves. The collections include more encouraged to find ways in their own lives to than 18 million books, 2.5 million recordings, stand up to inequality. 12 million photographs, 4.5 million maps, and 54 million manuscripts. Founded in 1800, and Education Standards: the oldest federal cultural institution in the LANGUAGE ARTS (National Council of nation, it is the research arm of the United Teachers of English) States Congress and is recognized as the Standard 8 - Students use a variety of national library of the United States. technological and information resources to gather and synthesize information and to Library of Congress LIVE! offers a variety create and communicate knowledge. of program throughout the school year at no charge to educational audiences. Combining THEATER (Consortium of National Arts the vast historical treasures from the Library's Education Associations) collections with music, dance and dialogue. -
CONGRESSIONAL RECORD—HOUSE September 25, 1997
H7838 CONGRESSIONAL RECORD Ð HOUSE September 25, 1997 and $200 billion deficits as far as the willing to go to any length to overturn thing sometime. When is this House eye could see. the election of Congresswoman LORET- going to be ready? When will the lead- With a determination to save the TA SANCHEZ. The committee majority ership of this House be prepared to American dream for the next genera- is in the process of sharing the Immi- clean up the campaign finance mess we tion, the Republican Congress turned gration and Naturalization Service have in this country? the tax-and-spend culture of Washing- records of hundreds of thousands of Or- This House, the people's House, ton upside down and produced a bal- ange County residents with the Califor- should be the loudest voice in the cho- anced budget with tax cuts for the nia Secretary of State. These records rus. We must put a stop to big money American people. Now that the Federal contain personal information on law- special interests flooding the halls of Government's financial house is finally abiding U.S. citizens, many of them our Government. It is time, Madam in order, the big question facing Con- targeted by committee investigators Speaker, for the Republican leadership gress, and the President, by the way, is simply because they have Hispanic sur- to join with us to tell the American what is next? With the average family names or because they reside in certain people that the buck stops here. still paying more in taxes than they do neighborhoods, and that is an outrage. -
Civil Rights2018v2.Key
UNITED STATES HISTORY Civil Rights Era Jackie Robinson Integrates “I Have a Dream” MLB 1945-1975 March on Washington Little Rock Nine 1963 1957 Brown vs Board of Ed. 1954 Civil Rights Dr. Martin Luther King Jr. Workers Murdered born 1929 - assassinated1968 1964 Vocabulary • Separate, but Equal - Supreme Court decision that said that separate (but equal) facilities, institutions, and laws for people of different races were were permitted by the Constitution • Segregation - separation of people into groups by race. It may apply to activities such as eating in a restaurant, drinking from a water fountain, riding public transportation, or any public activity • Jim Crow laws - State and local laws passed between 1876 and 1965 that required racial segregation in all public facilities in Southern states that created “legal separate but equal" treatment for African Americans • Integration laws requiring public facilities to be available to people of all races; It’s the opposite of segregation Vocabulary • Civil Disobedience - Refusing to obey certain laws, demands, and commands of a government as a form of non-violent protest - it was used by Gandhi in India and Dr. King in the USA • 13th Amendment - Constitutional amendment that abolished slavery - passed in 1865 • 14th Amendment - Constitutional amendment that guaranteed equal protection of the law to all citizens - passed in 1868 • Lynching - murder by a mob, usually by hanging. Often used by racists to terrorize and intimidate African Americans • Civil Rights Act of 1964 - Law proposed by President Kennedy and eventually made law under President Johnson. The law guaranteed voting rights and fair treatment of African Americans especially in the Southern States People • Mohandus Gandhi (1869-1948) - Used non-violent civil disobedience; Led India to independence and inspired movements for non-violence, civil rights and freedom across the world; his life influenced Dr. -
Arkansas Moves Toward Secession and War
RICE UNIVERSITY WITH HESITANT RESOLVE: ARKANSAS MOVES TOWARD SECESSION AND WAR BY JAMES WOODS A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF ARTS Dr.. Frank E. Vandiver Houston, Texas ABSTRACT This work surveys the history of ante-bellum Arkansas until the passage of the Ordinance of Secession on May 6, 186i. The first three chapters deal with the social, economic, and politicai development of the state prior to 1860. Arkansas experienced difficult, yet substantial .social and economic growth during the ame-belium era; its percentage of population increase outstripped five other frontier states in similar stages of development. Its growth was nevertheless hampered by the unsettling presence of the Indian territory on its western border, which helped to prolong a lawless stage. An unreliable transportation system and a ruinous banking policy also stalled Arkansas's economic progress. On the political scene a family dynasty controlled state politics from 1830 to 186u, a'situation without parallel throughout the ante-bellum South. A major part of this work concentrates upon Arkansas's politics from 1859 to 1861. In a most important siate election in 1860, the dynasty met defeat through an open revolt from within its ranks led by a shrewd and ambitious Congressman, Thomas Hindman. Hindman turned the contest into a class conflict, portraying the dynasty's leadership as "aristocrats" and "Bourbons." Because of Hindman's support, Arkansans chose its first governor not hand¬ picked by the dynasty. By this election the people handed gubernatorial power to an ineffectual political novice during a time oi great sectional crisis. -
A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of San Francisco The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2010 A critical inquiry into the perspectives of African Americans who consider themselves equal to other U.S. citizens Melba Beals Follow this and additional works at: https://repository.usfca.edu/diss Recommended Citation Beals, Melba, "A critical inquiry into the perspectives of African Americans who consider themselves equal to other U.S. citizens" (2010). Doctoral Dissertations. 369. https://repository.usfca.edu/diss/369 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco A CRITICAL INQUIRY INTO THE PERSPECTIVES OF AFRICAN AMERICANS WHO CONSIDER THEMSELVES EQUAL TO OTHER U.S. CITIZENS A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Melba Pattillo-Beals San Francisco May 2010 THE UNIVERSITY OF SAN FRANCISCO ABSTRACT A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S. Citizens Since the end of the Civil War when African Americans became free citizens in U.S. -
Principles of Nonviolence: Altering Attitudes and Behaviors of High School Students Regarding Violence and Social Justice
Principles of NonViolence: Altering Attitudes and Behaviors of High School Students Regarding Violence and Social Justice Carolyn Harris-Muchell, PhD, PMHCNS-BC July 21, 2016 Carolyn D. Harris-Muchell West Oakland Health Council, Inc. University of California San Francisco Learning Objectives: 1. The learner will be able to identify two of the six principles at the conclusion of the presentation. 2. The learner will be able to identify 2 areas of their practice in which one or more of the principles would be applicable. No sponsorship provided for this presentation. I am a behavior health specialist with the organization that provides the education intervention. Study Hypothesis w 1. Does an educational experience on civil rights and social justice alter the attitudes of high school students regarding violence and social justice? w 2. Do high school students apply new attitudes into action? w 3. High school students will be transformed to affect change. NonViolence Is the general term for discussing a range of methods for addressing conflict all share the core principle that physical violence is not used against people. Types of NonViolence Strategies Tactical – utilize short to medium term campaigns to achieve a specific goal within society; their aim is reform. Strategic – interested in the structure of social relationships and desire to transform society, a long-term revolutionary strategy. Types of NonViolence Strategies Pragmatic – exponents view conflict as a relationship between antagonists with incompatible interests-goal is to defeat one’s opponent. Ideological - ethical belief in the unity of means and ends, one’s is a partner in the struggle, nonviolence is a way of life. -
Social Studies District • 2019
UNIVERSITY INTERSCHOLASTIC LEAGUE Social Studies District • 2019 DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST DISTRICT SPRING 2019 Part I: General Knowledge US Civil Rights: Fulfilling a Nation’s Promise (1 point each) 1. A few weeks before the 1960 election, Martin Luther King Jr. was arrested while leading a protest in Atlanta, Georgia. _____ phoned his wife to express his concern, and helped secure her husband's release. A. Lyndon B. Johnson C. John F. Kennedy B. Richard M. Nixon D. Dwight D. Eisenhower 2. The EEOC is a government agency established by the _____ to “ensure equality of opportunity by vigorously enforcing federal legislation prohibiting discrimination in employment.” A. Equal Rights Amendment C. Fair Housing Act B. Civil Rights Act of 1964 D. Civil Rights Restoration Act of 1987 • Developed the 1964 Freedom Summer Project • Helped create the Mississippi Freedom Democratic Party • Co-Director of Council of Federated Organizations • Developed the Algebra Project in 1982 3. All of the items listed above refer to which of the following individuals? A. Ella Baker C. Fannie Lou Hamer B. Robert Moses D. Amzie Moore 4. _____ was born August 17, 1887 in Jamaica. He gained notoriety as a charismatic black leader in Harlem who organized the first important American black nationalist movement. A. Jesse Jackson C. Malcolm X B. W.E.B. DuBois D. Marcus Garvey UIL Social Studies 1 DISTRICT • First black television producer in U.S. • Emmy, Tony, and Grammy award winner • Friend of MLK who raised thousands for CORE and SCLC projects • First platinum selling artist 5.