DOCSLIB.ORG

Teacher's Guide Produced and Distributed By

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher's Guide Produced and Distributed By Teacher’s Guide Produced and Distributed by: www.MediaRichLearning.com AMERICA IN THE 20TH CENTURY: THE POST-WAR YEARS TEACHER’S GUIDE TABLE OF CONTENTS Materials in Unit .................................................... 3 Introduction to the Series .................................................... 3 Introduction to the Program .................................................... 3 Standards .................................................... 3 Instructional Notes .................................................... 6 Suggested Instructional Procedures .................................................... 6 Student Objectives .................................................... 6 Follow-Up Activities .................................................... 7 Internet Resources .................................................... 8 Answer Key .................................................... 8 Script of Video Narration .................................................... 13 Blackline Masters Index .................................................... 23 Pre-Test .................................................... 24 Video Quiz .................................................... 25 Post-Test .................................................... 26 Discussion Questions .................................................... 30 Vocabulary Terms .................................................... 31 Turning Points .................................................... 32 Eyewitness to History .................................................... 33 The Final Decision .................................................... 34 Thank You Note .................................................... 35 Persuasion .................................................... 36 Media Rich Learning .................................................... 37 PAGE 2 OF 68 MEDIA RICH LEARNING AMERICA IN THE 20TH CENTURY: THE POST-WAR YEARS Materials in the Unit • The video program The Post-War Years • Teachers Guide This teacher's guide has been prepared to aid the teacher in utilizing materials contained within this program. In addition to this introductory material, the guide contains suggested instructional procedures for the lesson, answer keys for the activity sheets, and follow-up activities and projects for the lesson. • Blackline Masters Included in this program are ten blackline masters for duplication and distribution. They consist of, classroom activities, information sheets, take-home activities, Pre-Test, Post-Test, and the text to the Video Quiz. The blackline masters are provided as the follow-up activities for each lesson. They will help you determine focal points for class discussion based on the objectives for the lesson. The blackline masters have a three-fold purpose: to reinforce the program; to provide an opportunity for the students to apply and analyze what they have learned from the program; for use as diagnostic tools to assess areas in which individual students need help. Introduction and Summary of Series America in the 20th Century is a comprehensive series designed to provide a clear overview of the people and events that distinguished the 20th century. Rare archival footage and photographs, authentic recordings, and other primary source documents, bring history to life, while stunning graphics and engaging narration lend context and clarity to the subject. The series has been developed specifically for classroom use. It is organized around established standards and thoughtfully divided into chapters, with each volume functioning well as a full- length program or as focused support for specific study areas. Introduction and Summary of Program “The Post-War Years” is part of the U.S. history series “America in the 20th Century.” It explores the fifteen years following World War II (1945—1960) with an emphasis on the domestic policies PAGE 3 OF 68 MEDIA RICH LEARNING AMERICA IN THE 20TH CENTURY: THE POST-WAR YEARS and presidential administrations of Harry Truman and Dwight Eisenhower and the sweeping social and cultural changes of the 1950s. The program is organized into three video chapters. • Chapter 1 - “Truman” • Chapter 2 - “I Like Ike” • Chapter 3: “Boom Times” Viewed in its entirety, “The Post-War Years” will provide an excellent overview of the period. Individually, the chapters can be used to facilitate more focused study of their subjects. It is important to remember that this was a politically charged, exuberant era and much of its history was influenced by partisan politics, the Cold War and its accompanying threat of nuclear annihilation, McCarthyism and the rapidly changing social and cultural views of the time. Indeed, the Cold War set the framework for global politics for 45 years after the end of World War II and strongly influenced many facets of American life including, domestic politics, foreign affairs, the role of government in the economy, science, education, religion and many others. Several other “America in the 20th Century” programs will provide additional context for “The Post-War Years.” These include “World War II,” “Vietnam,” “The Cold War,” and “The Civil Rights Movement. Standards Era 9: Postwar United States (1945 to early 1970s) STANDARD 1: The economic boom and social transformation of postwar United States. Standard 1A The student understands the extent and impact of economic changes in the postwar period. Benchmarks: Grade level: 7-12 Analyze the debate over demobilization and economic reconversion and its effects on the economy. [Marshal evidence of antecedent circumstances] Grade level: 5-12 Explain the reasons for the sustained growth of the postwar consumer economy. [Analyze cause-and-effect relationships] Grade level: 7-12 PAGE 4 OF 68 MEDIA RICH LEARNING AMERICA IN THE 20TH CENTURY: THE POST-WAR YEARS Explain the growth of the service, white collar, and professional sectors of the economy that led to the enlargement of the middle class. [Analyze cause-and-effect relationships] Grade level: 9-12 Analyze the impact of the Cold War on the economy. [Identify issues and problems in the past] Grade level: 9-12 Analyze the continued gap between poverty and the rising affluence of the middle class. [Consider multiple perspectives] Standard 1B The student understands how the social changes of the postwar period affected various Americans. Benchmarks: Grade level: 5-12 Evaluate the effects of the GI Bill on American society. [Hypothesize the influence of the past on the present] Grade level: 9-12 Examine the rapid growth of secondary and collegiate education and the role of new governmental spending on educational programs. [Analyze cause-and-effect relationships] Grade level: 9-12 Explain the expansion of suburbanization and analyze how the “crabgrass frontier” affected American society. [Explain historical continuity and change] Grade level: 7-12 Explain the reasons for the “return to domesticity” and how it affected family life and women’s careers. [Consider multiple perspectives] Grade level: 9-12 Examine the place of religion in postwar American life. [Examine the influence of ideas] Grade level: 5-12 Explore the influence of popular culture and analyze the role of the mass media in homogenizing American culture. [Analyze cause-and-effect relationships] Standard 1C The student understands how postwar science augmented the nation’s economic strength, transformed daily life, and influenced the world economy. Benchmarks: Grade level: 9-12 PAGE 5 OF 68 MEDIA RICH LEARNING AMERICA IN THE 20TH CENTURY: THE POST-WAR YEARS Explore how the new relationship between science and government after World War II created a new system of scientific research and development. [Explain historical continuity and change] Grade level: 5-12 Identify various pioneers in modern scientific research and explain how their work has changed contemporary society. [Assess the importance of the individual in history] Grade level: 5-12 Assess the significance of research and scientific breakthroughs in promoting the U.S. space program. [Examine the influence of ideas] Grade level: 9-12 Explain the advances in medical science and assess how they improved the standard of living and changed demographic patterns. [Interrogate historical data] Grade level: 7-12 Describe agricultural innovation and consolidation in the postwar period and assess their impact on the world economy. [Analyze cause-and-effect relationships] Grade level: 9-12 Examine how American technology ushered in the communications revolution and assess its global influence. [Analyze cause-and-effect relationships] STANDARD 3: Domestic policies after World War II. Standard 3A The student understands the political debates of the post-World War II era. Benchmarks: Grade level: 9-12 Evaluate Truman’s continuation of New Deal policies in labor relations, housing, education, and health. [Formulate a position or course of action on an issue] Grade level: 5-12 Evaluate Truman’s civil rights policies and their effect on splintering the Democratic party. [Assess the importance of the individual in history] Grade level: 7-12 Explain the relationship between post-war Soviet espionage and the emergence of internal security and loyalty programs under Truman and Eisenhower. [Analyze cause-and-effect relationships] PAGE 6 OF 68 MEDIA RICH LEARNING AMERICA IN THE 20TH CENTURY: THE POST-WAR YEARS Grade level: 7-12 Analyze the rise and fall of McCarthyism, its effects on civil liberties, and its repercussions. [Analyze cause-and-effect relationships] Grade level: 7-12 Evaluate Eisenhower’s “Modern
Load more

Recommended publications
  • The Ideal America(N): Dwight Eisenhower's Elusive Search
    The Ideal America(n): Dwight Eisenhower’s Elusive Search by Lisa Couacaud BA (Hons.) Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy Deakin University March 2018 Acknowledgements It is merely to state the facts as they are when I write that without the financial support of the Australian Postgraduate Award scholarship these acknowledgements would have gone unwritten, for this thesis would simply not exist. I remain indebted to Deakin University for seeing the value in this work of American history. I am grateful also for the research and conference grants Deakin makes available to their postgraduate students. The funds provided enabled me to travel to Abilene, Kansas, and conduct invaluable archival research in the Eisenhower Presidential Library. I admit to feeling like a “proper” historian only after I had sifted through scores of original documents from Eisenhower’s presidential years. I was fortunate also to visit the Library of Congress in Washington, DC, and the Columbia University Oral History Archives in New York. Today, a little more than three years after embarking upon this project, my commitment to this thesis and my belief that this work is worthy of the investment Deakin has made, persists. This has been an exciting, terrifying, challenging, anxiety-ridden and nerve-wracking process. Yet, had I the opportunity to reset the clock, I would make always the same decision. It has been nothing short of a luxury to be able to devote myself to the task of unravelling Dwight Eisenhower’s idealist imaginings of the United States for these past three years.
    [Show full text]
  • Anthropology and the Racial Politics of Culture
    ANTHROPOLOGY AND THE RACIAL POLITICS OF CULTURE Lee D. Baker Anthropology and the Racial Politics of Culture Duke University Press Durham and London ( 2010 ) © 2010 Duke University Press All rights reserved Printed in the United States of America on acid-free paper ∞ Designed by C. H. Westmoreland Typeset in Warnock with Magma Compact display by Achorn International, Inc. Library of Congress Cataloging-in-Publication Data appear on the last printed page of this book. Dedicated to WILLIAM A. LITTLE AND SABRINA L. THOMAS Contents Preface: Questions ix Acknowledgments xiii Introduction 1 (1) Research, Reform, and Racial Uplift 33 (2) Fabricating the Authentic and the Politics of the Real 66 (3) Race, Relevance, and Daniel G. Brinton’s Ill-Fated Bid for Prominence 117 (4) The Cult of Franz Boas and His “Conspiracy” to Destroy the White Race 156 Notes 221 Works Cited 235 Index 265 Preface Questions “Are you a hegro? I a hegro too. Are you a hegro?” My mother loves to recount the story of how, as a three year old, I used this innocent, mis­ pronounced question to interrogate the garbagemen as I furiously raced my Big Wheel up and down the driveway of our rather large house on Park Avenue, a beautiful tree-lined street in an all-white neighborhood in Yakima, Washington. It was 1969. The Vietnam War was raging in South- east Asia, and the brutal murders of Malcolm X, Martin Luther King Jr., Medgar Evers, and Bobby and John F. Kennedy hung like a pall over a nation coming to grips with new formulations, relations, and understand- ings of race, culture, and power.
    [Show full text]
  • Narrative Paths of Native American Resistance: Tracing Agency and Commemoration in Journalism Texts in Eastern North Carolina, 1872-1988
    NARRATIVE PATHS OF NATIVE AMERICAN RESISTANCE: TRACING AGENCY AND COMMEMORATION IN JOURNALISM TEXTS IN EASTERN NORTH CAROLINA, 1872-1988. Lorraine Ahearn A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Media and Journalism. Chapel Hill 2016 Approved by: Carole Blair Frank Fee Barbara Friedman Malinda Maynor Lowery Lucila Vargas © 2016 Lorraine Ahearn ALL RIGHTS RESERVED ii ABSTRACT Lorraine Ahearn. “Narrative Paths of Native Resistance: Tracing American Indian Agency and Commemoration in Journalism Texts of Eastern North Carolina, 1872-1988." The Lumbees of Robeson County, the largest tribe of Native Americans east of the Mississippi River, have persisted against the grain of Western historical narratives. A century of social repression left the sprawling Eastern Seaboard county, home to an estimated 50,000 American Indians, with among the bleakest economic outlooks in the South. Lacking full federal recognition, both the Lumbees and Tuscaroras nevertheless resisted marginalization, in part by invoking formidable historical identities that bind Indians to the land and to each other. This dissertation is concerned with a particular mechanism in the performance of identity: self-representation in mass media. Four historical markers of Indian identity in the century under examination all involve Native American resistance to white supremacy, and in each instance, media played an operative role in portraying common themes that linked these historical eras, suggesting that intertextuality recirculates narratives back to the community, and that journalism itself becomes a formation of memory. The purpose here is to gain insight into agency and the process of transculturation as iii it applies to self-representation.
    [Show full text]
  • 'Little Rock' Bills Urged Before 5 Legislatures
    Factual EWS Objective NASHVILLE, TENNESSEE $2 PER YEAR FEBRUARY, 1958 'Little Rock' Bills Urged Before 5 Legislatures L EGISLATURES IN FIVE STATES-ONE OF THEM a border state-have before them bills or proposals for so­ called "Little Rock" legislation, or measures designed for automatic school-closing if federal troops are used in an attempt to enforce desegregation. Georgia saw its first suit filed for school entry since the 1954 U.S. Supreme Court decision against segre­ gation. while Oklahoma reported the first new planned desegregation of a school district since November. A legislative committee in Delaware approved a "Little Rock" bill and two committees in the Mississippi legislature had a similar measure before them. Georgia's Gov. Marvin Griffin, South Carolina's Gov. George Bell Timmerman Jr. and Virginia's Gov. J. Lindsay Almond also recommended bills to close public schools should federal troops be sent to patrol school grounds in support of court orders. Florida and Texas presently have such legislation in force. Also for the first time, Negro students --------------- ---------------­ sought admission to the University of struck down so-called "NAACP laws" schools in Atlanta. The legislature had South Carolina at Columbia. while the state supreme court upheld at least eight new pro-segregation In New York, Atlanta and elsewhere, legislative right of investigation of measures before it, including three spokesmen for the National Association NAACP membershjp l"Olls. dealing with schools. for the Advancement of Colored People
    [Show full text]
  • READI Module Tech Report # the Little Rock 9,Iteration 1 HS FINAL
    History Module – The Little Rock 9 High School Module Iteration 1 High School, Spring 2012 Project READI Curriculum Module Technical Report CM #12 Gina Hale, Cynthia Shanahan, Michael Manderino, Diane Puklin and Gayle Cribb Citation for this Report: Hale, G., Shanahan, C., Manderino, M., Puklin, D. & Cribb, G. The Little Rock 9, Iteration 1 High School, Spring 2012. (2016). READI Technical Report CM #12. Retrieved from URL: www.projectreadi.org The authors would like to acknowledge the contributions of the following members of the Project READI history team: Susan Goldman, MariAnne George, Jackie Popp, Michael Bolz, Johanna Heppeler and Jodie Hoard. Please send us comments, questions, etc.: [email protected] Project READI was supported by the Reading for Understanding (RFU) initiative of the Institute for Education Sciences, U. S. Department of Education through Grant R305F100007 to the University of Illinois at Chicago from July 1, 2010 – June 30, 2016. The opinions expressed are those of the authors and do not represent views of the Institute or the U. S. Department of Education. Project READI operated as a multi-institution collaboration among the Learning Sciences Research Institute, University of Illinois at Chicago; Northern Illinois University; Northwestern University; WestEd’s Strategic Literacy Initiative; and Inquirium, LLC. Project READI developed and researched interventions in collaboration with classroom teachers that were designed to improve reading comprehension through argumentation from multiple sources in literature, history, and the sciences appropriate for adolescent learners. Curriculum materials in the READI modules were developed based on enacted instruction and are intended as case examples of the READI approach to deep and meaningful disciplinary literacy and learning.
    [Show full text]
  • Desegregating Schools: from Brown to the Little Rock Crises 1954-1964
    University of Rhode Island DigitalCommons@URI Open Access Master's Theses 1993 DESEGREGATING SCHOOLS: FROM BROWN TO THE LITTLE ROCK CRISES 1954-1964 Larry Patrick Baxter University of Rhode Island Follow this and additional works at: https://digitalcommons.uri.edu/theses Recommended Citation Baxter, Larry Patrick, "DESEGREGATING SCHOOLS: FROM BROWN TO THE LITTLE ROCK CRISES 1954-1964" (1993). Open Access Master's Theses. Paper 1814. https://digitalcommons.uri.edu/theses/1814 This Thesis is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Master's Theses by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. F41q L7 GJ1(p 1qq3 DESEGREGATING SCHOOLS: FROM BROWN TO THE LITTLE ROCK CRISES 1954-1964 BY LARRY PATRICK BAXTER A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN HISTORY UNIVERSITY OF RHODE ISLAND 1993 ABSTRACT This thesis is an historical study of the racially charged context in which public schools in Little Rock, Arkansas were 'desegregated' between 1954 and 1964. The author first examines the Supreme Court's landmark decision of Brown v. Board of Education of Topeka (1954), in which racially segregated public schools were declared unconstitutional. The central focus of the study, however, is on the paternalistic and unequal nature of southern race relations and their impact on the desegregation process in Little Rock, Arkansas between 1954 and 1964. Utilizing archival manuscripts and secondary sources, the author explicitly challenges the established historical interpretation of school desegregation in Little Rock and the Little Rock crisis of 1957-1958.
    [Show full text]
  • D Eisenhower, Care Naval Base Newport Ri (I
    OF-142-A-5-A Negro Matters-Colored Question Integration Program for Public Schools, Colleges, and Universities, Little Rock, Ark School Integration-Gov Faubus' Use of Nat'l Guard (2) b.7 (/ '-'9 Newportl! Rho&e Island, September 136,1957. ~AA~ ~ DOearm rs. Patten: Thank you for tag t0*tUwe to writ* we Amon.. corning one problem that is trouzbUng you, I me"y cau assume you~ that I am by no mw unsyMpatetic to tho problem. of tho Southand . 6 r / 1P7 that I ama fi=4ny con inod t*"twe camat stress~ too much the necessity focr patience on bo& sides. With best wishes. Sincerely. DWIGHT 13. £lsEtA1-OWER x Mrs. iptonPaton Republican National Comamittee. x cF / ~ ~~-C -/ Wasbingto 6, ID. C. 1 ) A' uo'-1, 1.01i 'zj[ IE A s, I Republican al Committee 8-6800 1625 EYE STREET, NORTHW . HINGTON 6, D. C. * NATIONAL MEADE ALCORN CHAIRMAN MRS. LUPTON PATTEN MEMBER FOR TENNESSEE 1636 HILLCREST ROAD SEP112 07 PM 57 September 8, 1957. CHATTANOOGA 5. TENNESSEE RE COED[E The President The White House Washington, D.C. o DEar Mr. President, As one born and reared in the South, I would like to express my views on our troubles due to the Supreme Court decision. First, definitely, I am NOT anti- Negro. we like them, we trust our children to them, they cook our food here, and we cantt get along without them . Jim Lenyear, 87 years old, associated with my family for 50 years is,and always beone of the few of Godts noblemen that it has been r -y privilege to know in life.(yh all love and look after Jim.
    [Show full text]
  • Government Documents Round Table American Library Association
    Government Documents Round Table American Library Association GODORT Occasional Papers ISSN 1948-6499 Number 4 April 2010 1957 Crisis at Central High: An Annotated Bibliography of Government Publications Karen Russ and Sarah Ziegenbein 1957 Crisis at Central High Russ and Ziegenbein In the early 1950’s, a number of African Americans began to bring lawsuits challenging the separation of schools under the theory of “separate but equal.” Brown v. The Topeka Board of Education was heard by the United States Supreme Court in 1954. The Court ruled that separate schools were not in compliance with the United States Constitution. A second decision in the case was issued in 1955 and ordered that all schools were to integrate with “all deliberate speed.” Across the South, the idea was met with resistance. While various groups fought the issue in multiple cities and states, the problem resulted in federal action in Little Rock, Arkansas in 1957. In May 1955, the Little Rock School Board and Superintendent Virgil Blossom drew up a multi-year plan for integration. When students attempted to register in January of 1956 and were turned away, a lawsuit was filed. It would become known as Aaron v. Cooper, and end up in the United States Supreme Court before the issue was settled. While the case wound its way through the legal system, nine students were chosen to integrate Little Rock Central High. They were selected through discussions with African American teachers and principals across the city. The first round of integration was to take place with the start of the 1957-58 school year.
    [Show full text]
  • Article the Little Rock Crisis and Foreign Affairs
    +(,121/,1( Citation: 70 S. Cal. L. Rev. 1641 1996-1997 Content downloaded/printed from HeinOnline (http://heinonline.org) Thu Jul 14 14:32:59 2011 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: https://www.copyright.com/ccc/basicSearch.do? &operation=go&searchType=0 &lastSearch=simple&all=on&titleOrStdNo=0038-3910 ARTICLE THE LITTLE ROCK CRISIS AND FOREIGN AFFAIRS: RACE, RESISTANCE, AND THE IMAGE OF AMERICAN DEMOCRACY MARY L. DUDZIAK* I. INTRODUCTION .............................................................. 1643 I1. CONSTRUCTING AMERICAN RACE RELATIONS .... 1650 III. THE LITTLE ROCK CRISIS AT HOME AND ABROAD ........................................................................... 1659 IV. LITTLE ROCK AND U.S. FOREIGN RELATIONS ....... 1690 V. COOPER V. AARON .......................................................... 1703 VI. CONCLUSION ................................................................... 1712 * Professor of Law, University of Iowa; Visiting Professor of Law, University of Southern California. A.B., 1987, University of California, Berkeley; J.D., 1984, Yale Law School; Ph.D., 1992, Yale University. I am grateful to those who attended presentations of earlier drafts of this Article at the Univer- sity of Southern California Law School, the Yale Legal History Forum, and the University of Iowa College of Law for their helpful comments and questions. Special thanks for comments on earlier drafts go to Jennifer Aren, Ian Ayres, Tim Borstelmann, Devon Carbado, Erwin Chemerinsky, David Cruz, Ron Garet, Colin Gordon, Ariela Gross, Laura Kalman, Greg Keating, Linda Kerber, Joe Knight, Rip Smith, Matt Spitzer, Allen Steinberg, Chris Stone, Mark Tushnet, Merle Weiner, and Jerry Wetlaufer.
    [Show full text]
  • Eisenhower and the Responsibility of the President
    NATIONAL EISENHOWER MEMORIAL EDUCATIONAL MATERIALS LESSON Eisenhower and the Responsibility of the President Duration One 45-minute period Grades 7–12 Cross-curriculum Application U.S. History, Government NATIONAL EISENHOWER MEMORIAL LESSON: POWERS AND RESPONSIBILITIES | 1 EDUCATIONAL MATERIALS Historical Background The Supreme Court decision to desegregate public schools, Brown v. Board of Education (1954), did not end segregation immediately. The conflict in Arkansas between federal courts ordering desegregation and state governments refusing to allow it became national and even international news in 1957. Orval Faubus, the governor of Arkansas, refused to allow nine African American high school students to enroll at Little Rock Central High School on September 5, 1957 citing dangers to public safety. In response, President Dwight Eisenhower authorized the 101st Airborne Division to ensure that the court order was carried out. President Eisenhower faced a difficult choice. Sending U.S. troops to enforce a Supreme Court ruling was an extreme step, but the alternative was to allow the state of Arkansas to ignore the law. The National Park Service provides an overview of the sequence of events and issues at stake (see The 1957 Crisis at Central High in Related Resources below). For more background on the Constitutional responsibilities of the president of the United States, the Dwight Eisenhower and the Little Rock Nine lesson in Related Resources below provides a great model. Teachers might want to use that lesson or a similar lesson on Article II of the Constitution as an introduction to this lesson. Objective By examining primary sources related to the Little Rock Crisis, students will learn about the relationship between state and federal Constitutional powers, as well as the relationship between the executive, state, and local levels of government.
    [Show full text]
  • Harry Ashmore and "The Crisis Mr. Faubus Made"
    University of Arkansas at Little Rock Law Review Volume 30 Issue 2 Article 11 2008 Harry Ashmore and "The Crisis Mr. Faubus Made" Elizabeth Jacoway Follow this and additional works at: https://lawrepository.ualr.edu/lawreview Part of the Civil Rights and Discrimination Commons, and the Education Law Commons Recommended Citation Elizabeth Jacoway, Harry Ashmore and "The Crisis Mr. Faubus Made", 30 U. ARK. LITTLE ROCK L. REV. 345 (2008). Available at: https://lawrepository.ualr.edu/lawreview/vol30/iss2/11 This Essay is brought to you for free and open access by Bowen Law Repository: Scholarship & Archives. It has been accepted for inclusion in University of Arkansas at Little Rock Law Review by an authorized editor of Bowen Law Repository: Scholarship & Archives. For more information, please contact [email protected]. Harry Ashmore and "The Crisis Mr. Faubus Made" Cover Page Footnote In September 2007, the city of Little Rock — and the entire country — commemorated a crisis of public school integration and race relations that occurred fifty earsy ago at Central High School in Little Rock, Arkansas. The following is one of six essays which are products of the Ben J. Altheimer Symposium on the 50th Anniversary of the Central High Crisis, held at the University of Arkansas at Little Rock Bowen School of Law on September 20 and 21, 2007. Symposium speakers and participants included nationally- renowned civil rights activists, members of the local judiciary, and local leaders involved both fifty years ago and today in working toward equality between all races and ethnicities. This essay is available in University of Arkansas at Little Rock Law Review: https://lawrepository.ualr.edu/lawreview/ vol30/iss2/11 HARRY ASHMORE AND "THE CRISIS MR.
    [Show full text]
  • Little Rock High School______And/Or Common Little Rock Central High School______2
    NPS Form 10-900 (7-B1) United States Department of the Interior National Park Service National Register of Historic Places Inventory — Nomination Form See instructions in How to Complete National Register Forms Type all entries — complete applicable sections _______________ 1. Name__________________ historic Little Rock High School________________________ and/or common Little Rock Central High School_____________ 2. Location_______________ _ street & number 14th and Park Streets __ not tor publication city, town Little Rock __ vicinity ot state Arkansas code 05 county Pulaski code 19 3. Classification Category Ownership Status Present Use district •x public x occupied agriculture museum x buildlng(s) private unoccupied commercial park structure both work in progress _,&_ educational private residence site Public Acquisition Accessible entertainment religious object in process x yes: restricted government scientific being considered yes: unrestricted industrial transportation no military ... other: 4. Owner Of Property Mr. Paul Masem, Superintendent name Little jtock Public Schools, Board of Education street & number West Markham and Izard city, town Little Rock __ vicinity of state Arkansas 5. Location of Legal Description courthouse, registry^ deeds, etc. Pulaski County Courthouse street & number Markham and Spring Streets city, town Little Rock state Arkans as 6. Representation in Existing Surveys titteNational Register of Historic Places has this property been determined eligible? yes no date 1977 federal state county local depository for survey records National Park Service, National Register Division city, town Washington state DC 7. Description Condition Check one Check one _X, excellent deteriorated _X- unaltered JC _ original site good ruins altered "!OV«* Hat* fair unexposed Describe the present and original (if known) physical appearance Little Rock Central High School, originally Little Rock High School, was designed in the Gothic Revival style by associated architects George R.
    [Show full text]