Th e Legacy of Judge Ronald N. Davies and the

ELEMENTARY VIEWERS GUIDE www .theroadtolittlerock .com

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shrink.” duty and “I have a obligation I shall not September 7th, 1957 from which THE ROAD TO LITTLE ROCK TO ROAD THE Judge Ronald N. Davies Contents constitutional

2 6 . 3-5 7-19 ...... 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 2013 . Copyright edition ArtsFirst Studios Video All rights reserved Part I: Curriculum Content Part Introduction: Courage, Honor and Determination and Courage, Honor Introduction: Part II: GlossaryPart Activities of III: Explanation Part . . . Students will . Students also be introduced to The ruling by Judgeprovided Davies The great by ruling public of urgency the desegregation for Nine” Rock“Little schoolsof the . The actions Davies the course of would change Judge and States schoolpublic education in the United . all students for by the “Little Rock Nine” who faced daily Rock Nine” the “Little by because threats and they harassment simply the high school their of attend sought to choice Fargo, N . Davies, Ronald from Federal Judge ignored Dakota, who followed the law, North the school required and political pressure “forthwith” integrate district in Little Rock to CURRICULUM all social studies (Serves courses) arts and language curriculum“TheRock” to is Road Little elementary school intermediate for applicable is also interdisciplinary . The content students The curriculum contains many components components The many curriculum contains arts language many to also apply that curriculums . The activities can easily be teachers . by classroom differentiated curriculum“TheRock” to is Road Little basedstandard with specificto connections Dakota Socialthe North Content Studies . The activitiesalsoare alignedStandards in English with Core the Common Standards Language Arts Literacy in History/Social . Studies add you The to help curriculum is intended lessons/curriculum fill existing or to in gaps in the curriculumwhich exist may . The beenactivities to have designed adapt to . Each settings activity classroom canmost . meet ownbe criteria to your easily adjusted professional use encouraged your to are You to useskills the material to how determine to best serve . Please the needs students your of this curriculum willconsider that as a tool and writing improved to lead students your skillsreading his/her as well as increasing knowledge provides the and content historical knowledge that apply to opportunity ” The The story . The To answer this question this question answer . To Students will . Students witness the curriculum designed was in this project to to withtools additional provide teachers historical accurate discover students help subject relevance of demonstrate content, levels high engagement maintain matter, source to students teach within the classroom, the provide students to and information knowledge to content apply to opportunity issues . contemporary 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, CTION INTRODU do need we learn this?” to “Why teachersall needquestion This is a to be answer to prepared need teachers relevant and engaging curriculum a clear which demonstrates connection between the the activities of personal with and the lives classroom goals of . the students “TheRockto Road to . Little Welcome begins in 1957 as nine African-American all-white an at sought enrollment teenagers high school in Little Rock, . In school to districts continued 1957 many Court ruling of the 1954 Supreme ignore declared Education . Board vs that of Brown schools in public segregation was that unconstitutional demonstrated determination courage and introduction

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curriculum LITTLE ROCK TO ROAD THE . . The book is about six-year-old The six-year-old bookabout is confront who must Bridges Ruby when parents white of the hostility becomesshe African the first Frantz integrate American girl to Elementary School Orleans in New that is a similar story to in 1960 . It . students the Little Rock Nine of Elementary will students be to able make several connections with this deepen and book the DVD and their and the content of understanding lessons learned situation? These peopleare being situation? against discriminated by Robertby Coles eyes? had blue you decide to teacher who a treat receives based eyes? their What of the color on decided teacher if your only that who had green eyesstudents could a treat? receive allowed when eyes were and a treat best friend, whoyour eyes, had blue is allowed a treat? not eat to Teachers are encouraged to make modifications and Teachers changes to the following lesson plans whenever it will enhance the students’ learning experience. Only by tailoring the material to a unique classroom situation will teachers be able to maximize the learning experience afforded by these materials. Who is being treated unfairly in this unfairly treated is being ▶ Who The Story of Ruby Bridges Storyof Ruby ▶ The if feel would how you this situation, ▶ In your for reasonable think it’s ▶ Do you had green if you feel would you ▶ How As a class, discuss a class, As following: the viewing DVD: Pretend the decision that was made that everyone eyes has who blue the leave has to some receive students the of rest while room Discuss treats. or answers the to chocolate with questions a partner: following • to discussion activity prior Suggested

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. about-us net/encyclopedia/entry-detail aspx?entryID=718 usingprimarysources/guides .html watch?v=aUXCJ37sTuM viewing DVD: integration of Central School of High integration and events experienced events and the during Central School of High integration civil rights movement and how he stood how up and civil rights movement . discrimination against . others became model role and for a hero • http://beyondthebubble.stanford.edu/ • http://www.encyclopediaofarkansas. • http://www.loc.gov/teachers/ • http://www.youtube.com/ VIEWING THE PRIOR TO the pre-screen to encouraged are Teachers content. with the video familiar become to • to read prior to literature Suggested : ACTIVITIES: post-activities included are in the packet Two Resources for teachers: The activitiesprimary include text source photographs), and quotes (including analysis information, education, sourcing character knowledge of application and useencouraged each to activity in the manner best servesthat . the needs students your of Each . handouts activity has reproducible TIVES: VIEWER OBJEC Breyer as well as other as wellas other G . Breyer Stephen Justice individuals who primary played in the roles Central School of desegregation High interviews blends DVD footage with archival the tell to primaryand documentation source which the events story of led the integration to Central Schoolof High inutes): minutes): DVD (28 of never number seen a features DVD The interviewsbefore the with three of members U and Rock Nine” “Little After inviewingand DVD After participating this activities,the suggested viewers should be able do the following: to • which the events recount led the Briefly to • the feelings interpret to Analyze a photo • in the role N. Davies’ Ronald Discuss Judge • N. Davies Ronald Explain Judge how . .S . . . . The Not . Not The actions . The actions /Brown v .S ./Brown DVD VIEWING:

Questions to consider: to Questions does desegregate? mean to it What as mentioned students Explain to segregation were there before, African-Americans kept that laws the U . Then whites apart from Court decidedSupreme in 1954 that schools in public segregation was not allowed unconstitutional or this ruling . after happened much Schools still segregated were Why do you think do people you decidedWhy this ruling follow even to though not the law? against and was unfair it when one man, Federal Judge Ronald Ronald Federal man, Judge when one the right N . Davies, doing stood tall for law the enforced and thing Little Rock Nine” carried the” by out N . Davies Ronald resonated Judge and in 1957 and the world throughout all for example provide an to continues the importance on generations future right is what for taking a stand of Board of Education, and ends with Education, ends Board the and of desegregate Court to order Supreme immediately ■ ■ 5 minutes): Segment #1 (7 .5 minutes): to Introduction/background in the U segregation ■ ▶ desegregation ▶ discrimination ▶ integration ▶ integrity ▶ litigation ▶ mobbed ▶ opposition ▶ unconstitutional ▶ race Preview terms vocabulary other found in Glossary. ▶ content of the DVD could in be the DVD approached of content segments: four The DVD can The easily for be segmented purposes withteaching the entire . As curriculum are teachers this project in useencouraged skills their to judgment and this material the use of concerning • address: to Vocabulary DURING THE viewing the activities while Suggested DVD: • Segment Discussions: Although many people many . Although Supreme Court decided .S . Supreme in 1954 understood that segregation was was segregation understood that much not the law, against and unfair this the ruling until after happened unfoldedevents in Little Rock in 1957 against, what would you do? wouldagainst, you what against? discriminated being classmate understand students (Help heroine? can be heroines and heroes that discouraged,afraid still or press but meet goals to their on . Discuss how of kinds different can bethere many ever stand taken a you .) Have heroism believed you something against be to when you you join Didunfair? anyone or unfairness an against a stand took inequality? a video nine a story of watching on Rock (The courageousLittle students Federal (Ronald judge one and Nine) N . Davies) who the course changed of schoolpublic education . mean? Does still it does word that exist? African- kept that laws segregation the . Then whites Americans apart from U schools in public segregation was that allowednot If you were the one being discriminated discriminated being one the were you ▶ If a saw do if you wouldyou ▶ What or kind person is a hero of ▶ What they the class that will be now ▶ Tell What segregation? of heard you ▶ Have were there time, one at ▶ Explain that • Program: the DVD Introduce curriculum

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curriculum LITTLE ROCK TO ROAD THE . More than than . More . Did you ever ignore something or or something everDid ignore you which actions caused someone’s face bullying person to or another harassment? that today exist doings wrong What would beyou willing take a stand to against? use would to you words What describe people who take a stand doings? wrong against Ask students to indicate when they indicate to see students Ask against up a courageous standing act or . They unfairness or bullying, injustice, raise or up, place thumbs can up, stand . hands ■ ■ ■ chart small the board or group Use of wall” a “graffiti create paper to view as students reactions the DVD they the examples As think about unfairness, and discrimination of down write feelings thoughts, students the “wall” on questions or a the wall on at write person may one time ▶ ▶ • Courageous Acts: • Wall: Graffiti on the . on . Board ) How did these .) How . Eisenhower/ What actions has the judge has the judge actions . What examples of discrimination make you make you discrimination of examples feel? Does still Other segregation exist? segregation schools,than have where beenbattles fought? consequences from ever felt you Have a controversial on taking a stand subject? Questions to consider: to Questions moral does have mean to it What in was mentioned courage? It N . Ronald the video Judge that Davies had was quiet, short, but bodya very also and had strong moral of amount a tremendous courage in the video this point portrayed at statement? this defends that consider: to Questions N . Davies, Judge that List the ways Robin and Rock Nine”, the “Little stood against up safely Woods lessons did you . What discrimination learn? consider: to Questions the students reasons some are What discriminated being were in the DVD else might people Why beagainst? Record (Note: against? discriminated ideas, suchstudent as race, religion, sexual ethnicity, appearance/attire, etc disabilities, orientation, chartboard paper or 5 minutes): Discussion Segment (8 .5 minutes): #2 v the Brown the impact of of ■ ■ of Education case/desegregationof plan in Little Rock, Arkansas/Blossom court challenge by state the and Plan Judge of Introduction segregationists/ Rock N . Davies the “Little Ronald and Nine” ■ Reaction Segment #3 (7 .5 minutes): in Little Rock/involvement citizens by Dwight President D of Rock the “Little successful of entrance Central School High into Nine” ■ Segment #4 (5 .5 minutes): Commentary individuals by Davies/ Judge of the actions concerning conclusion ■ ■ ▶ ▶ ▶ The Supreme Supreme . The Supreme .S . Supreme may oppose any federal oppose any .S . may the doctrine that an individual the doctrine an that a person or group of people of group a person or incorporation as equals into equals as incorporation into a lawsuit a crowd bent on or engaged in or on bent a crowd prohibits the Due prohibits clause: process life, depriving a person of from government due process without property or liberty, individuals of of society organization an or (as races) groups different the U of state believes it action its on encroaches sovereignty enrolled in Little Rock Centralstudents SchoolHigh in 1957 lawless violence organization (NAACP): Coloredof People Racial combat in 1909 to founded discrimination States the United of each by controlled state Eagles— the division of airborne is an air mainly trained for Army States United Little . Eisenhower to Pres by assault-sent the integration enforce Rock, Arkansas to Central Schoolof High protesting or criticizing, opposing, group another or someone, something, issued keepsometimes to a situation decision pending unchanged a society’s from ethnicrace, class, group or general population included that few actual group integration Central students of High parents permitted by a constitution highest body in the judicial branch . Boardvs decision the U by Court legal declared of the system unconstitutional segregation end the states Court that only ordered “withsegregation all speed” deliberate Supreme Court: a federal court; .S . Supreme the Integration: Interposition: Litigation: African-American of group Little Rock Nine: Mobbed: the Advancement for Association National military Guard: reserve National units nicknamed Airborne: 101st the Screaming Opposition: order: preliminary legal Restraining order a separating of process the actSegregation: or Mothers LeagueRock:The of anti- Little with or in accordance not Unconstitutional: U “withBrown all speed”: The 1954 deliberate .S . which Supreme .S . Supreme declaration Board of Education: . Board U of Court ruling which declared in segregation school bepublic unconstitutional to in Little 1957 Rock, to prior only students Arkansas federal court system States the United court of all personal to rights given and power of law by citizens or of in favor making a distinction or of, based thing against, a person or the on category which class, or to that group, on than rather belongs thing person or individual merit activity;an a judge of law of has the force and agency charged with investigations Security) national safeguarding especially:government; established one the of laws and under the constitution States United constitutional clause: Equal protection persons class of no person or that guarantee shall the be of denied protection the same persons or other by is enjoyed that laws classes other Prior to viewing the DVD become familiar with the DVD become Prior to viewing terms. the following v Brown Central School: High a high white school for Chancery court court: Arkansas state Circuit Court: appellate intermediate is an privileges and Civil the protections rights: are treatment or considerationDiscrimination: of commencement prohibit or stop to Enjoin: Executive order: President’s (Federal Investigation of FederalFBI: Bureau Federal Court: the U a court by established immediately once; At Forthwith: 14th Amendment glossary

THE ROAD TO LITTLE ROCK TO ROAD THE Figure 1 Bill of Rights

6 STUDENT aCtivities

teaChers overvieW (specifi c handouts for each activity are provided.) aCtivity #1

aCtivity oPPortunities: of person was Judge Ronald N. Davies? What Discussion/infer character traits/develop character traits did he possess? What evidence writing skills do you have? To fi nd character traits, we take a look at the person’s actions, what they say, and grade level(s): what others say about them. Grade 4 Prepare the Anchor Chart shown on the n.d. state standards: following page. Th rough a Th ink Aloud, model • 4.2.5 Identify the contributions of prominent how to infer Judge Davies’ character traits by individuals brainstorming aloud things he said, did, and • 4.6.1 Explain how background and history what others said about him. If students are infl uence people’s actions familiar with a similar process, they can fi ll out their own copy of the Activity Handout while CoMMon Core standards watching the DVD and share responses aft er the in english language arts DVD. literaCy in history/soCial studies: ConneCtion to Writing: • RI 3 (K-5) Students use notes from the anchor chart to • W 8 (K-5) develop a paragraph with multiple evidence. • SL 1 (K-5) Use your own classroom process for citing text, • SL 2 (K-5) or model the example provided. • SL 4 (K-5) handouts inCluded instruCtions for the With this aCtivity: teaCher • Handout #1: Teacher Anchor Chart Example Introduction to Activity: • Handout #2: Student Assignment Explain how Judge Ronald N. Davies became • Handout #3: Student Graphic Organizer a hero and role model for others. What kind aCtivity overvieW

8 THE ROAD TO LITTLE ROCK aCtivity #1

aCtivity oPPortunities: studies concepts. A discussion of the use of Photo analysis/discussion/group interaction primary source documents should be included with the introduction of this activity. It will grade level: also be necessary to provide students with Grade 4 expectations concerning the writing of a short- constructed response using the Common Core n.d. state standards: Standards in English Language Arts Literacy in • 4.2.5 Identify the contributions of prominent History/Social Studies guidelines. Th e purpose individuals of this activity is to put the students in the role • 4.6.1 Explain how background and history of historians and develop strategies for applying infl uence people’s actions methods in historical inquiry to construct knowledge through higher-level thinking. CoMMon Core standards in english language arts and instruCtions literaCy: for the teaCher: • RI 3 (K-5) Guide the students through a class discussion • W 8 (K-5) while analyzing the photo. Either post the photo • SL 1 (K-5) or provide a copy for each student. Create “They • SL 2 (K-5) the example anchor chart and write student • SL 4 (K-5) responses throughout the discussion. threw BaCKground inforMation for handouts inCluded the teaCher: With this aCtivity: away their Photo Analysis activities turn the viewing • Handout #1: Photo Analysis of images into a dynamic, participatory • Handout #2: Teacher Anchor Chart Example dignity experience. Students interpret and bring to life • Handout #3: Student Activity Sheet compelling images as they discover key social and it landed on me.”

Minniejean Brown Trickey (Little Rock Nine)

Figure 2 Elizabeth Eckford walking to Central High School

THE ROAD TO LITTLE ROCK 9 aCtivity #1

aCtivity oPPortunities: • “I was interpreting the law. I take the law as Discussion/inferring character traits/develop I fi nd it, and the law to me was very clear.” writing skills Judge Ronald N. Davies

grade level(s): • “Judge Davies stepped into the breach and Grade 4 proved himself to be a man of principle and integrity, something quite rare then, teaCher instruCtions: something very rare now.” Terrence Roberts It is recommended that the classroom teacher (Little Rock Nine) presents this activity aft er students have viewed the DVD and gained content knowledge • “Th ere were a couple of things about Judge concerning the integration of schools in the U.S. Davies that were really fascinating to me. Students should have some prior knowledge He was a small man but his voice was concerning the events which led up to the 1957 unbelievably powerful. Th e climate in this integration of Central High School in Little town was very scary so anybody who made Rock, Arkansas. A website which provides a decision that went against all this sort of more information can be found at http://www. railing against integration – anyone who encyclopediaofarkansas.net/encyclopedia/ would take the stand, was somebody that entry-detail.aspx?entryID=718. I admired greatly.” Minnijean “Little Rock Nine” introduCtion to aCtivity: Explain how Judge Ronald N. Davies became • “Judge Davies stepped in and overturned a hero and role model for others. What kind what Faubus was trying to do and said, of person was Judge Ronald N. Davies? What we will do the right thing.” Robin Woods character traits did he possess? What evidence (befriended Terrence Roberts) do you have? To fi nd character traits, we take a look at the person’s actions, what they say, and • “Judge Davies was a quiet individual; very

aCtivity #1 what others say about them. self-eff acing, humble sort of fellow, 5’1”… short. Very strong of body and also had a Prepare the Anchor Chart displayed under tremendous amount of moral courage.” Judge Teacher Anchor Chart Example and on the Bill Wilson following pages. Th rough a Th ink Aloud, model how to infer Judge Davies’ character teaCher anChor traits by brainstorming aloud things he said Chart exaMPle: (example quotes below), did, and what others said about him. If students are familiar with a similar process, they can fi ll out their own copy of the Activity Handout while watching the DVD and share responses aft er the DVD.

exaMPle quotes sPoKen By Judge davies or others: • “I have a constitutional duty and obligation from which I shall not shrink.” Judge Ronald N. Davies, September 7th, 1957.

• “Judge Davies stuck to his guns. He followed the law and he said it may be unpopular, but I’m going to do it. Because that is what is required.” Justice Stephen G. Breyer

• “I was just doing my job.” Judge Ronald N. Davies

10 THE ROAD TO LITTLE ROCK aCtivity #1

ConneCtion to Writing: Students use notes from the anchor chart to develop a paragraph with multiple evidence. Use your own classroom process for citing text, or model the example provided.

Example Organizer: Topic Sentence 1st detail Cite Text/Video Explain 2nd detail Cite Text/Video Explain 3rd detail Cite Text/Video Explain Conclusion

Example using Christopher Columbus: Topic Christopher Columbus was adventurous. “Education 1st detail First, he daydreamed of sailing the ocean. Explain Most people didn’t want to go out on the ocean by themselves. is one of 2nd detail Second, he took short sailing trips at a young age. the very Explain Most boys at that age wouldn’t go out to sea by themselves. 3rd detail Finally, he became a sailor. few things Explain Sailors travel to many places by boat. that can Conclusion In conclusion, Columbus had an adventurous soul. never be taken from aPPliCation aCtivity ideas: handouts inCluded With this Have students list all the ways the Judge Davies aCtivity: you.” stood up against discrimination. What lessons • Handout #1: Teacher Anchor Chart Example did they learn? Students list three actions they • Handout #2: Student Assignment Elizabeth Eckford will take to help everyone feel like they belong? • Handout #3: Student Graphic Organizer (Little Rock Nine) (Note: telling an adult, stop teasing, etc. Record student ideas on the board or other Writing ProMPt ideas: chart paper.) specifi c: • How was Ronald Davies important to the With a partner or small group, students create history of North Dakota? Why does he a poster that illustrates one of the ideas the deserve the Roughrider Award? class came up with for standing up against discrimination. Students hang the posters around the school to encourage schoolmates to take action against discrimination.

THE ROAD TO LITTLE ROCK 11 aCtivity #1

handout #1: teaCher anChor Chart exaMPle Student Instructions: What kind of person was Judge Ronald N. Davies? What character traits did he possess? What evidence do you have? To fi nd character traits, we take a look at the person’s actions, what they say, and what others say about them.

quotes/ What others said thoughts or thought Example: “I have a constitutional Example: “Judge Davies stuck to his duty and obligation from which I guns. He followed the law and he said shall not shrink.” it may be unpopular, but I’m - Judge Ronald N. Davies going to do it. Because that is September 7th, 1957 what is required.” - Justice Stephen Breyer

Judge davies aCtivity #1

Traits Example: courageous

aCtions Example: It took Judge Davies only four minutes to determine that the use of the Arkansas National Guard was unlawful and ordered they be removed from the school campus.

12 THE ROAD TO LITTLE ROCK Activity #1

Handout #2: Student Assignment Student Instructions: To find character traits, we take a look at the person’s actions, what they say, and what others say about them. Fill out the different shapes with Judge Davies’ actions, quotes, and what others said about him. Then determine what traits Judge Davies portrayed based on your evidence.

quotes/ What others said thoughts or thought

Judge Davies

Actions

THE ROAD TO LITTLE ROCK 13 Activity #1

Handout #3: Student Graphic Organizer Student Instructions: Explain how Judge Ronald N. Davies became a hero and role model for others. What kind of person was Judge Ronald N. Davies? Using the evidence from the DVD, fill in the graphic organizer below.

Topic Sentence

1st detail

Explain

2nd detail

Explain

3rd detail

Explain

Conclusion

14 THE ROAD TO LITTLE ROCK aCtivity #2

aCtivity oPPortunities: Photo analysis/discussion/group interaction

grade level: Grade 4

BaCKground inforMation for the teaCher: Photo Analysis activities turn the viewing of images into a dynamic, participatory experience. Students interpret and bring to life compelling images as they discover key social studies concepts. A discussion of the use of primary source documents should be included with the introduction of this activity. It will also be necessary to provide students with expectations concerning the writing of a short- constructed response using the Common Core Standards in English Language Arts Literacy in History/Social Studies guidelines. Th e purpose of this activity is to put the students in the role of historians and develop strategies for applying methods in historical inquiry to construct knowledge through higher-level thinking.

instruCtions for the teaCher: Guide the students through a class discussion while analyzing the “You photo. Ask students to think of an image as a “scene from a time or place” that they, as detectives, need to investigate. Either post or always provide a copy of the photo image to the students.Create the example Anchor Chart below and on the following pages. have

Observation Knowledge Interpretation control

Describe exactly what Summarize what you What’s going on in the you see in the photo. already know about picture? the situation and time of your period shown, and the What people and objects people and objects that Who are the people and are shown? appear. what are they doing? choices...” What are the people What can we conclude wearing? about this time period? Dr. Terrence Roberts Describe the physical setting. (Little Rock Nine) What can we conclude What other details can about this photo? you see?

Further Research: What questions has the photo raised?

As students view the photo, guide them through a series of questions. Students can discuss these questions with a partner, a table group, or as a whole group. Write student responses throughout the discussion.

Observation: Th is fi rst set of questions helps students explain the details, what a detective would call evidence -evidence that students could actually touch if they were somehow able to step into the scene. Encourage students to point out details in the image that help them answer the questions. • Describe exactly what you see in the photo. • What people and objects are shown? • What are the people wearing? • Describe the physical setting?

student aCtivity #2 • What other details can you see?

THE ROAD TO LITTLE ROCK 15 aCtivity #2

Knowledge: Th e next question challenges students to formulate ideas or make inferences based on the existing evidence and background knowledge. • Summarize what you already know about the situation, the time period shown, the people and objects that appear.

Interpretation: Th e last set of questions encourages students to consider the scene as a whole and create a hypotheses about what is happening and why, much like a detective determines a motive for an event. • What’s going on in the picture? • Who are the people and what are they doing? • What can we conclude about the time period? • What can we conclude about this photo?

Aft er fi lling out the class anchor chart, students complete the three speech bubbles on the top half of the student activity sheet.

Before students complete the short-constructed responses at the bottom of the activity page, discuss the questions below in groups. To scaff old student answers, off er three choices and ask that groups support their answers. • Suppose that you were this student attending the fi rst day of school at Central High in 1957. How would you respond to this experience? Why? ▶ Ignore those who are yelling at me and continue walking to the school. ▶ Turn around and go back home. ▶ Talk back to those who were yelling at me. • Suppose that a group of students is teasing a student on the playground. What would you do? ▶ Stand and watch to make sure no one gets hurt.

aCtivity #2 ▶ Run and get the teacher to handle the situation. ▶ Tell the group of students that what they are doing is wrong.

added inforMation for the teaCher: (We recommend that the teacher does not share this information until the students have completed the photo analysis.)

Th e photograph was taken of Elizabeth Eckford as she approached Little Rock Central High School on the fi rst day of school in 1957. She never entered school that day. She proceeded to the nearest bus stop and waited for transportation home.

handouts inCluded With this aCtivity: • Handout #1: Photo Analysis • Handout #2: Teacher Anchor Chart Example • Handout #3: Student Activity Sheet

16 THE ROAD TO LITTLE ROCK aCtivity #2

handout #1: Photo analysis

“Why is it so diffi cult to do the right thing?”

Student at Central High School (quoted in the Arkansas Gazette)

THE ROAD TO LITTLE ROCK 17 Activity #2

Handout #2: Teacher Anchor Chart Example

Observation Knowledge Interpretation

Describe exactly what you Summarize what you already What’s going on in the see in the photo. know about the situation picture? and time period shown, and the people and objects that What people and objects are appear. Who are the people and shown? what are they doing?

What are the people What can we conclude wearing? about this time period?

Describe the physical setting.

What other details can you What can we conclude see? about this photo?

Further Research: What questions has the photo raised?

18 THE ROAD TO LITTLE ROCK Activity #2

Handout #3: Student Activity Sheet Instructions for the Student: Look at the girl in the foreground. Write a sentence from the girl’s point of view (in the foreground) in each speech bubble.

I heard...

I saw...

I felt...

Suppose that you were this student attending the first day of school at Central High in 1957. How would you respond to this experience? Why? Use this sentence stem. I would choose to ______because . . .

Suppose that a group of students is teasing a student on the playground. What would you do? Use this sentence stem. I would choose to ______because . . .

THE ROAD TO LITTLE ROCK 19 notes

20 THE ROAD TO LITTLE ROCK

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