This Interview Is a Project of the Ozark Heritage Institute and the Oral History Office of the University of Central Arkansas in Conway, Arkansas

Total Page:16

File Type:pdf, Size:1020Kb

This Interview Is a Project of the Ozark Heritage Institute and the Oral History Office of the University of Central Arkansas in Conway, Arkansas [This interview is a project of the Ozark Heritage Institute and the Oral History Office of the University of Central Arkansas in Conway, Arkansas. The interviewer is Sondra Gordy. The interviewee is Betty Summerville. The date of the interview is January 16, 1996.] G:I've already explained that I'm interviewing you on January 16, [1996] in your home in Little Rock at 1900 Marshall and I wondered if you would mind telling us where you were born and where your home was. S:Okay I was born in Conway, Arkansas where you're teaching now. [laughter] G:And your maiden name was Gatewood. S:Right my maiden name was Gatewood. Betty Jane Gatewood and I attended school there through twelfth grade and that was my home all during the time I was born and growing up. Is that enough? G:That's fine. You can tell me some more if you want. S:Alright. After that I left, oh I believe it was in 1965***[19]46, excuse me and came to Little Rock to attend Philander Smith College, which I did. I spent three years at Philander Smith College and received my Bachelor of Science Degree, I believe it was. It's been a long time. G:[laughter] I know. S:After that now during the time I was in school here, my second year, my sophomore year my husband and I***I had met my 1 Summerville husband during the first year, fell in love. G:Immediately, of course. S:And the second year we married and four months later we conceived a child, a baby, and after conception of the baby I attended for the rest of that year. Then I dropped out for a year to have my baby. Came back to school and stayed another year or two, conceived again the second child and after I dropped out after that year was up and I stayed home with my mother and my husband was still in school here. So I came back later on. He graduated from college in 1949 and I finally graduated in the summer of 1951. So after that/ G:With two children. S:With two children, that's true, very, very, busy too. So Mike worked in Wynne, Arkansas. The first job was there and I stayed home with my parents there in Conway until he could come and visit with me because I didn't work and it was very difficult for him to take care of us there and Seth too so my mother and father were always happy to have us home. And well after that Mike worked in Wynne for a couple of years, I believe and***it's been a long time it's hard to remember the very little intricacies but I'm trying to stay on the surface anyway. But/ G:When did you start at Horace Mann, do you remember? S:I'm getting to that yes. But that's what you want isn't it? 2 Summerville G:Right. S:Anyway well we went on to Fort Smith and he worked there and S:he stayed there for about three or four years--three years I think. Then came back and at that point somewhere during that time I came to Little Rock looking for a job. I worked at Menifee, Arkansas for about two years and after that time I was looking for something bigger. So we came to Little Rock again and that was in 1955 I think and I went over and talked with Dr. [LeRoy] Christophe, who was the principal of Dunbar and later at Horace Mann. And I started work at Dunbar Junior High School, which was the high school also at that time. And Horace Mann was being built. After they needed a school nurse, the school nurse whom they had was about to leave. And I was right on time. So when I started there I just fell in love with it. I started as school nurse and I had to teach health to ninth graders for about two years I believe. Then we moved into Horace Mann. At that time I was part-time school nurse at Dunbar, mornings; part- time Horace Mann, afternoons. So that's why I was telling you that some of the information I wouldn't be able to give you. I don't know that much. G:Right, right. But that still you were there and you have some memories of it. So even though you weren't a classroom teacher during the Lost Year you were being a nurse or you 3 Summerville were assigned to be a nurse at two different schools, right? S:That's true. Plus I, during that particular year, I think one entire semester I was doing them both and then I left Dunbar S:and went full-time at Horace Mann during the second part of the Lost Year. And I had to work on the records there in the health room and also when the football, I believe football students, we were just, you know, doing what we could to make it seem as if it were a regular school year when it really wasn't. And I went to elementary schools, talked to children, the little elementary children about health, how to brush their teeth and things like that. And did hearing tests for them at the school and also I think I did eye exams and things like that. So I was very busy during that time even though we did close. G:Okay let me see if I am understanding you correctly. When you came to Little Rock you worked at Dunbar totally teaching health and being a nurse. When Horace Mann opened, which to my recollection and from my reading, opened for the first year in [19]55-[19]56. If that's a Bearcat Annual or student yearbook***see the problem is the Bearcat is for Dunbar and it's also for Horace Mann. So that's where my problem is. S:So you're probably right then because you're talking/ G:See if it says Dunbar or if that says Horace Mann. S:Horace Mann. 4 Summerville G:Okay so then [19]57***the problem is when they say [19]56 I don't know if that's [19]56-57 or if that's/ S:It's [19]56-57. Yes, I remember that. G:Okay. So when they only put one number on the front I'm not G:really sure. They often times put just the spring. S:I see what you're saying. [19]55-56. So this [19]56*** G:Would be [19]55-56. S:You're probably right then. Because I really don't remember. But I do know they had a Horace Mann***I mean could be that's when they opened. G:Well I knew they were trying to build Hall High School and Horace Mann about the same time and that they were trying to occupy those about the same time. S:Okay so this is Horace Mann and ***[reading to herself out of yearbook] G:Okay so you must have gotten in there that year. S:Yes. We got in there during that time it seems but I don't remember. So you might***if Maud said then it's right. G:Alright. We can trust Maud Woods. S:Yes. G:Well she's great. Well I know since you weren't an actual classroom teacher your answers are going to be different than some of the teachers but that's fine because you give me a feel for what was going on in the building and what the 5 Summerville atmosphere was like. So I wonder if***now we're talking about the year after Little Rock Central had the "Little Rock Nine". That year finished. The next year the Arkansas Legislature in August voted a lot of power to Governor [Orval] Faubus and in September Governor Faubus closed all four Little Rock High G:Schools: Horace Mann, Little Rock Central, Little Rock Hall, and Little Rock Technical. And so what I want to ask about that year, [19]58-59, is for you to describe your activities on a typical school day during the Lost Year. Now is that the year you think you were at Dunbar one semester and at Mann the second? Or do you recall? S:Part of that year, yes. Part of that year I was at Mann, a half year, and the other part I was at Dunbar. I think it was***I might have been there that entire year. It's so hard to remember which year because I was there before and after. But at some time during that year I know full time***maybe that was in that entire year. Oh it was because I was being***it was because I was there full time. Because I had to be paid at that time for one school, you know, for my participation in one school. When I was hired I was hired to go to Horace Mann after it opened. I was really a teacher for Horace Mann, school nurse for Horace Mann. But since we were Dunbar, Horace Mann hadn't moved over to Horace Mann at 6 Summerville that time because the building wasn't completed. So then I continued working with Dunbar until they could get a nurse and then I went on over to Horace Mann and that must have been during the Lost School Year.
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • White Backlash in the Civil Rights Movement: a Study of the White Responses to the Little Rock Crisis of 1957 Abby Motycka, Clas
    White Backlash in the Civil Rights Movement: A Study of the White Responses to the Little Rock Crisis of 1957 Abby Motycka, Class of 2017 For my honors project in the Africana Studies Department I decided to research the response from white southern citizens during the integration of Central High School in Little Rock, Arkansas in 1957. I want to explain the significance of Little Rock and its memorable story of desegregation broadcasted across the nation. Little Rock was in many ways the beginning of the Civil Rights Movement and a representation of tension between state and federal governments. The population shifted to appear predominantly segregationist and actively invested in halting plans for integration. Many white citizens chose not to participate, but others chose to join violent, vicious mobs. The complex environment leading up to the crisis of Little Rock was unexpected given the city’s reputation of liberality and particularly progressive southern Governor. No one could have predicted the nation’s first massive backlash to Brown v. Board of Education to be ignited in the small capitol of Arkansas or foreseen the mob violence that would follow. Analyzing white southern responses to African Americans at this time exposes the many dangerous ideologies and practices associated with American culture. Little Rock provides a specific location and event to compare to the other significant moments of white counter protest events in Birmingham, Montgomery, and Atlanta. I want to know how the white population evolved from moderate to outspoken on issues of education over the already integrated bus systems and stores. In my project, I explore approaches the white administration chose to take, including the School Board and the state government, to explain the initial and evolving response the state of Arkansas had to the Brown v.
    [Show full text]
  • SPRING 2013 CONTENTS Spring 2013
    THE UNIVERSITY OF ARKANSAS PRESS SPRING 2013 CONTENTS spring 2013 New University of Arkansas Press Books 1–15 DISTRIBUTED PRESSES: Butler Center Books 16–19 Moon City Press 20–21 UpSet Press 22 Ozark Society Foundation 23 DVDs 23 John exhorting his runners from his usual spot behind the first curve at the Tyson Center. Photo courtesy of University of Arkansas Media Relations. Selected Backlist 24–26 Notable Reviews 27 “John McDonnell is not only one of Order Form 28 the greatest track and cross-country Sales Representatives 29 coaches ever but a national treasure Ordering Information 29 whose influence on the sport and on the young men he’s nurtured will last for generations. McDonnell’s life story illuminates the subtle ways in which he acquired and expanded on the knowledge that led to a record The University of Arkansas Press number of NCAA titles while gaining is moving to electronic catalogs. insights into both the psychology and physiology that produced peak perfor- To continue to receive our catalog, mances. A fascinating book.” make sure you are on our e-mail list. —MARC BLOOM, track and field journalist and Send your name and email address to author of God on the Starting Line [email protected] facebook.com/uarkpress @uarkpress COVER: Vintage kimono owned by Miyoko Sasaki McDonald, mother of Jan Morrill, author of The Red Kimono (page 4). Miyoko was seven years old when she and her family were relocated to Tule Lake Internment Camp in California. They were later The Razorback track team is greeted by Arkansas governor Bill moved to Topaz Internment Camp in Utah.
    [Show full text]
  • Remarks on Signing Legislation to Establish the Little Rock Central High School National Historic Site November 6, 1998
    Administration of William J. Clinton, 1998 / Nov. 6 Remarks on Signing Legislation To Establish the Little Rock Central High School National Historic Site November 6, 1998 Thank you very much. You know, when Ernie rorist attack. No nation should live under the was up here introducing me, I remembered that threat of violence and terror that they live under he was the only senior among the Little Rock every day. Nine. He graduated in the spring in 1958, and When Prime Minister Netanyahu and Chair- when they called him up to receive his diploma, man Arafat signed the Wye River agreement, the whole auditorium was quiet, not a single they knew they would face this moment. They person clapped. But we're all clapping for you knew when they went home both of them would today, buddy. be under more danger and the terrorists would I would like to thank all the members of target innocent civilians. They knew they would the Little Rock Nine who are here, including have to muster a lot of courage in their people Elizabeth Eckford, Carlotta LaNier, Jefferson to stick to the path of peace in the face of Thomas, Minnijean Trickey, Terrence Roberts. repeated acts of provocation. Melba Pattillo Beals is not here. Gloria Ray There are some people, you know, who have Karlmark is not here. Thelma Mothershed-Wair a big stake in the continuing misery and hatred is not here. I think we should give all of them in the Middle East, and indeed everywhere else another hand. [Applause] in this whole world, just like some people had I would like to thank Congressman Elijah a big stake in continuing it in Little Rock over Cummings, Congressman Gregory Meeks for 40 years ago.
    [Show full text]
  • Kimberly West-Faulcon PROFESSIONAL ACADEMIC
    Kimberly West-Faulcon JAMES P. BRADLEY CHAIR IN CONSTITUTIONAL LAW AND PROFESSOR OF LAW LOYOLA LAW SCHOOL 919 ALBANY STREET LOS ANGELES, CA 90015 (213) 736-8172 • [email protected] • http://www.lls.edu/academics/faculty/west-faulcon.html PROFESSIONAL ACADEMIC EXPERIENCE LOYOLA LAW SCHOOL Los Angeles, CA 2011-Present James P. Bradley Chair in Constitutional Law 2010-Present Professor of Law 2005-2010 Associate Professor of Law Courses: Constitutional Law; Advanced Topics in Constitutional Law: Originalism; Advanced Topics in Constitutional Law: Abortion, Race, Sex, & Gender Identity; Advanced Topics in Constitutional Law: Second Amendment, Equal Protection, & Religion; Constitutional Law I ⅈ Intelligence, Testing, and the Law; Employment Discrimination Law; Principles of Social Justice; Social Justice Lawyering USC GOULD SCHOOL OF LAW Los Angeles, CA 2016-2019 Visiting Professor Course: Constitutional Law: Rights (Fall 2016, Spring 2018, & Fall 2019) SOUTHWESTERN LAW SCHOOL Los Angeles, CA 2017 Visiting Professor Courses: Constitutional Law II (Fall 2017) UCLA SCHOOL OF LAW Los Angeles, CA 2013-2015 Visiting Professor Courses: Constitutional Law I (Fall 2013); Employment Discrimination Law (Fall 2014), Civil Rights (Spring 2015) 2010 Visiting Professor Course: Intelligence, Testing, and the Law 2004 Visiting Lecturer Course: Race-Conscious Remedies (with Professor Cheryl Harris) EDUCATION 1992-1995 YALE LAW SCHOOL New Haven, CT Juris Doctor Yale Law Journal, Senior Editor Research Assistant to Sterling Professor of Law Owen M. Fiss Project SAT, Founder, Director and Tutor (free SAT tutoring program for New Haven youth) Black Law Students Association, Community Outreach Chair Frederick Douglass Moot Court 1988-1992 DUKE UNIVERSITY Durham, NC Bachelor of Arts, summa cum laude, Phi Beta Kappa GPA: 3.9 (Class Rank: 9 of 1182) President, Duke Democrats Dukes and Duchesses, Duchess Student Ambassador C.H.A.N.C.E.
    [Show full text]
  • Choices in LITTLE ROCK
    3434_LittleRock_cover_F 5/27/05 12:58 PM Page 1 Choices IN LITTLE ROCK A FACING HISTORY AND OURSELVES TEACHING GUIDE ••••••••• CHOICES IN LITTLE ROCK i Acknowledgments Facing History and Ourselves would like to offer special thanks to The Yawkey Foundation for their support of Choices in Little Rock. Facing History and Ourselves would like to acknowledge the valuable assistance it received from the Boston Public Schools in creating Choices in Little Rock. We are particularly appreciative of the team that consulted on the development of the unit under the leadership of Sidney W. Smith, Director, Curriculum and Instructional Practices, and Judith Berkowitz, Ed.D., Project Director for Teaching American History. Patricia Artis, history coach Magda Donis, language acquisitions coach Meira Levinson, Ph.D., teacher, McCormack Middle School Kris Taylor, history coach Mark Taylor, teacher, King Middle School Facing History and Ourselves would also like to offer special thanks to the Boston Public School teachers who piloted the unit and provided valuable suggestions for its improvement. Constance Breeden, teacher, Irving Middle School Saundra Coaxum, teacher, Edison Middle School Gary Fisher, teacher, Timilty Middle School Adam Gibbons, teacher, Lyndon School Meghan Hendrickson, history coach, former teacher, Dearborn Middle School Wayne Martin, Edwards Middle School Peter Wolf, Curley Middle School Facing History and Ourselves values the efforts of its staff in producing and implementing the unit. We are grateful to Margot Strom, Marc Skvirsky, Jennifer Jones Clark, Fran Colletti, Phyllis Goldstein, Jimmie Jones, Melinda Jones-Rhoades, Tracy O’Brien, Jenifer Snow, Jocelyn Stanton, Chris Stokes, and Adam Strom. Design: Carter Halliday Associates www.carterhalliday.com Printed in the United States of America 2 3 4 5 6 7 8 9 10 November 2009 ISBN-13: 978-0-9798440-5-8 ISBN-10: 0-9798440-5-3 Copyright © 2008 Facing History and Ourselves National Foundation, Inc.
    [Show full text]
  • Reflections on the Little Rock Desegregation Crisis
    Louisiana State University Law Center LSU Law Digital Commons Journal Articles Faculty Scholarship 1989 Confrontation as Rejoinder to Compromise: Reflections on the Little Rock Desegregation Crisis Raymond T. Diamond Louisiana State University Law Center, [email protected] Follow this and additional works at: https://digitalcommons.law.lsu.edu/faculty_scholarship Part of the Law Commons Repository Citation Diamond, Raymond T., "Confrontation as Rejoinder to Compromise: Reflections on the Little Rock Desegregation Crisis" (1989). Journal Articles. 290. https://digitalcommons.law.lsu.edu/faculty_scholarship/290 This Article is brought to you for free and open access by the Faculty Scholarship at LSU Law Digital Commons. It has been accepted for inclusion in Journal Articles by an authorized administrator of LSU Law Digital Commons. For more information, please contact [email protected]. ARTICLES CONFRONTATION AS REJOINDER TO COMPROMISE: REFLECTIONS ON THE LITTLE ROCK DESEGREGATION CRISIS* Raymond T. Diamond** In September 1957, soldiers of the IOI st Airborne Division of the United Stat es Army were called to duty in hostile territory. These soldiers were called to Little Rock, Arkansas, to keep safe nine Black children who, under a court order of desegregation, attended Little Rock's Central High School. 1 The Little Rock crisis is writ large in the history of the desegregation of the American South. Because many of the events of the crisis were performed before the television camera at a time when television was new, the Little Rock crisis was etched graphically in the American consciousness. 2 The cam­ era showed in violent detail the willingness of the South to maintain segrega­ tion, and the willingness of the federal government to support federal law.
    [Show full text]
  • Modern Civil Rights
    Contents: Modern Civil Rights Limited progress, early court cases Thurgood Marshall Welcome! Briggs & Bolling cases Brown case/Earl Warren These mini-lectures are an overview of your Reactions to Brown assigned readings—they should provide Rosa Parks & Montgomery better understanding of what you are reading! Martin Luther King/SCLC Little Rock desegregation/reactions Just listen (if audio is provided, it plays Sit-ins/Freedom Rides automatically), then read the slide, and use James Meredith & universities the next arrowhead. If you are viewing this in March on Washington PDF, use the down arrow at the top of the pdf. Assassination/LBJ Great Society Conclusions. & A brief post test. Civil Rights... • Race laws based on 1896 Plessy v. Ferguson…separate but equal • Very few early challenges –W.E.B. DuBois created NAACP 1905 –Racial issues delayed in emergencies of world wars and depression ch29,Holland 2 Limited Progress, 1930s... • FDR & Eleanor Roosevelt gave limited support to Civil Rights • Margold Report (NAACP), 1933 –suggested tactics to challenge Plessy • Legal Defense Fund (LDF) started in 1939 ch29,Holland 3 First Challenges... • NAACP planned to challenge the separation of public education… • Thurgood Marshall and others collected facts for a court case... • President Truman’s Civil Rights Commission supported action ch29,Holland 4 Thurgood Marshall and NAACP lawyers gather evidence. Lead counsel, Thurgood Marshall whom LBJ would later make a Supreme Court Justice Law School Case... • 1946--Univ. Texas Law School denied admission to blacks • NAACP sued & Texas opened a small black law school; • Texas won the law suit since separate schools were legally provided ch29,Holland 7 Shall We Target Public Schools...? • By the 1950s four approaches to separating the races in schools… –Northern states required integration –Southern states required segregation –Border states like Kansas allowed county option –Western states had no law either way ch29,Holland 8 1949 Briggs v.
    [Show full text]
  • Choosing to Participate and the Re-Release of This Book Which Has Been Developed to Give Educators a Tool to Explore the Role of Citizenship in Democracy
    R evised E Praise for dition FACING HISTORY AND OURSELVES A FACING HISTORY AND OURSELVES PUBLICATION C We are well aware of the forces beyond our control—the attitudes, modes of H behavior, and unexamined assumptions that often, sadly, govern the larger OOSING society, and that undermine the school communities we seek to build. It is to this end that we find Facing History so powerful. From both discussions with teachers and observations of student interaction, it is clear that Facing TO History and Ourselves is a tremendously effective vehicle for engaging P ARTICI students in the critical dialogues essential for a tolerant and just society. Dan Isaacs P Former Assistant Superintendent ATE of the Los Angeles Unified School District • A Facing History and Facing History and Ourselves has become a standard for ambitious and CHOOSING TO courageous educational programming…. At a time when more and more of our population is ignorant about history, and when the media challenge PARTICIPA T E the distinction between truth and fiction—indeed, the very existence of REVISED EDITION truth—it is clear that you must continue to be the standard. Howard Gardner O Professor of Education, Harvard Graduate School of Education urselves Publication Teaching kids to fight intolerance and participate responsibly in their world is the most important work we can do. Matt Damon, Actor, Board of Trustees Member & Former Facing History and Ourselves Student Headquarters 16 Hurd Road Brookline, MA 02445 (617) 232-1595 www.facinghistory.com Visit choosingtoparticipate.org for additional resources, inspiring stories, ways to share your story, and a 3D immersive environment of the exhibition for use in the classroom and beyond.
    [Show full text]
  • Little Rock Nine
    Little Rock Nine Few people know their names, but the nine black students who became known as the Little Rock Nine helped to bring widespread integration to public schools in the United States. In the fall of 1957, Americans who were impressed with their courage and curious about the confrontations they caused watched as these ninestudents braved repeated threats and other indignities from segregationists as they tried to attend classes at the all-white Little Rock Central High School. The determination of the Little Rock Nine in challenging Arkansas Governor Orval Faubus, who used armed troops to bar the nine students from entering the school, is legendary. Despite the obstacles they faced, the Little Rock Nine eventually entered the school and were able to attend classes, and as they did, their experiences continued to be documented and preserved as a testament to their characters. In 1954, the U.S. Supreme Court ruled in Brown v. Board of Education that segregation in public schools was unconstitutional and that school systems should begin plans to desegregate. However, during the early years of his administration, President Dwight D. Eisenhower did not focus on education and, therefore, many states were slow to implement plans for or actively to pursue desegregation. Civil rights organizations like the National Association for the Advancement of Colored People (NAACP) continued to pressure state and federal officials about integration while implementing their own plans to facilitate the process. The Arkansas state president of the NAACP, Daisy Bates (who was elected in 1952), organized a youth council that included the first ninestudents to desegregate Little Rock Central High.
    [Show full text]
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 452 104 SO 031 665 AUTHOR Harris, Laurie Lanzen, Ed.; Abbey, Cherie D., Ed. TITLE Biography Today: Profiles of People of Interest to Young Readers, 2000. ISSN ISSN-1058-2347 PUB DATE 2000-00-00 NOTE 504p. AVAILABLE FROM Omnigraphics, 615 Griswold Street, Detroit, MI 48226 (one year subscription: three softbound issues, $55; hardbound annual compendium, $75; individual volumes, $39). Tel: 800-234-1340 (Toll Free); Fax: 800-875-1340 (Toll Free); Web site: http://www.omnigraphics.com/. PUB TYPE Collected Works Serials (022) Reference Materials General (130) JOURNAL CIT Biography Today; v9 n1-3 Jan-Sept 2000 EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Adolescent Literature; Biographies; Childrens Literature; Elementary Secondary Education; Individual Characteristics; Life Events; Popular Culture; *Profiles; Readability; Role Models; Social Studies; Student Interests IDENTIFIERS *Biodata; Obituaries ABSTRACT This is the ninth volume of a series designed and written for young readers ages 9 and above. It contains three issues and profiles individuals whom young people want to know about most: entertainers, athletes, writers, illustrators, cartoonists, and political leaders. The publication was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry provides at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. Each entry ends with a list of easily accessible sources (both print and electronic) designed to guide the student to further reading on the individual. Obituary entries also are included, written to provide a perspective on an individual's entire career.
    [Show full text]