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School Integration in Little Rock, Arkansas and National Security


Ashley Moody


Impact of the Youth on the Civil Rights Movement


This lesson provides an overview of the Central High School incident in Little Rock, Arkansas, in which nine African-American youth, known as the Little Rock Nine, took a stand against segregation.  Following the 1954 Brown v. Board of Education decision, these African-American students attempted to attend an all white school in 1957.  When President Eisenhower called in the military to protect the students, this event was propelled to the front of national attention and became a turning point in school integration. 


http://brownvboard.org/summary/ (information on Brown v. Board)

http://en.wikipedia.org/wiki/Little_Rock_Nine (background information on Little Rock Nine) Also, see "Notes" section for further readings.

 


1.5 - 2 Days


2


How did youth (ex. the Little Rock Nine) act as a catalyst for change in the Civil Rights Movement?


Read the Court’s decision: May 1954, "Supreme Court, 9-0, Bans Segregation in Schools" (Handout # 1).  This handout gives a detailed description of the Brown vs. The Board of Education Supreme Court decision.  Students will be asked to read over the article, and imagine how African-American youths might have felt as they found out for the first time, that they could attend the same school as white students.

Explain details of the Brown v. Board of Education decision and explain why it was such an important event during the Civil Rights Movement.  (http://brownvboard.org/summary/)

Discussion questions could include:  

Why do you feel that in education the doctrine “separate but equal” has no place? 

What were some of the arguments the court made against the doctrine and what were some of the arguments each state made in trying to defend the doctrine? 

Why did some states delay implementation of the law? 

 


Distribute copies of excerpts of the Little Rock Nine.  (See linked file:  Reporting Civil Rights  Part 1 excerpts).  Have students read and complete a graphic organizer of facts about the Little Rock Nine.  (To create graphic organizer, have students draw 6 squares on one sheet of paper.  Place one of these topics in each square:  Who, What, When, Where, Why, and How.)  Students should put facts pertaining to each topic in the appropriate square.


Students should view a video clip of the Little Rock Nine incident.  (This clip can be located in such videos as "Eyes on the Prize" or located at http://library.thinkquest.org/JO112391/little_rock_nine.htm.)  As students view clip, they should add information to their graphic organizers.  After the video, ask the students questions to encourage discussion:

Do you think that this was a direct action by the students against school segregation?  How do you think the nine students felt on the morning before they left for Central High School?  Is there one of the nine students that really stood out in your mind and why? Why did President Eisenhower decide to call in armed forces?  Were the President and other government officials taking all means possible to prevent  riots and mobs?  What are some of the ways that national security could have been handled differently?" 


As students review information in their graphic organizers, ask them to discuss:

1.  Why was this event significant?  Among other reasons, the teacher may want to reference the significance of a state rebelling against federal authority, a governor defying a President, and the fear of change among the population.

2.  How was this event a turning point in the Civil Rights movement?

3.  How did young people serve as a catalyst for change in the Civil Rights movement?  (Little Rock Nine)


Supplemental Activities:  Students could research in the computer lab other events where school integration was an issue during this time.

1.  Actions taken by the government during James Meredith’s attempt to integrate Ole Miss.

2.  Events at the University of Alabama when Governor George Wallace stood on the doorsteps in order to prevent African-American students from entering the doors for enrollment. 

3.  Compare and contrast these three events. (Little Rock Nine, Meredith's attempt, and University of Alabama incident.)

Suggested Readings: “The mob rushed upon us”: September 1957, “We Were Kicked, Beaten”.  By James L. Hicks Reporting Civil Rights, Part One, 2003, pp 378-381. -- “Eisenhower Responds: September 1957, President Sends Troops to Little Rock, Federalizes Arkansas National Guard; Tells Nation He Acted to Avoid Anarchy”. By Anthony Lewis Reporting Civil Rights, Part One, 2003, pp 382-385.--“ At Central High: February 1958, The 19-Day Ordeal of Minnie Jean Brown”.  By Ted Poston Reporting Civil Rights, Part One, 2003, pp 396-397.--“ A Student’s yearbook: May 1958, The Book”. By Murray Kempton Reporting Civil Rights, Part One, 2003, pp 398-400.--“Oxford, Mississippi: September 1962, Meredith Blocked at Ole Miss”. By W.F. Minor Reporting Civil Rights, Part One, 2003, pp 657-660.--“Stop Him!”: September 1962, On the Mississippi Warfront: Oxford’s a Town All Shook Up. By James L. Hicks, Reporting Civil Rights, Part One, 2003, pp 661-664.--“In the Schoolhouse Door”: June 1963, Alabama Admits Negro Students; Wallace Bows to Federal Force.  By Claude Sitton, Reporting Civil Rights, Part One, 2003, pp 824-830.--“Brown et al. v. Board of Education of Topeka et al.” Eyes on the Prize Civil Rights Reader, 1991,pp 64-74.--How Children Learn About Race” Eyes on the Prize Civil Rights Reader.By Kenneth B. Clark, 1991, pp 74-81.--“The Long Shadow of Little Rock.  Eyes on the Prize Civil Rights Reader.  By Daisy Bates, 1991, pp 97-103.


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Reporting Civil Rights_Part I Excerpts Morin_HO2 M
Reporting Civil Rights_Donovan Excerpts_HO 1 Moody

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