The Little Rock 9https://www.youtube.com/watch?v=oodolEmUg2g

“In all deliberate speed”1954-1957

Ernest Green, Melba Pattillo, Jefferson Thomas, Carlotta Walls, Daisy Bates, Terrance Roberts

Thelma Mothershed, Minnijean Brown, Elizabeth Eckford, Gloria Ray

What is a mob? How is it different than a crowd?

Struggle for Civil Rights

⬜

⬜

⬜

⬜

⬜

⬜

⬜

In Her Own Words: Elizabeth Eckford

•Questions to ponder while listening: Recording

• Why didn’t she turn on the crowd that followed her to the bus stop?

• What might have happened had she done so?

Photographs (pg. 64 & 65)

•Record what you see WITHOUT trying to interpret what is happening (facts within the picture).

•What is the photographer trying to say (why take that particular picture? What story is he/she trying to tell?).

•Make a caption for the photos.

Marcia Webb

• “I remember the picture in the newspaper of Elizabeth Eckford with the jeering white faces behind her. And at that moment, I thought, Marcie, you were there and you never once thought about what was going on with Elizabeth Eckford. You were glad there weren’t any violent demonstrations; you were glad no one was hurt physically. But then I realized what hurt can come from words, from silence even, from just being ignored. I’m sorry to say now looking back that what was happening didn’t have more significance and I didn’t take more of an active role. But I was interested in the things most kids are.”

Elizabeth Eckford

“I remember this tremendous feeling of being alone and I didn’t know how I was going to get out of there. I didn’t know whether I would be injured. There was this deafening roar. I could hear individual voices, but I was not conscious of numbers, I was conscious of being alone.”

Elizabeth Eckford Reflection

•What is the pain that comes from labels, the silence of neighbors or classmates, or just “being ignored”?

•How might the situation been different, had the white students of Central High School seen the African American students as “kids”, much like themselves?

Perlesta Hollingsworth

“The shocking thing to me in 1957 was the number of whites who didn’t participate in the aggression, who wouldn’t do anything but look. Neighbors would express dismay, but wouldn’t do anything, wouldn’t speak out against it, would go ahead and close their doors to it.”

The people involved...

BYSTANDER

People who witness an event but are neither the victim or perpetrator

UPSTANDER

People who witness an event and attempt to correct it

The people involved….

Perpetrator

the person doing something wrong.

TO DO:

On your OWN paper, label a perpetrator, bystander, and an upstander.

Short Story

• Choose ONE PERSON in one of the photos and write a short story about them (2 paragraphs).• What choices did they make or think they made?• Why do YOU think they made those choices?• How do YOU think that person felt about his/her behavior years later?

Hazel Massery

“True reconciliation can occur only when we honestly acknowledge our painful, but shared, past.” – Elizabeth Eckford.

Eyes on the Prize: https://www.youtube.com/watch?v=dRTr

9YoLr7I• Millions of Americans watched

the crisis in Little Rock on TV• Why would they be interested in

this?

Directions:

• Skim through the TIMELINE and CIRCLE or HIGHLIGHT 3 key moments in the story on your TIMELINE.

• Be prepared to share.

Eyes on the Prize:Integration or Segregation?

• Who are the TWO main people making decisions?• What role do these TWO people have in the

community?• What responsibilities come with these roles?

Integration SegregationFAUBUS

EISENHOWER

DIRECTIONS

• COMPLETE THE REST OF THE REST OF THE HANDOUT.• MAKE SURE YOU LIST THE PRESSURES FOR EACH &

UNDERLINE THE MAIN CAUSES FOR CHANGES IN DECISION• YOU MAY WANT TO USE YOUR TIMELINE FOR HELP• STAY IN YOUR ASSIGNED SEAT• VOICES OFF

WHAT IS PUBLIC OPINION?

WHAT ROLE DOES PUBLIC OPINION HAVE IN A DEMOCRACY?

HOW DO LEADERS KNOW WHAT PEOPLE THINK?

SHOULD LEADERS TAKE PUBLIC OPINION INTO ACCOUNT?

DID PUBLIC OPINION INFLUENCE FAUBUS?

EISENHOWER?

HOW DO YOU KNOW?

In 1957, Jesus Colon wrote a newspaper column about the Little Rock Nine. In it he describes what a friend in New York did a few days after Governor Faubus called out the National Guard.

Joe took a rough piece of paper from the factory and wrote a request to the President of the United States to use his federal and military powers to keep open the doors of the high school to the Negro children. Joe then asked the sixty workers in his shop to sign their names to the request. About forty of them signed. Then Joe put the whole thing in an envelope and sent it to President Eisenhower. Joe is a white worker. Can you imagine the effect in the White House if other Joes in thousands of other factories and offices all over the nation would have done the same? Enough said.*

THE ROLE OF PUBLIC OPINION

1. HOW WOULD YOU ANSWER COLON’S QUESTION?2. What is Colon suggesting about the way he and other Americans could

influence the decision the president made?3. What is your opinion of Joe’s idea? Should the president of the United States

be influenced by the opinions of ordinary citizens?4. What other ways might ordinary citizens make their views known? How do

you make your voice heard?

FEDERALISM

• FEDERALISM- THE DIVISION OF POWERS BETWEEN STATE AND FEDERAL GOVERNMENT.• What is the federal government responsible for?• What are the state governments responsible for?• What is rule of law?

The Impact of a Decision

• Read and interpret the documents provided.• Answer the questions in COMPLETE detail.

Did the mob have a right to be at Central High? Why or why not?

The choices students made

Think, Pair, Share

• Independently read both points of view on 3.13.

• THINK: Answer Number 1 & then Create your own list of ideas for what students should do!

• PAIR: Share your answers with a partner.• SHARE: Let’s discuss as a class. RAISE your hand.

Think, Pair, Share

• Independently read both points of view on 3.13. • THINK: Answer question 1 then Create your

own list of ideas for what students should do!• PAIR: Share your answers with a partner.• SHARE: Let’s discuss as a class. RAISE your hand.

Think, Pair, Share

• Independently read both points of view on 3.13. • THINK: Create your own list of ideas for what students

should do!• PAIR: Share your answers with a partner.

• SHARE: Let’s discuss as a class. RAISE your hand.

Think, Pair, Share

• Independently read both points of view on 3.13. • THINK: Create your own list of ideas for what students

should do!• PAIR: Share your answers with a partner.• SHARE: Let’s discuss as a class. RAISE your hand.

Directions• On your cutout you are going

to give the incoming freshmen advice!

• You may write/draw/color whatever your advice is!

• Keep in mind what we learned about being a good citizen & the lessons that were learned in Little Rock 9.

• Stay in seat• Raise your hand if you

need help• BE Creative• Yes this is a grade!

7th

• Treat others the way you would want to be treated • help around the school /invite • no violence• welcome students w/open arms• Give them a tour around the school• accept them• show up and work• don’t discriminate

3rd Period

• Be accepting & open minded• Don’t react, stick together, ask for help• Respect Teachers• give them a tour of the school• if you do not have anything nice to say, don’t say it•

Turn the other cheek.

The Little Rock Nine had been warned not to respond to harassment at school. They were also told that they were not to come to one another’s defense. It was too dangerous. To help them deal with the pressure, Ernest Green recalls, “We were visited and supported by a young divinity student from Vanderbilt University, Jim Lawson. Jim was a very strong supporter of Dr. Martin Luther King, Jr., and a student of nonviolence. It was his support and counseling that helped give us strength to endure each day. It was the feeling of faith, family support and the belief that we were doing the right thing that allowed us to look possible physical danger in the face each morning and not blink.”

they did not blink until one day….

10 minutes to finish questions from Ernest Green. Due today!

Federalism

National/Federal• trade• print money • establish government• declare war • make treaties • taxes

States• Make laws• Establish schools• Make highways• Establish government• Create taxes• Control national guard• Create police stations

Directions & Expectations

1. Read Melba Patillo’s Story & follow directions on your paper.

2. Voices OFF3. RAISE your hand if you need help.4. STAY in your assigned seat.

Directions & Expectations

1. Read the choices that students made & follow directions on your paper.

2. You may work with a partner or by yourself!a. If alone, you may listen to music if you have

headphones.3. RAISE your hand if you need help.4. STAY in your seat.

Reader’s Theatre: The Chili Bowl Incident

• Get with your groups & read the entire story.• THEN You and your group will be assigned section of the story.• You will have to interpret the meaning of your section and act it out for the

class. Be sure to convey the importance of what happened.• choral reading• skit• poem

Groups: No you may NOT switch groups.

1:Yasmine, Jalen, Sam, Gabby2: Alex B, Key Juan, Jennifer, Dimitra, Dez3 & 4: Zaiya, Alex F, Jayden, Dre

5: Gracie, Brindesh, Ki Shaun, Reagan 6/7: Turrell, Amani, Magid, Tylen, Cherish

What would you have done if you were Minnijean?

Could one student have changed what happened?

What did the students learn from this?

The Ernest Green Storyhttps://www.youtube.com/watch?v=oXGkj8B29Xw