Little Rock Nine Reading and Questions for Students

Objectives

At the end of the lesson, students will be able to:

• Understand the role African-American children and teens played in the civil rights motility.
• Analyze the affect the Little Stone Crunch had on American order.
• Recognize the power that youth possess in club.
• Connect the experiences of the Little Rock Nine to their ain experiences.

Essential Questions

• What function did the Little Rock Nine children play in the civil rights move?
• Why is it of import for guild to listen to the voices of its children?
• Indelible Understandings
  • The teenagers known as the Little Stone Ix played an important office in the civil rights movement. Their participation in school integration inspired the side by side generation of young people who led the civil rights movement in the 1960s.
  •  Society needs to heed to the voices of its children because social and political decisions affect their lives also. When given the opportunity to exist heard, children tin can brand a positive change to society. And since children are the future, giving them the gamble to be heard now helps prepare them for beingness contributing members of social club as they enter into machismo.

Materials

• Handout:The Little Rock CrisisGraphic Organizer
• Alphabetize cards (3x5-inch)
• Nautical chart newspaper
• Highlighters

Central Texts

• The following segments from NPR'south Segregation Showdown at Little Rock

1. Daisy Bates and the Little Rock Nine
2. Recalling Little Stone's Segregation Battle
3. The 24-hour interval Big Steps Were Taken at Little Stone
4. 1 of the Little Rock Nine Looks Back
5. Walking to Class, into the History Books
6. The Little Rock Nine (brusque YouTube film)

Vocabulary

forefront [ fohr-fruhnt ] (noun)  the most noticeable position

inevitable [ in-ev-i-tuh-buhl ] (adjective)  unavoidable

integrate [ in-ti-greyt ] (verb)  to combine into a larger grouping

resistance [ ri-zis-tuhns ] (noun)  a force that tries to finish something from happening

Procedure

Pace Ane

Explain to students that they will create a graphic organizer/give-and-take spider web to aid them learn and remember some new words that are in the NPR stories they will read and hear. 7 words accept been preselected from the text: resistance, forefront, inevitable, integrate. Accept students do the following:

• Write each word in a circle at the centre of a 3x5-inch card.
• Divide the card into four areas around the word.
• Label the meridian areas "Definition" and "Characteristics."
• Characterization the bottom areas "Example" and "Non-Example."
• Working individually or with a partner, ask students to fill up in cards for each of the seven words, and for whatsoever other words they find in the text that they don't know.

Explain that they volition need to be familiar with the words and concepts to help them meliorate understand what they read. Accept students save the cards as part of a drove of give-and-take cards they can revisit to help them remember the new words they are learning when they listen to the NPR interviews.

Step Two

Tell students they will be listening to the NPR interviews and following along with printed transcripts. Divide the class into 5 equal groups and select one person from each group to collect the graphic organizer, chart paper, and highlighters from the front of the room. This person will exist responsible for returning all materials at the end of the activity.

Assign a different NPR interview to each group. Requite each group the corresponding transcript for that interview. Tell students to listen to the interview and highlight the following participants: Ernest Greenish, Elizabeth Eckford, Minnijean Brown Trickey, Gloria Ray Karlmark, Dr. Terrence Roberts, Melba Patillo Beals, Annie Abrams, Elizabeth Jacoway, Dr. Sybil Jordan Hampton, Cyrus Bahrassa, and Governor Mike Beebe in the printed transcript.

Explain that students should highlight two types of passages about each person: (one) those that express personal thoughts almost Daisy Bates and her leadership and (two) memories or thoughts about the Little Rock Ix'south experiences integrating Central High School. Ask students to number their highlighted passages with a "1" or "ii" (as they correspond to the two types of passages mentioned in the previous sentence). (Annotation: The interview participants are scattered throughout the interviews.)

Students may replay the interview for clarity, every bit needed. At the conclusion of their interview, every bit a grouping, ask students to reply the post-obit clarifying questions:

• Who was interviewed?
• What aspect of the Piffling Rock Crisis did the interview recall?
• What was the principal point of the story?
• What were the interviewees' thoughts most Daisy Bates and the Little Rock Ix?

Step Three

Explain to students that they should fill in the portion of their graphic organizer that can be completed from the interview. Then inquire students to summarize each category in ane judgement. Analyze that students should not write in the space reserved for the people who are not in their interview. They will get this information subsequently from their classmates.

Have students select a group member to tape the names of the preselected interviewees from the interview, along with the two sentences they wrote nigh those interviewees from their graphic organizer on chart paper. They should repeat this for all of the identified individuals from their interview. And then ask students to record their grouping answers to the clarifying questions listed above on their nautical chart paper.

Explain that the group members volition present the information from their chart newspaper to the rest of the course. Remind students of the importance that their presentation is well planned, clear in its delivery of the content, and concisely written. After each group has completed its presentation, students should consummate the portions of the graphic organizer which pertain to its interview. (Notation: This information should already be recorded on nautical chart newspaper.)

Step Four

Tell students that the Niggling Rock Crunch was especially significant because of the emergence of idiot box. For the offset time, Americans did not only hear rumors or read about the evils of segregation but saw information technology with their own eyes. In one case students have listened to interviews, watch and talk over the "The Little Rock Nine" YouTube video. Consider using the following questions in the word:

• How did watching the events in existent fourth dimension alter your perception of the magnitude of the Trivial Rock Crunch, school integration, and the courage of the Lilliputian Rock Nine?
• Did people's perception change? Why or why not?
• Practice you recollect idiot box changed the American public's perception of schoolhouse integration and Jim Crow segregation?

Pace 5

Explain that students will use their copy of "The Little Rock Crunch" graphic organizer as supporting evidence and write a one-folio essay about the importance of children's activism. Enquire students to reply the post-obit questions in their essays:

• What role take children played in changing history?
• Why is it important for society to listen to the voices of its children?
• What impact did the Little Rock Nine making their voices known take on American history?

Extension Activeness

Accept students select 1 of the Little Rock Nine and enquiry his or her life afterward 1957. Provide students with the following guiding questions: "What was life like after the year that made the Little Rock Nine famous? What type of life has he or she led? Where is he or she now?"

Do Something

Tell students that Elizabeth Eckford still resides in Picayune Stone. Invite them to compose a alphabetic character to her, thanking her for the contribution her sacrifices accept made to history. Ask: "How did Elizabeth'south courage shape the world in which you alive?"

Alignment to Common Core State Standards/ College and Career Readiness Anchor Standards CCSS R.one, R.two, R.3, R.4, R.10, Due west.1, West.2, W.3, W.iv, W.9, SL.1, SL.2, SL.3, SL.4, 50.1, L.ii, Fifty.3

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Little Rock Nine Reading and Questions for Students

Source: https://www.learningforjustice.org/classroom-resources/lessons/the-little-rock-nine-and-the-childrens-movement

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