The Little Rock Nine

Objective

By the end of this 60-minute lesson, 9th-grade students will understand the historical significance of the Little Rock Nine, the challenges they faced during the desegregation of Central High School in 1957, and the broader implications for the Civil Rights Movement.

Curriculum Alignment

• Subject: US History
• Level: 9th Grade
• Standards:
  • Standard USH.9-12.8 (Analyze the origins, accomplishments, and limitations of the Civil Rights Movement and the ongoing struggle for racial equality).
  • C3 Framework for Social Studies: D2.His.14.9-12 (Analyze multiple and complex causes and effects of events in the past).

Materials

1. Projector and screen for multimedia presentation.
2. Copies of the New York Times article from 1957 covering the Little Rock Nine.
3. "Warriors Don’t Cry" by Melba Pattillo Beals (Excerpts).
4. Whiteboard and markers.
5. Sticky notes and pens for each student.

Lesson Outline

Introduction (10 minutes)

1. Engage Students:
   • Begin with a warm-up discussion: "What do you know about the Civil Rights Movement?"
   • Show a short video clip (3 minutes) depicting the beginning of the Civil Rights Movement to provide context.
   • Pose the essential question of the day: "Why was the integration of Little Rock Central High School significant?"

Direct Instruction (15 minutes)

2. Historical Context:

   • Brief lecture on the Brown v. Board of Education decision (1954) and its role in challenging segregation.
   • Introduce the Little Rock Nine, highlighting key figures including Elizabeth Eckford and Ernest Green.
   • Explain the role of Governor Orval Faubus and President Dwight D. Eisenhower in the events that unfolded.

3. Primary Source Analysis:

   • Distribute copies of the original New York Times article. Read selected excerpts aloud, discussing the media portrayal of the events.

Group Activity (20 minutes)

4. Role-Playing Exercise:
   • Split the class into groups of 3, assigning each group a role (students, parents, local citizens, media, government officials).
   • Each group is to prepare a brief skit demonstrating their assigned perspective on the events at Little Rock.
   • Allow each group 5 minutes to perform their skit. Encourage creativity while maintaining historical accuracy.

Discussion and Reflection (10 minutes)

5. Class Discussion:

   • Discuss the varying perspectives witnessed in the role-playing exercise.
   • Ask students: "How did societal attitudes and government actions shape the lives of the Little Rock Nine?"

6. Silent Reflection Exercise:

   • Hand out sticky notes. Ask students to write one word that captures their feelings about the Little Rock Nine.
   • Collect and display these notes on the board, forming a “Word Cloud” of collective emotions.

Conclusion (5 minutes)

7. Wrap-Up and Homework Assignment:
   • Summarize the key points discussed and encourage students to think about the courage of the Little Rock Nine.
   • Assign students to read an excerpt from "Warriors Don’t Cry" and write a short reflection on Melba Pattillo Beals' experience for the next class.

Assessment

• Formative Assessment: Evaluate students’ participation during the role-playing activity and their contributions to the group discussion.
• Homework Reflection: Assess students’ understanding and personal connection to the historical event through their written reflections.

Extensions

• Extra Credit Activity: Invite students to research another significant event in the Civil Rights Movement and create a short presentation for the class.
• Debate Preparation: Organize a classroom debate on the impact of federal versus state government decisions in civil rights cases.

This lesson plan aims to not only educate students on the historical significance of the Little Rock Nine but also to foster empathy, critical thinking, and a deeper understanding of the Civil Rights Movement.