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1. America’s Civil Rights Movement:
Choices in Little Rock
and Eyes on the Prize
1

2. Today’s Agenda
Connections
Segregation and the Road to Brown
Choices in Little Rock
LUNCH
10 Questions for Young
Changemakers
Expanding Our View of Civil Rights
Movements

3. Connections
Creating a Civic Self-Portrait

4. Segregation and
The Road to Brown
Guiding Question: How can individuals
and groups in a democracy organize to
correct injustice?

5. Prompt #2
How much power do young
people have to change the world?
In the case study of the
desegregation of Central High
School in Little Rock, Arkansas,
young people proved they had
as much power as the president
of the United States.
Support, refute, or modify this
statement, drawing on evidence
from your study of the
desegregation of Central High
School.

6. Anticipation Guide
Directions: Complete the anticipation guide on
your own. Star 1-2 statements you have the most
energy around and wish to discuss further.
The Roles People Play
(Pg. 31)

7. The Legacy of Segregation
Read:
● “Growing up with
Segregation” (CILR
Reproducible 2.1, p 26)
● “That Was the Way It
Was Supposed to Be”
(Reproducible 2.2, p 28)
Fill out Shadow Reading
handout for either Delpit
or Dyer
Find a partner and share
with each other.
● How do you
understand these
different perspectives?

8. The Legacy of Segregation
Look through:
● Lesson 3: The Consequences of Plessy v Ferguson
○ pages 38-49
Select:
● Two pieces of evidence that highlight the
institutionalized nature of segregation

9. The Road to Brown

10. The Road to Brown
Precedent Cases:
● Make black schools equal,
then challenge separate
● Maryland Law School
● Maryland teachers’ pay
● Gaines v Missouri (Supreme
Court)

11. Listen to Learn, Learn to Listen
Write:
Why is it important for students to
comprehend the structural nature of
racism as a system of laws and policies
rather than simply focus on racial
attitudes or racialized identities?
Why is it important to consider the
broader scope of segregation both in
terms of communities affected and the
physical geography of these practices?

12. Listen to Learn, Learn to Listen
1. Go around and read some part of your
writing (no interrupting, no need to
respond to others)
2. Open up discussion with focus on
listening to various perspectives -
identify one key idea to share
3. Share outs
4. Re-read your writing
5. How have your ideas changed?

13. Choices in Little Rock
Guiding Question: How do the choices
people make, individually and collectively,
shape a society?

14. A School Year Like No Other (1957-1958)
September 10th, 1957
U.S. Department of
Justice files injunction
against governor to
obey desegregation
order
Sept. 24, 1957
Mayor Woodrow
Mann asks
President for help
in maintaining
order.
Sept. 25, 1957
Federal Troops
escort the Little
Rock Nine to classes
at Central High
May 27, 1958
Ernest Green is the
1st African American
student to graduate
from Central HS.
Sept. 12, 1958
Gov. Faubus closes all
public schools to avoid
integration (“The Lost
Year”)
May 17, 1954
Brown Vs. Board
of Education
September 2,
1957
Governor Faubus
sends the
National Guard
to block Little
Rock Nine
September 4,
1957
Governor Faubus
and President
Eisenhower
meet

15. Fighting Back
Link to video 5:42 - 11:30

16. First Day of School
What options did
Eckford have?
What choices was she
limited to and what
choices did she make?

17. I am Elizabeth Eckford
How would you caption these photos?

18. 1957: President, Governor of Arkansas
President Dwight Eisenhower Governor Orval Faubus

19. Fighting Back
Link to video 11:30 - 17:00

20. Choices that Students Made
Overview of Lesson 4
“Can One Student Make a
Difference?” (p. 113)

21. Choices of the Leaders (pp.66-86)
• President Eisenhower vs. Governor Faubus
Watch Clip from Eyes on the Prize, min 5:45-19:00
What pressures does
Eisenhower face?
What pressures
does Faubus face?

22. Choices the Media Made
What role does the media play in a
democracy?
What responsibilities does the media
have when covering injustice in a
democracy?

23. Headlines
Around the
World
Why would people in distant places care
about the fate of nine teenagers from Little
Rock?
How did those people affect the way the
president of the US viewed the crisis?
Why do you think the editors of the Arkansas
newspaper reprinted those opinions?

24. The Role of
Journalists
Dr. Benjamin Fine (New York Times), pp. 92-93
Alex Wilson (Memphis Tri-State Defender), pp. 94-
95
1. Summarize your reading for you partner
2. What choices were made?
3. What are the consequences of a
journalist being part of the story he/she
is reporting?
What challenges do you see the media
encountering today? Or media consumers?

25. MEDIA & THE FUTURE
Facing Ferguson: News Literacy in a
Digital Age, created in partnership with
The New Literacy Project, explores 21st
century journalism using the case study of
the shooting of Michael Brown in
Ferguson, Missouri.
In the fast moving world of social media
how can educators help students
understand the role and responsibility of
journalists, as well as, our responsibilities
as news consumers?

26. LUNCH

27. 10 Questions for
Young Changemakers
Guiding Question:
How much power
do young people
have to change the
world?

28. Youth Participatory Politics Framework
Danielle Allen
Director, Edmond J. Safra
Center for Ethics
James Bryant Conant
University Professor
Harvard University

29. Allen: “...the truth of the matter is that the actual diagnosis of what's
wrong in the world around us starts with us, and it starts with young
people. If there's any message I could drive home most forcefully today it
would be namely this: that young people really see the shape of our world
presently. I think they have a better understanding of it than any other
generation. But we are not letting young people set the agenda for the
issues we pay attention to. I think hearing young people’s diagnoses,
activating them as diagnosers, is the first and most important thing to do.
And then, yes, policy experts can come in and help think about the specific
diagnoses that have been put on the table and listen to ideas about
solutions and work with young people, and work with other people, about
those solutions and bring their expertise to bear. But that diagnosis is
most powerful when it is a truly democratic process, really bubbling up,
and when the voices of youth are heard.”

30. Youth Participatory Politics Framework
● Do you agree with her? Why or why not?
● How do we “let young people set the agenda for
the issues we should be paying attention to”?
Who else should help to set the agenda?
Discuss

31. Youth Participatory Politics Framework
Danielle Allen:
“Whether you’re creating your first Facebook page to
support a cause you care about, or seeking to engage
your friends, associates, and even strangers in a new
platform aimed to achieve civic ends, these ten
questions will help frame your decisions. Use them to
shape your strategy and to check whether you’re doing
everything in your power to achieve maximum impact.”

32. Youth Participatory Politics Framework
● By proposing a method of reflection, rather than a specific
course of action, the framework cultivates in students the
capacity to adjust and pivot as circumstances change, which
they always do.
● Voice and Influence:
○ Voice represents self-expression with the goal of
attracting public attention or changing values.
○ Influence reflects efforts to drive change through
policymaking.

33. Youth Participatory Politics Framework
Where do you hear student voices most clearly?
When do you invite students to be diagnosers of what’s
wrong in the world and at school?
What are the systems and structures that encourage
this? What about those that discourage this?

34. Youth Participatory Politics Framework
1. Why does it matter to me?
2. How much [about myself] should I share?
3. How do I make it about more than myself?
4. Where do we start?
5. How can we make it easy and engaging?
6. How do [we] get wisdom from crowds?
7. How do [we] handle the downside of crowds?
8. Does raising voices count as [civic and] political action?
9. How do we get from voice to change?
10. How can we find allies?
"Why the YPP Action Frame?," Harvard University Youth Participatory Politics Research Network

35. Youth
Participatory
Politics
Framework
Self-Protective
Participation
Students analyze the
risks and rewards of
political participation
Effective Participation
Participants can point
to something that has
changed on account
of their efforts
Equitable Participation
Participants elevate the
voices of those who lack the
opportunity to participate

37. (Lesson 2) 10 Questions For the Past:
The 1963 Chicago Public Schools Boycott
Video: ‘63 Boycott - Today is Freedom Day
Reading: Why MLK Encouraged 225,000
Chicago Kids to Cut Class in 1963
Discuss: How did students answer
questions 2-4?

38. “Many white Northerners wielded their power
and voting pressure at home, even as they
might have pressed for desegregation in the
South, understanding that you didn't need a
governor at a schoolhouse door if you had the
Board of Education officials constantly
readjusting school zoning lines to maintain
segregated schools. You didn't need a burning
cross if the bank used maps made by the
Federal Housing Authority to mark Black
neighborhoods as "dangerous" for investment
and deny Black people home loans. You didn't
need white vigilantes if the police were willing to
protect and serve certain communities while
containing and controlling others.”

39. Expanding our View of Civil
Rights Movements
Document Exploration: Look through the resources
and documents.
Guiding Questions: What are some of the critical
perspectives to include in a unit on civil rights? What
additional questions or tensions emerge as you
include new perspectives?

40. Prompt #2
How much power do young
people have to change the world?
In the case study of the
desegregation of Central High
School in Little Rock, Arkansas,
young people proved they had
as much power as the president
of the United States.
Support, refute, or modify this
statement, drawing on evidence
from your study of the
desegregation of Central High
School.