Civil+Rights+Mvmt+&+School+Desegregation+Resources

__**Primary Sources to supplement //Warriors Don't Cry & The Fire Next Time// **__
 * return to main page for Civil Rights Mvmt & Desegregation **
 * Georgia Dortch. “Central High Thrown In National Spot Light As It Faces Integration.” Tiger. Central High, 1957, September edition.**

This is a primary source document, and students can see the issues not only faced by African American students but the feeling of the White students already attending Central High. This is the school newspaper from September and the author was the co-editor of the school newspaper. Her emotions and ties were to Central High and her life was changing just as much as it was for the nine students.


 * “Federal Judge orders Integration Suspended At Little Rock School”, Ogdensburg Advanced News (June 22, 1958).**

This is a newspaper article from Ogdensburg, New York that talks about the decision made by Judge Langley to suspend integration. This would be useful for showing students how this event even impacted small towns across the country and the world. It can show them the importance of knowing current events and being an informed citizen. I would use this in a class again to show students how the events in Little Rock Arkansas had an impact on life in towns across the country that had never even heard of central high before. This allows students to feel a connect to the past and elicits critical thinking skills.


 * Juan Williams,”Segregation show down at Little Rock Nine: Daisy Bates and the Little Rock Nine” National Public Radio (September, 21, 2007). Accessed December 2, 2013.**

This is a transcript of an interview done with some members of Little Rock Nine talking about the influence and perseverance of Daisy Bates, who was a pioneer of the Civil Rights Movement. It is important for students to not only learn about the nine students but also the woman who stood behind them and guided them throughout their time at Central High. This also ties into our themes of power and authority and helps students gain a perspective of someone who was involved but did not necessarily have loved ones in the school, and did not have to endure they everyday violence the students experienced, though as the interview states, she faced a lot of adversity.


 * Jim Crow laws **

This is a list compiled by the National Park Service of Jim Crow era laws, which I found via Ferris University. It denotes the state of origin for each law. This list would serve as a great tool for helping students develop a conceptual understanding of what it was like to be subject to Jim Crow laws. The laws cover the conduct in regards to nurses, railroads, intermarriage, prisons, the blind, and so on. I think that this list would be a very stark reminder to students that not too long ago in this country, we held some very negative and close-minded views about skin color. I know I was surprised reading some of the laws.

__**Secondary Sources to supplement //Warriors Don't Cry & The Fire Next Time// **__


 * Vaughn Wallace. “Brave Hearts: Remember the Little Rock Nine, 1957.” Time Life, 2013.**

This Time Life online reference gives pictures and a brief recollection. It allows students to see the drastic impact these nine made on the history of America. I would use this for a project or just to allow students to see pictures. It was an interesting read not so sure about the usefulness to students more for the teacher for background.


 * Phyllis Dickerson. “Little Rock Central High Integration 50th Anniversary.” Commemorating 50 Years of Integration, 2007.**

Another great resource for teachers looking for content information, allowing students to see the impacts of the 50 year anniversary would be an interesting topic and students can relate to current events. I would use this at the end of the book along with the follow up of where they are today. Supplies pictures of both then and now for reference.


 * Jacoway, Elizabeth. //Turn Away Thy Son: Little Rock, The Crisis That Shocked The Nation//. New York: Free Press, 2007.**

This book is a recent publication about the Little Rock Nine. The author grew up in Little Rock and was thirteen in 1957. She discusses how as a child she was pretty oblivious to what was going on. She had her mind on other things but now looking back she understands what an important time period she lived in. This would be a useful to go along with Warriors Don’t Cry because it shows how different experiences were for children at the time. Children could compare what Melba was going through at the time this author’s experience who was really unaffected at the time. It would be good for students to see multiple perspectives to fully understand what was happening.
 * Magoon, Kekla. //Today The World Is Watching You: The Little Rock Nine and the Fight for School Integration 1957//. Minneapolis: Twenty- First Century Books, 2011. **

This book contains a great deal of imagery and quotes. It tells the history of segregation leading up to the integration of Little Rock. The book discusses what the nine went through; it discusses all the events surrounding the integration. This text would really appeal to students because of how it is set up. There is a great deal of imagery and the reading is broken up into chunks of text. This book would be a great aid to students. It really gives a good sense of how big the integration was and how many people it was affecting.


 * Andrea Stone, “In Little Rock, A Small Act of Defiance Endures.” USATODAY (2007) [] Accessed December 4, 2013. **

This article is somewhat like an interview. It is talking about the incident in which Minnie-Jean Brown spilled the bowl of Chili on a boy in the lunch room and the resulting weeks of incidents ended her time at Little Rock Central High. In the article, the boy is named and it comes out that he was not really part of the incident, he was just walking by and got hit with the chili. He and Minnie-Jean have posed for pictures together and talk about the events that occurred the year the Little Rock Nine integrated the school. The boy also states how he did not get to finish school at Little Rock because the Govornor closed the school for two years when he would have graduated.

I can see using this for a class to talk about different persepctives. In the book the situation reads as if the one Minnie-Jean spilled the chili on was the one assaulting her, but in this case it sounded more like he was just passing by. This gives the students a different perspective on the boy, but also of Minnie-Jean who was extremely stressed and aggravated and motivated to spill the chili.


 * Arkansas Historic Preservation Program, “National Historic Landmarks of Arkansas:Little Rock Central High School”. December 2, 2013. **

This PDF is a 15 page resource that talks about Little Rock Arkansas. Its subtitles are: “The Crisis, The Legal Background, Desegregation, Trouble Begins, Aftermath, Lasting significance”. It is almost like a highlight of the book because it talks about the legal background, but also talks about a lot of the incidents that occurred to the 9 students. To use this for a class I could see using this site before I teach too much content. I would let the students use it as almost a scavenger hunt activity with a guided note sheet to make sure they pick up on the key ideas and events that happened. The document is pretty easy to read and navigate and also includes pictures so it would be pretty easy for students at the 7-12 level to be interested in and accomplish something.


 * Race Relations During the 1960s and 1970s **

This is a source off of Scholastic’s website, giving an overview of race relations during the 1960s and 1970s. This source would serve as a good article for background and supplementary knowledge in a lesson about the Civil Rights era. It discusses some of the key legislation passed to help blacks secure their constitutionally given rights.

__**Video & Website Sources to supplement //Warriors Don't Cry & The Fire Next Time// **__

As long as time allowed this is a wonderful documentary that supplies the information for visual learners. As long as your class had time to devote to an house movie it would supply ample background and open discussion. I truly enjoyed this documentary as it was a great way to follow up after reading the Beals book.
 * Documentary Channel. The Little Rock Nine (2007 Documentary), 2007. **

Along with the Little Rock Nine documentary this is a great civil rights documentary. It should not just the fight to integrate schools but to finally abolish the Jim Crow Laws. It shows the true struggles of the South. The content is a little mature but following the book I am sure most classes could handle the language and content. This would be a great completion to civil rights.
 * Donnie Mossberg. Eyes on the Prize-02-Fighting Back, 1957-1962. Youtube, n.d. **

This video serves as a trailer for the book Warrior Don’t Cry. It serves as a summary of the book. It is a combination of photographs and words that are used to summarize the book. The music is also supposed to evoke certain emotions. <span style="font-family: Arial,Helvetica,sans-serif;">This video could be used as an introduction to the book to give students a background on what they are going to be reading. I think the images contained in this video would be powerful for anyone to see and it could be used as a very brief introduction to spark background knowledge.
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Warriors Don’t Cry// – Book Trailer. **

<span style="font-family: Arial,Helvetica,sans-serif;">**Miranda Jessop. No More: The Children of Birmingham 1963 and the Turning Point of the Civil Rights Movement**. <span style="font-family: Arial,Helvetica,sans-serif;">This is an award-winning documentary that focuses on the power that children had during the Civil Rights Movement. They made themselves powerful by getting up and taking a stand. They saw what their parents went through and they refused to let it happen to them. I would definitely use this documentary because it goes nicely with the video and how the Little Rock Nine made a difference. It shows how this was not just an isolated incidence but other children were making a difference as well. It goes along well with our theme of power and shows that even children can make a difference and that they really can change the future. This appeals to students because after all they are children.

<span style="font-family: Arial,Helvetica,sans-serif;">**“Separate but not equal” From history.com** <span style="font-family: Arial,Helvetica,sans-serif;">This video is a short documentary that discusses the court case behind the start of integration. It also talks about the nine students, and the time they spent at Central High. <span style="font-family: Arial,Helvetica,sans-serif;">This would be good to use in a classroom because it addresses the court case, but doesn’t bore students with legal lingo. Also, because it is a video it wil keep their interest better than a transcipt of the court case.


 * <span style="font-family: Arial,Helvetica,sans-serif;">“Little Rock Nine” From History.com **

<span style="font-family: Arial,Helvetica,sans-serif;">This video is also a short documentary that talks about the nine students and Daisy Bates. It addresses the Civil Rights Movement and the NAACP. It also offers more content regarding Central High and the events that occurred over the year that the students integrated the school. Again the use of the video can break up class discussion and show actual footage and pictures. The themes address power and authority also which is standards for New York State social studies.


 * Malcolm X on Dr. Martin Luther King, Jr.**
 * Martin Luther King, Jr. on Malcolm X**

I went with two video sources, because they are complementary. The videos are of Malcolm X and Dr. Martin Luther King Jr. giving their opinions on one another in separate interviews. As the two figureheads of major movements within the Civil Rights issue in America, I found these two videos fascinating. As teaching tools, they would be instrumental in helping the students understand new perspective on these famous Civil Rights leaders. Most people believe that Dr. King and Malcolm X were diametrically opposed, like fire and water. What’s interesting to know, however, is that the two men did see eye to eye on certain subjects. Another interesting of these videos is that the video of Malcolm X is from his earlier years, when he was thoroughly in agreement with Elijah Muhammad. It would be interesting to use another video to show how Mr. X’s opinions changed over time, because there is a significant difference in his tone and message between this video and his speeches in the later 1960s.


 * Fighting for Racial Equality in the 1960s **

I found this website to be interesting because it offers a specific perspective on Christian sentiments during the 1960s through the analysis of newspaper clippings. It openly acknowledges the divide between Christians in regards to the Civil Rights movement. Some were inherently for it, while others were against the ideas of black Americans being allowed to enjoy the same rights and privileges. I find this interesting for teaching a lesson, because it shows that the line was not as black and white as people would assume. Because of Dr. King’s attachment to the Christian church, I would argue that most schoolchildren today assume that every Christian in America was fundamentally for the Civil Rights movement. This article proves otherwise.