Rights and Responsibilities in American HistoryWhat is a right? What is a responsibility?

What kinds of rights does everyone deserve? Do some people deserve rights that others don’t?How much and what kinds of responsibility does the government have to its people?

How much responsibility do people have for themselves? How much responsibility do people have to each other?

Step 1: Pick a Specific Topic Start with a broad area you are interested in (use page 2 to help) As you peruse and brainstorm on your interest area, a general topic related to the theme should arise Find one occurrence of the general topic, that is your project’s specific topic Identify the rights and responsibilities involved Clear topic with Ms. Thorne

Rights & Responsibilities + Music = Protest Music Anti-Vietnam protest songs Project Theme Interest Area General Topic Specific Topic

Rights Responsibilities

Step 2: Gather and Record Factual Information from Secondary Sources Start with a provided US History textbook for basic facts Next, gather more detailed information from a trustworthy online source (see list on page 3) Locate a book provides in-depth information on your specific your topic from the school or public library Take notes using provided graphic organizers Record leads for primary sources Create a MLA citation for each source, saving them to a Word document

Step 3: Gather and Analyze Primary Sources Locate and read/watch/listen to related primary documents Copy and paste documents into a Word document and/or print documents for easier use Complete a HIPPO analysis for each source Create a MLA citation for each source, saving them to a Word document

Step 4: Construct Question, Decide Position, Create Outline Write a question your essay will answer that asks about the balance of rights and responsibilities of your topic Decide your position and write your thesis Compile your research into the outline graphic organizer Reflect on your topic with a meaningful conclusion

Step 5: Write//Type Essay Using your outline and your sources, type your essay in proper MLA format Format your MLA citations for all 8 of your sources into a Works Cited page

Step 6: Submit Your Final Draft Email your essay with included works cited to me at ethorne@lc.k12.wa.us Turn in this research / outline packet

1

General Topic IdeasRights of people / Responsibilities of the government Responsibilities of citizens

Citizenship, voting Freedom of religion, speech, press, assembly, petition Equal/fair/humane treatment Access to resources (education, health services, low-

income aid, recreation) Safety protection (natural disasters, consumer goods,

food/drug, building codes, police/fire) Rights when accused of a crime

Participating in government Respecting rights of others Protecting environment, wildlife Planning/providing for future generations Creating and using technology, scientific discoveries

Food Foods safety, unhealthy foods, knowledge of food ingredients and processing

Medical Advancement, discovery, drug/surgery, ethnical questions raised

Communication, Transportation Technological advancements, social or economic impact, ethnical questions raised

Natural disaster, Accidents Changes in prevention/handling, laws, safety regulations, immediate/long-term aid

Political Policy (Domestic or Foreign) Interactions with other countries, changing role in government’s handling of its people, new programs

Protests/Revolts Social movements, key leaders, changes to government brought on by citizens

Race/ethnic group rights, equality Laws, voting, social equality, economic equality, education, key leaders

Retail/Shopping/Consumerism Safety features, regulations, knowledge of materials

Television, Radio, Music, Movies Specific programs, role media plays in daily life, regulations of media

War Decisions made, weaponry/technology

Women’s rights, equality laws, voting, workplace equality, social equality, education, key leaders

Your TopicRights & Responsibilities + __ ___ _ _ = ___ _________ _________________________

Project Theme Interest Area General Topic Specific Topic

Rights ResponsibilitiesFree Speech

Be safe, protectedEducation

ProtectEducate

Model good citizenshipWelcome

2

Secondary Source Requirements3 Secondary Sources

Textbook (provided by Ms. Thorne) Reputable online source (listed below, or approved by Ms. Thorne) Book (acquired from school or public library)

Primary Source Requirements5 Primary Sources, which should be a variety of types, possibilities include:

Photo collections of events Artwork, songs, poems, or political cartoons created during event Laws or court decisions Speeches, either written text, audio/video recording Essays, articles, or news stories written during event Interviews or memoir excerpts, either written text, audio/video recording Audio or video news clips from event

Reputable Online Resources Digital History (http://www.digitalhistory.uh.edu)

Browse by time period, topic, or group of people Includes a wide variety of primary documents

Spartacus Educational (http://spartacus-educational.com/USA.htm Browse by time period or topic Includes short excerpts of primary documents

History Channel (http://www.history.com) Search topics using search bar Includes video and audio files primary and secondary sources

Primary Sources Databases National Archives (http://archives.gov) Library of Congress (http://www.loc.gov) UW Digital Archives (http://content.lib.washington.edu) Newberry Library (http://www.newberry.org)

Citation Creation Tools Easybib (http://www.easybib.com) Bibme (http://www.bibme.org)

3

Secondary Sources ResearchUS History Textbook:

Facts, statistics, examples,

names, primary

source ideas

Reputable Online Resource:

Facts, statistics, examples,

names, primary

source ideas

4

Book:

Facts, statistics, examples,

names, primary

source ideas

Primary Sources ResearchSource 1:

Inference Evidence

Historical Context

Intended Audience

Point of View

Purpose

So what?

This shows the right(s) / responsibility(ies) of….

5

Source 2:Inference Evidence

Historical Context

Intended Audience

Point of View

Purpose

So what?

This shows the right(s) / responsibility(ies) of….

Source 3:Inference Evidence

Historical Context

Intended Audience

Point of View

Purpose

So what?

This shows the right(s) / responsibility(ies) of….

6

Source 4:Inference Evidence

Historical Context

Intended Audience

Point of View

Purpose

So what?

This shows the right(s) / responsibility(ies) of….

Source 5:Inference Evidence

Historical Context

Intended Audience

Point of View

Purpose

So what?

This shows the right(s) / responsibility(ies) of….

7

QuestionTo what extent did the right/responsibility of… outweigh the right/responsibility of…

To what extent did ….. change/uphold the right/responsibility of…To what extent did …. honor his/her/their responsibility of…

In what ways was the right/responsibility of…. not upheld in…How did….. forever change the right/responsibility of… in regards to…

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

ThesisEven though __________X__________ , __________A__________ and __________B__________ therefore…

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Outline for Body Paragraphs

History and Background

Then issue of ….. has …. since…..

X- While, …..

8

Counterclaim

____________

A- Strongest claim

____________

However, …..

B- Supporting claim

____________

Additionally, …..

Effects since

Ever since this…..

ConclusionHow do you feel about this event? Its impact on the United States? On today?

9

Are you grateful, sad, inspired, disappointed?Has this event taught you something you can use in your life?

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________

Formatting************** First Page **************

Betsy Brave

Ms. Thorne

US History, period 1

June 1 2016

To what extent did the Little Rock School District fulfill its responsibility to protect and educate all its

students?

Even though the Little Rock School District did have some sort of facility for its African American

students and did have the National Guard present after ordered to desegregate, they did not fulfill its

responsibility to protect the Little Rock Nine nor educate them equally, causing a national outcry and the

national government to step in to protect these rights.

Segregation and racism were not new…..

************** Sources Page **************

Works Cited

Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.

************** General Formatting **************

Every part of your research paper needs to be: Times New Roman font Size 12 Left-justified, except for title Double-spaced Page number and last name in the upper left corner, expect the first page

Rights & Responsibilities: Grading Rubrics10

Name: ____________________________________________________

Knowledge of Topic, Use of Evidence (Common Core Social Studies 1, 7)Exceeding Meeting Approaching Beginning

Cites specific, diverse, and multiple pieces of evidence

from at least 3 secondary and at least 5 primary sources to

support a solid and rich analysis of the topic; shows

insights gained from specific evidence in a well-rounded

answer to a thought-provoking question.

Cites specific and multiple pieces of evidence from 3 secondary and 5 primary sources to support a solid

analysis of the topic; shows insights gained from evidence

in a developed answer to a specific question.

Cites few specific and multiple pieces of evidence from less

than 3 secondary and less than 5 primary sources to support limited analysis of the topic;

shows limited insights gained from evidence in a limitedly

developed answer to a general or simplistic question.

Cites very few specific and multiple pieces of evidence

from very few secondary and primary sources to support very limited analysis of the topic; shows very limited

insights gained from evidence in a very limitedly developed answer to a very general or

simplistic question.

Craft of Argument (Common Core Writing 1)Exceeding Meeting Approaching Beginning

Introduces a precise, knowledgeable thesis; uses

ample and clear transitions to link sections; maintains a formal style; provides a thoughtful concluding

statement appropriate to the argument made.

Introduces a knowledgeable thesis; uses clear transitions to

link sections; maintains a formal style; provides a concluding statement

appropriate to the argument made.

Introduces a basic thesis; uses limited transitions to link

sections; maintains a limitedly formal style; provides a generic

concluding statement for the argument made.

Introduces a very basic thesis; uses very limited transitions to link sections; maintains a very

limitedly formal style; provides a very generic concluding

statement for the argument made.

Professional Publishing (Common Core Writing 4, 6)Exceeding Meeting Approaching Beginning

Creates a completely properly MLA formatted essay and

works cited that contains very few grammatical, spelling, or

punctuation errors.

Creates a generally properly MLA formatted essay and

works cited that contains few grammatical, spelling, or

punctuation errors.

Creates a limitedly MLA formatted essay and works cited that contains multiple

grammatical, spelling, or punctuation errors.

Creates a very limitedly MLA formatted essay and works cited that contains several grammatical, spelling, or

punctuation errors.

Research Packet: Evaluation of Sources, Outline (Common Core Writing 7, 8)Exceeding Meeting Approaching Beginning

Brainstorms topic thoughtfully; note takes and analyzes richly

the 8 required sources; extensively drafts question,

thesis, and conclusion; outlines essay with rich detail.

Brainstorms topic; note takes and analyzes appropriately the 8 required sources; drafts the

question, thesis, and conclusion; outlines essay with

detail.

Brainstorms topic limitedly; note takes and analyzes

appropriately fewer than the 8 required sources; drafts

limitedly the question, thesis, and conclusion; outlines essay

with limited detail.

Brainstorms topic very limitedly; note takes and

analyzes appropriately far fewer than the 8 required

sources; drafts very limitedly the question, thesis, and

conclusion; outlines essay with very limited detail.

Comments:

11

Secondary SourcesTextbook: US History: Modern America, pages 472-3Book: Little Rock Girl 1957: How one photograph changed the fight for integration

Online: Brave Hearts: Remembering the Little Rock Nine

By Ben Cosgrove Sept. 23, 2012 for Time MagazineURL http://time.com/3874341/little-rock-nine-1957-photos/

Six decades after nine courageous teens integrated Little Rock Central High School, LIFE.com presents pictures -- many of which never ran in LIFE magazine -- from those ugly and, ultimately, inspiring days.

Beyond religion, beyond class, beyond politics and ideology, for centuries race been the single most contentious, corrosive question in America’s national dialogue. Nothing has illuminated our failings as a people as harshly as our handling of racial strife; nothing has more clearly shown us at our best and our bravest as the victories won by the men and women in the great struggles of the Civil Rights Movement.

For generations who have grown up in a country where blatant segregation is (technically, at least) illegal, it’s beyond bizarre to think that within living memory African-American children once needed armed soldiers to escort them safely to school. But just six decades ago, the president of the United States was compelled to call on combat troops to ensure that nine teenagers in Little Rock, Ark., were protected from the enmity of their classmates and neighbors.

The Little Rock Nine, as the teens came to be known, were black students who sought to attend Little Rock Central High School in the fall of 1957. The Supreme Court had ruled segregated schools unconstitutional in its landmark 1954 Brown v. Board of Education ruling; three years later, states in the South finally began to face the reality of federally mandated integration. It was historic, and dramatic—and for weeks on end, it was profoundly ugly.

Reporters and photographers from across the country traveled to Little Rock, expecting to chronicle the cultural poison unleashed in the South each time strides were made toward full desegregation. In Little Rock, on Sept. 4, 1957 — on the first day of school — the media recorded the scene as 15-year-old Elizabeth Eckford, the first of the nine to arrive, was waved off of school grounds by Arkansas National Guardsmen, their rifles raised.

Arkansas governor Orval Faubus had ordered this armed intervention by guardsmen under the pretense of preventing bloodshed — a scenario, LIFE noted at the time, that many Arkansans felt was unlikely to come to pass. Still, Faubus’s actions proved a successful, if temporary, roadblock.

A profile of Faubus published in the next week’s issue of LIFE noted that the governor spent several days holed up in his Little Rock mansion. Photographer Grey Villet and correspondent Paul Welch were with Faubus during his “self-imposed confinement,” noting in words and photos the man’s routines, which included answering letters from hundreds of segregationists sending cash and letters of support for his anti-integration resolve.

“The governor gulped tranquilizers and ate bland food to appease a troublesome stomach,” Welch wrote, noting that Faubus really seemed to believe that he was acting only with the best intentions for everyone involved in the standoff.

“A man without a great deal of courage would have taken the easy way out and said to the Negroes, ‘Go in there and get hurt,'” Faubus said. “But I’d rather take the criticism than face the prospect that I’d been negligent and caused someone’s death in this integration thing.”

The federal government, meanwhile, didn’t quite buy the governor’s justification for his actions in “this integration thing.” Interrupting his own vacation, President Dwight Eisenhower met with Faubus; shortly afterward, the Arkansas National Guard was removed from the school grounds. On the heels of that decision came what LIFE deemed “a historic week of civil strife.”

On Sept. 23, the nine students entered Little Rock Central High School for the first time, ignoring verbal abuse and threats from the crowd outside. When the mob realized the students had successfully entered the school, violence erupted, and seven journalists were attacked — including two reporting for LIFE. As the situation deteriorated, school officials, fearing for the students’ safety, dismissed the Little Rock Nine at lunchtime.

12

The next day, President Eisenhower ordered paratroopers from the 101st Airborne Division to the school, escorting students to the building and singling out troublemakers bent on disrupting the federal mandate. Over the following days, these troops and members of the Arkansas National Guard — Eisenhower had federalized 10,000 guardsman, effectively taking them out from under Faubus’s control — kept the situation in hand, their (armed) presence serving to pacify the more belligerent and strident elements in town.

Here, on the 60th anniversary of the Brown v. Board of Education ruling, LIFE.com presents the work, much of which never ran in LIFE, of no less than six of the magazine’s photographers from Arkansas: Ed Clark, Francis Miller, Grey Villet, George Silk, Thomas McAvoy and Stan Wayman. Each brought his skills to bear on the events in Little Rock and, later, in Van Buren, Ark., in 1957 and ’58, and thus helped keep the desegregation struggle squarely in the public eye.

Although the Little Rock Nine were finally able to attend classes by late September 1957, the fight wasn’t over: throughout the rest of the school year, they faced ongoing abuse, threats, discrimination and acts of hazing from their white peers and, disgracefully, from equally vicious adults. But when spring 1958 came round, eight of the nine had successfully completed the school year. In an elemental way, they had won.

Primary Sources1) Court Case Decision: Brown v. Board of Education Decision, 1954 (to end segregation in schools)Segregation of white and colored children in public schools has a detrimental (bad) effect upon the colored children. The impact is greater when it has the sanction (approval) of the law, for the policy of separating the races is usually interpreted (understood) as denoting the inferiority (putting down) of the negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system.

We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

2) Photos: Elizabeth Eckford being harassed by Hazel Bryan, on September 4, 1957

3) Interview: One Man’s Remorse for Ridiculing the Little Rock Nine, Oprah Winfrey Showhttps://www.youtube.com/watch?v=8REh9ZlvBcw

13

4) Memoir: Excerpt from Warriors Don't Cry by Melba Pattillo BealsBlack folks aren't born expecting segregation, prepared from day one to follow its confining rules. Nobody presents you with a handbook when you're teething and says, "Here's how you must behave as a second-class citizen." Instead, the humiliating expectations and traditions of segregation creep over you, slowly stealing a teaspoonful of your self-esteem each day.

By the time I was four years old, I was asking questions neither my mother nor grandmother cared to answer. "Why do the white people write Colored on all the ugly drinking fountains, the dingy restrooms, and the back of the buses? When will we get our turn to be in charge?" Grandma India would only say, "In God's time. Be patient, child, and tell God all about it."

When I was five, I had my first true bout with testing the harsh realities of segregation. My family -- Grandmother, Mother, Daddy, and my brother, Conrad, plus most of my aunts and uncles -- had gathered at Fair Park for a Fourth of July picnic. As usual we were separated from the white people, set apart in a wooded section away from the pool and the merry-go-round. While the grownups busied themselves setting up the meal, I made my escape, sneaking away to ride the merry-go-round. I had had my eye on one horse in particular, Prancer, the one I had dreamed about during all those months as I saved up the five pennies I needed to ride him. I reached up to give the concessionaire my money. "There's no space for you here," the man said.

But I pointed to Prancer's empty saddle. That's when he shouted at me and banged hard on the counter, spilling my coins on the ground. "You don't belong here, picaninny." I didn't know what that word meant. But his growling voice hurt my ears and made my knees shake. Angry faces glared at me as though I'd done something terribly wrong. Scurrying past the people waiting in line, I was so terrified that I didn't even take the time to pick up my precious pennies. At five I learned that there was to be no space for me on that merry-go-round no matter how many saddles stood empty.

5) Memoir Excerpt: In Her Own Words by Elizabeth Eckford"I am Elizabeth Eckford. I am part of the group that became known as the Little Rock Nine. Prior to the  [de]segregation of Central, there had been one high school for whites, Central High School; one high school for blacks, Dunbar. I expected that there may be something more available to me at Central that was not available at Dunbar; that there might be more courses I could pursue; that there were more options available. I was not prepared for what actually happened."

"I was more concerned about what I would wear, whether we could finish my dress in time...what I was wearing was that okay, would it look good. The night before when the governor went on television and announced that he had called out the Arkansas National Guard, I thought that he had done this to insure the protection of all the students. We did not have a telephone, so inadvertently we were not contacted to let us know that Daisy Bates of NAACP had arranged for some ministers to accompany the students in a group. And so, it was I that arrived alone."

"On the morning of September 4th, my mother was doing what she usually did. My mother was making sure everybody’s hair looked right and everybody had their lunch money and their notebooks and things. But she did finally get quiet and we had family prayer. I remember my father walking back and forth. My father worked at night and normally he would have been asleep at that time, but he was awake and he was walking back and forth chomping on cigar that wasn’t lit."

"I expected that I would go to school as before on a city bus. So, I walked a few blocks to the bus stop, got on the bus, and rode to within two blocks of the school. I got off the bus and I noticed along the street that there were many more cars than usual. And I remember hearing the murmur of a crowd. But, when I got to the corner where the school was, I was reassured seeing these soldiers circling the school grounds. And I saw students going to school. I saw the guards break ranks as students approached the sidewalks so that they could pass through to get to school. And I approached the guard at the corner as I had seen some other students do and they closed ranks. So, I thought; 'Maybe I am not supposed to enter at this point.' So, I walked further down the line of guards to where there was another sidewalk and I attempted to pass through there. But when I stepped up, they crossed rifles. And again I said to myself; 'So maybe I’m supposed to go down to where the main entrance is.' So, I walked toward the center of the street and when I got to about the middle and I approached the guard he directed me across the street into the crowd. It was only then that I realized that they were barring me, that I wouldn’t go to school."

"As I stepped out into the street, the people who had been across the street started surging forward behind me. So, I headed in the opposite direction to where there was another bus stop. Safety to me meant getting to that bus stop. It seemed like I sat there for a long time before the bus came. In the meantime, people were screaming behind me what I would have described as a crowd before, to my ears sounded like a mob."

14

Derechos y Responsabilidades de la historia de América

¿Qué es un derecho? ¿Cuál es la responsabilidad?

¿Qué tipo de derechos se merece todo el mundo? Por qué algunas personas merecen derechos que otros no lo hacen?

¿Cuánto y qué tipo de responsabilidad tiene el gobierno a su gente?

¿Cuánta responsabilidad tienen las personas tienen por sí mismos? ¿Cuánta responsabilidad tiene la gente el uno al otro?

Paso 1: Reunir y expediente de hechos información de fuentes secundarias

Comience con un libro de texto de Historia de Estados Unidos prevista hechos básicos A continuación, recoger información más detallada de una fuente digna de confianza en línea (véase la lista en la

página 3) Localiza un libro proporciona información en profundidad sobre el tema específico de su de la escuela o

biblioteca pública Tome notas utilizando organizadores gráficos contenido Registro conduce por fuentes primarias Crear una citación MLA para cada fuente, ahorrándoles a un documento de Word

Paso 2: Recopilar y analizar fuentes primarias

localizar y leer / ver / escuchar a los documentos primarios relacionados Copiar y pegar documentos en un documento de Word y / o imprimir documentos para facilitar su uso Completar un análisis del hipopótamo por cada fuente Crear una citación MLA para cada fuente, ahorrándoles a un documento de Word

Paso 3: Construir pregunta, decide a la posición, Crear Esquema

Escribe una pregunta su ensayo responderá que se pregunta por el equilibrio de derechos y responsabilidades de su tema

Decida su posición y escribir su tesis Compilar su investigación en el organizador gráfico contorno Reflexione sobre su tema con una conclusión significativa

Paso 4: Escribe // Ensayo Tipo

Usando su esquema y sus fuentes, escriba su ensayo en el formato adecuado MLA formato a las citas MLA para todos 8 de sus fuentes en una página de obras citadas

Paso 5: Entregue Final Draft

Enviar su ensayo con obras incluidas citados a mí en ethorne@lc.k12.wa.us A su vez en esta investigación de paquetes / contorno

15

Fuentes secundariasLibro de texto: Historia de Estados Unidos: Estados Unidos moderno, páginas 472-3

Libro: Little Rock Chica 1957: ¿Cómo una fotografía cambió la lucha por la integración

En Línea: Brave Hearts: Recordando a Nueve de Little RockPor Ben Cosgrove 23 de de septiembre 2012 para la revista Time

URL http://time.com/3874341/little-rock-nine-1957-photos/

Seis décadas después de nueve adolescentes valientes integrados Little Rock Central High School, LIFE.com presenta imágenes - muchos de los cuales nunca se corrieron en la revista LIFE - a partir de esos días, en última instancia, inspirando y feas,.

Más allá de la religión, más allá de la clase, más allá de la política y la ideología, para la carrera siglos sido la única cuestión más discutible, corrosivo en el diálogo nacional de Estados Unidos. Nada ha iluminado nuestras fallas como un pueblo con tanta dureza como nuestro manejo de conflictos raciales; nada nos ha mostrado más claramente en nuestro mejor momento y nuestro valiente como las victorias ganadas por los hombres y mujeres en las grandes luchas del movimiento de derechos civiles.

Para las generaciones que han crecido en un país donde la segregación descarada es (técnicamente, por lo menos) ilegal, está más allá de extraño pensar que dentro de la memoria viva de los niños afroamericanos vez necesitaba soldados armados para acompañar de manera segura a la escuela. Pero hace apenas seis décadas, el presidente de los Estados Unidos se vio obligado a recurrir a las tropas de combate para asegurar que nueve adolescentes en Little Rock, Ark., Estaban protegidos de la enemistad de sus compañeros de clase y vecinos.

Nueve de Little Rock, ya que los adolescentes llegaron a ser conocidos, eran estudiantes negros que pretendían asistir a Little Rock Central High School en el otoño de 1957. El Tribunal Supremo había dictaminado la inconstitucionalidad de las escuelas segregadas en su señal 1954 de Brown v. Board of Education fallo ; tres años más tarde, en los estados del sur, finalmente, comenzaron a enfrentarse a la realidad de la integración de mandato federal. Fue histórico y dramático, y durante semanas, era profundamente feo.

Los reporteros y fotógrafos de todo el país viajaron a Little Rock, esperando para hacer la crónica del veneno culturales desatado en el Sur cada vez que se avanzó hacia la plena eliminación de la segregación. En Little Rock, el 4 de septiembre, 1957 - en el primer día de clases - los medios registraron la escena como de 15 años de edad, Elizabeth Eckford, el primero de los nueve en llegar, se hizo caso omiso de los terrenos de la escuela por la Guardia Nacional de Arkansas , sus fusiles en alto.

gobernador de Arkansas Orval Faubus había ordenado esta intervención armada por parte de guardias con el pretexto de evitar el derramamiento de sangre - un escenario, VIDA señaló en su momento, que muchos residentes de Arkansas sintieron que era improbable que acontecerá. Aún así, las acciones de Faubus demostraron un control de carretera con éxito, si es temporal,.

Un perfil de Faubus publicado en la edición de la próxima semana de vida señalar que el gobernador pasó varios días encerrado en su mansión de Little Rock. El fotógrafo gris Villet y corresponsal Paul Welch estaban con Faubus durante su "confinamiento autoimpuesto", señalando en palabras y fotos rutinas del hombre, que incluían respuesta a cartas de cientos de segregacionistas envío de dinero en efectivo y cartas de apoyo a su resolución anti-integración.

"El gobernador tragó tranquilizantes y comía comida blanda para aplacar un estómago problemático", escribió Welch, señalando que Faubus realmente parecía creer que estaba actuando sólo con las mejores intenciones para todos los involucrados en el enfrentamiento.

16

"Un hombre sin una gran dosis de valor habría tomado el camino más fácil y le dijo a los negros:" Sal de allí y se hacen daño ' ", dijo Faubus. "Pero prefiero tomar las críticas de enfrentar la posibilidad de que yo hubiera sido negligente y causó la muerte de alguien en esta cosa integración".

". Esta cosa integración" El gobierno federal, por su parte, no compra muy justificación del gobernador por sus acciones en la interrupción de sus propias vacaciones, el presidente Dwight Eisenhower se reunió con Faubus; poco después, la Guardia Nacional de Arkansas fue retirado de los terrenos de la escuela. En los talones de esa decisión se produjo lo que la vida considera "una semana histórica de las luchas civiles."

El 23 de septiembre, los nueve estudiantes entraron en Little Rock Central High School, por primera vez, haciendo caso omiso de abuso verbal y amenazas de la multitud afuera. Cuando la multitud se dio cuenta de que los estudiantes habían entrado con éxito en la escuela, estalló la violencia, y fueron atacados siete periodistas - incluyendo dos informes para la vida. A medida que la situación se deterioró, funcionarios de la escuela, temiendo por la seguridad de los estudiantes, desestimaron la Nueve de Little Rock en el almuerzo.

Al día siguiente, el presidente Eisenhower ordenó paracaidistas de la 101 División Aerotransportada a la escuela, acompañar a los alumnos al edificio y señalar a personas mal dobladas en interrumpir el mandato federal. Durante los siguientes días, estas tropas y miembros de la Guardia Nacional de Arkansas - Eisenhower había federalizados 10.000 guardia, al participar de ellos de debajo del control de Faubus - mantuvo la situación en la mano, su presencia (armado) que sirve para apaciguar a los elementos más beligerantes y estridentes en la ciudad.

. Aquí, en el 60 aniversario del caso Brown v Junta de Educación fallo, LIFE.com presenta el trabajo, muchos de los cuales nunca se quedaban en la vida, de no menos de seis de los fotógrafos de la revista de Arkansas: Ed Clark, Francis Miller, gris Villet, la seda de George, Thomas McAvoy y Stan Wayman. Cada uno trajo sus habilidades para influir en los acontecimientos en Little Rock y, más tarde, en Van Buren, Ark., En 1957 y '58, y por lo tanto ayudó a mantener la lucha por la integración de lleno en el ojo público.

Aunque el Nueve de Little Rock finalmente fueron capaces de asistir a clases a finales de septiembre de 1957, la lucha no había terminado: a lo largo del resto del año escolar, se enfrentaron continuo abuso, amenazas, discriminación y actos de novatadas de sus compañeros blancos y, desgraciadamente , de los adultos igualmente viciosas. Pero cuando la primavera 1958 ha llegado redonda, ocho de los nueve habían completado con éxito el año escolar. En una forma elemental, que habían ganado.

Fuentes primarias1) sentencia del Caso Corte:. Marrón v Junta de Educación de 1954 (para poner fin a la segregación en las escuelas)La segregación de los niños blancos y de color en las escuelas públicas tiene una (mala) efecto perjudicial sobre los niños de color. El impacto es mayor cuando se tiene la sanción (aprobación) de la ley, por la política de separación de las razas por lo general se interpreta (entendido) como denotando la inferioridad (sofocar) del grupo negro. Un sentimiento de inferioridad afecta la motivación de un niño para aprender. La segregación con la sanción de la ley, por lo tanto, tiene una tendencia a [retardo] el desarrollo educativo y mental de los niños negros y privarlos de algunos de los beneficios que recibirían en un sistema escolar integrado por razas [mente].

Llegamos a la conclusión de que, en el campo de la educación pública, la doctrina de "separados pero iguales" no tiene lugar. Las instalaciones educativas separadas son inherentemente desiguales. Por lo tanto, sostenemos que los demandantes y otros en situación similar para los cuales las acciones se han llevado son, en razón de la segregación se quejó de, privados de la igual protección de las leyes garantizadas por la Decimocuarta Enmienda.

2) Fotos: Elizabeth Eckford siendo acosado por Hazel Bryan, el 4 de septiembre, 1957

17

3) Entrevista: El remordimiento de un Hombre de Ridiculizando Nueve de Little Rock, Oprah Winfreyhttps://www.youtube.com/watch?v=8REh9ZlvBcw

4) Memoria: Extracto de guerreros no llora por Melba Pattillo BealsLos negros no nacen esperando la segregación, preparados desde el primer día para seguir sus reglas de confinamiento. Nadie le presenta un manual cuando se está dentición y dice: "He aquí cómo debe comportarse como un ciudadano de segunda clase." En cambio, las expectativas humillantes y tradiciones de fluencia segregación más que robar, poco a poco una cucharadita de su autoestima cada día.

En el momento en que tenía cuatro años de edad, me hacía preguntas ni mi madre ni abuela se preocupaba de responder. "¿Por qué las personas de raza blanca escriben de color en todas las fuentes de agua potable feos, los baños sucios, y la parte trasera de los autobuses? ¿Cuándo vamos a conseguir nuestro turno de estar a cargo?" La abuela la India se limitó a decir: "En el tiempo de Dios. Sea paciente, niño, y diga a Dios todo sobre ella."

Cuando tenía cinco años, tuve mi primera pelea de verdad con la prueba de la dura realidad de la segregación. Mi familia - abuela, madre, papá, y mi hermano, Conrad, además de la mayoría de mis tíos - se habían reunido en Fair Park para un picnic del Cuatro de Julio. Como de costumbre, fueron separados de las personas de raza blanca, diferencian dentro de una sección de bosque lejos de la piscina y el Merry-go-round. Mientras que los adultos se ocupaban de la creación de la comida, me escapé, escabulléndose a montar el Merry-go-round. Yo había tenido mi ojo en un caballo, en particular, Prancer, la que había soñado durante tantos meses como ahorré los cinco centavos que necesitaba para montarlo. Me extendió la mano para dar el concesionario mi dinero. "No hay espacio para usted aquí," dijo el hombre.

Pero he señalado a la silla vacía de Prancer. Fue entonces cuando me gritó y golpeó con fuerza en el mostrador, derramando mis monedas en el suelo. "No perteneces aquí, Picaninny." No sabía lo que significaba esa palabra. Pero su voz gutural hirió mis oídos y hizo que mis rodillas tiemblan. rostros enojados me miraron como si yo hubiera hecho algo mal, muy mal. Corriendo más allá de las personas esperando en línea, yo estaba tan aterrado que ni siquiera me tomo el tiempo para recoger mis preciosas monedas de un centavo. A las cinco supe que no iba a haber ningún espacio para mí en ese tiovivo todo el año independientemente del número de sillas de montar estaban vacías.

5) Memoria Extracto: En sus propias palabras de Elizabeth Eckford18

"Soy Elizabeth Eckford Soy parte del grupo que se conoció como el Nueve de Little Rock Con anterioridad a la segregación [de] de la central, se había producido una escuela secundaria para los blancos, Central High School;.. Una escuela secundaria para los negros, . Dunbar, esperaba que puede haber algo más a mi disposición en el central que no estaba disponible en Dunbar, que podría haber más cursos que pude persiguen. que había más opciones disponibles que no estaba preparado para lo que realmente ocurrió ".

"Estaba más preocupado por lo que iba a llevar, si podríamos terminar mi vestido en el tiempo ... lo que llevaba puesto era que bien, se vería bien. La noche anterior, cuando el gobernador salió en la televisión y anunció que había llamado a la Guardia Nacional de Arkansas, pensé que había hecho esto para asegurar la protección de todos los estudiantes. no teníamos un teléfono, por lo que sin darse cuenta que no se puso en contacto para hacernos saber que Daisy Bates de NAACP había dispuesto que algunos ministros a acompañar a los estudiantes en un grupo. Y así, era yo que llegué solo. "

"En la mañana del 4 de septiembre, mi madre estaba haciendo lo que solía hacer. Mi madre estaba haciendo el pelo seguro de que todo el mundo parecía bien y todo el mundo tenía su dinero para el almuerzo y sus cuadernos y cosas. Pero ella finalmente conseguir tranquila y no tuvimos la oración familiar. recuerdo a mi padre caminando de ida y vuelta. mi padre trabajaba por la noche y normalmente se habría quedado dormido en ese momento, pero él estaba despierto y que estaba caminando de ida y vuelta al masticar el cigarro que no estaba iluminado "

"Yo esperaba que iba a ir a la escuela, como antes en un autobús de la ciudad. Por lo tanto, entré a pocas cuadras de la parada de autobús, subí al autobús, y nos fuimos a un plazo de dos bloques de la escuela. Me bajé del autobús y yo di lo largo de la calle que había muchos más coches que de costumbre. Y recuerdo oír el murmullo de una multitud. Pero, cuando llegué a la esquina donde estaba, que se aseguró a la escuela viendo estos soldados rodeando los terrenos de la escuela. Y vi los estudiantes que van a la escuela. me vieron los guardias rompen filas ya que los estudiantes se acercaron a las aceras para que pudieran pasar para llegar a la escuela. y se acercaron a la guardia en la esquina como lo había visto algunos otros estudiantes hacen y cerrado filas. así, pensé, 'Tal vez no se supone que introducir en este punto. " Por lo tanto, entré al final de la fila de guardias a donde había otra acera y me trató de pasar por allí, pero cuando me acerqué, cruzaron fusiles Y de nuevo me dije;.. "Así que tal vez se supone que debo ir hasta donde está la entrada principal es '. Por lo tanto, caminaba hacia el centro de la calle y cuando llegué a cerca de la mitad y me acercaba a la guardia que me dirigió al otro lado de la calle en la multitud. Fue entonces cuando me di cuenta de que me estaban restricción de llamadas, que wouldn ' t ir a la escuela ".

"Cuando salí a la calle, las personas que habían estado en la calle comenzaron creciente hacia delante detrás de mí. Así que va en la dirección opuesta a donde había otra parada de autobús. Seguridad para mí significaba llegar a esa parada de autobús. Se parecía me senté allí por un largo tiempo antes de que llegara el autobús. mientras tanto, la gente gritaba detrás de mí lo que yo he descrito como una multitud antes, a mis oídos sonaba como una turba ".

19