The Little Rock Nine An Examination of Perspectives: The Civil Rights Movement 8 th Grade Social Studies/Information Literacy Unit By Colleen Tierney Graduate Student in The School of Information Studies, Syracuse University

Description/Introduction This lesson helps 8th grade students understand perspectives, first by completing an exercise that will reveal the differences in their own and their classmates followed by a research project on the Civil Rights Movement in America. Through their research, students will learn about the Little Rock Nine as well as the other students at Central High in Little Rock, Arkansas during the school year. Students will begin to understand the American experience based on extreme perspectives, during a pivotal time in American history.

Instructional Goal This lesson will encourage 8th grade students to examine perspectives, first their own and then how perspective influenced American history during the Civil Rights Movement.

Learning Objectives 8th grade students will understand that each of them have a unique perspective based on their own experience of the world through the use of a creative exercise. 8th grade students will learn that perspective can be influenced by learning and acquisition of new information. 8th grade students will research a momentous occasion in the Civil Rights Movement from one of two perspectives: Caucasian students at Central High opposing the desegregation of their school or the Little Rock Nine experience of the desegregation at Central High. 8th grade students will work individually or in pairs to compose a journal of an individual student during this momentous school year. 8th grade students will create a bibliography citing six to eight sources used in their research. 8th grade students will also present their research orally to their class, assuming the role of the student, speaking in the first person.

Motivational Goals Stimulate interest in the research process. Establish the relevance in the research process. Build confidence in the research process. Encourage further exploration of research.

Procedures Session One: When students walk into the library media center, an audio version of the first day of school at Central High in 1957 will be playing (the news coverage video without the picture). This will capture their attention and create anticipation for the events of the class period. Ask them to sit at a table and not to turn over the handout (this would be passed out before they arrived) until they are instructed to do so. Without discussing the background noise, ask the students to turn over their handout. Instruct them to draw (without words) what they are hearing. Inform students that there will be no wrong answers, encouraging them to be as creative as possible. Tell them the exercise is only to spark a conversation; they will not be graded on their drawing. Begin discussion of what students created as they heard the music and why. Ask them if they know what was occurring.

Procedures Session One Continued: Depending on the discussion, introduce (or elaborate) on the events at Central High, Little Rock, Arkansas in Introduce the assignment, telling them they can work individually or in pairs to research the experiences of the students at Central High. Inform the students that the product that they are to produce following their research will be a journal of one of the students from Central High during the school year. It is recommended that students be arbitrarily assigned the student to research (either one of the Little Rock Nine or a real or fictional Caucasian student, this will avoid having students choosing the same character and not having a varied end product). Students will be given the opportunity to begin their research.

Procedures Session Two: Begin the class with the tape again. This time the students do not have the handout. Ask the students to talk about their response to hearing the tape after knowing what it was as opposed to the last time they heard it. Have students share a bit about their experience in the research process thus far. This will build their confidence in the research process. Students continue to research and begin writing their journal. Students are informed that they will have one more week to prepare and that the following week will be their presentations which will consist of them reading their journals to the class in the first person. (In this case they will not come to the library with their class the week in between but will be expected to be prepared the following week.)

Procedures Session Three: Students begin sharing their journals. The class evaluates their experience of the project and specifically addresses the issue of perspective, what they learned about their own and that of society and what influences a change in perspective.

Support Materials Audiotape or videotape with the sounds of the first day of school in Little Rock Handout Computers with Internet access Reference Books Non-fiction Books pertaining to the Civil Rights Movement

Assessment Methods ObservationQuestioningJournalingPresentationDiscussion

New York State Curriculum Standards for 8 th Grade Social Studies Standard One: #4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance of reliability and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. consider the sources of historic documents, narratives, or artifacts and evaluate their reliability. understand how different experiences, beliefs, values, traditions, and motives can cause individual and groups to interpret historical events and issues from different perspectives. describe historic events through the eyes and experiences of those who were there.

Information Literacy Skills from Information Power Accesses information efficiently and effectively Recognizes that accurate and comprehensive information is the basis for intelligent decision making. Formulates questions based on information needs. Identifies a variety of potential sources of information Develops and uses successful strategies for locating information. Evaluates information critically and competently. Selects information appropriate to the problem or question at hand. Identifies inaccurate and misleading information. Determines accuracy, relevance and comprehensiveness. Uses information accurately and creatively Organizes information for practical application. Integrates new information into one's own knowledge. Integrates new information into one's own knowledge. Applies information in critical thinking and problem solving. Produces and communicates information and ideas in appropriate formats. Participates effectively in groups to pursue and generate information. Shares knowledge and information with others. Respects others' ideas and backgrounds and acknowledges their contributions Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions. Pursues information related to personal interests. Designs, develops, and evaluates information products and solutions related to personal interests.

Teacher Resources (This is a webquest on the Little Rock Nine, could be used as a resource. This lesson has a different emphasis or essential question.) (Website about the history of the Little Rock Nine. Also information on any events and/or news that pertains to the school or those involved with the school at the time.) (Link to short article which tells what each of the nine are doing now.) edal&ID=3 edal&ID=3 (The United States Mint website with reference to the Congressional Gold Medal with the Little Rock Nine on it that was presented to them in 1999 by President Clinton.)