We have both always been interested in Civil Rights, so to pick our topic, we researched some broad topics that had to do with Civil Rights. To get us interested, we looked on History.com, and found a very intriguing video on the Little Rock Nine. We didn’t know much about it, and this video really got us interested in learning more. The Little Rock Nine seemed like the best topic for us because it was hard for us to imagine what these schoolchildren, just a few years older than us, had to endure. The story of the Nine related very well to the theme of rights and responsibilities.
We both read historical fiction novels about desegregating schools in the South. These gave us an idea of how much hatred the Nine had to endure. We read and took notes on many books from the public library that outlined our topic. Next, we went to the Wisconsin Historical Society to find primary sources. Lee Grady and Paul Hedges, archivists at the Wisconsin Historical Society, gave us access to files regarding our topic and the entire Daisy Bates collection. This helped us understand the pivotal role Daisy Bates played in the Little Rock crisis. We found a very important letter from one of Nine, updating Daisy on her schooling. This was very meaningful to us because it showed us how much responsibility the Nine felt after they graduated high school. If they did badly in college, people would think they didn't deserve their chance at Central. We also read memoirs from two of the Nine that really helped us see the horrifying way they were treated.
After creating an outline, we added content to our website, including quotes, pictures, information, and videos. It was especially interesting to watch news clips from the actual event. At the school competition, the judges suggested that we add a timeline to show more of the historical context, so we added a timeline to our website. After regionals, we reached out to Carlotta LaNier and Terrence Roberts; two of the nine former students, via email, who were both gracious enough to answer questions for us. Through their foundation, the Nine continue working to provide educational opportunities for children.
Our project relates to the theme in many ways. When the Little Rock Nine said they wanted to go to Central High, they took on the responsibility to get good grades, and be an example for others. Although it was difficult, they embraced the responsibility to remain calm and non-violent no matter how badly they were treated. At the same time, Governor Faubus and President Eisenhower were fighting their own States' Rights battle of Arkansas' rights vs. the federal government. It was interesting to learn how Governor Faubus tried to get away with denying the Nine the right they had been granted by the Supreme Court.
478 Words
We both read historical fiction novels about desegregating schools in the South. These gave us an idea of how much hatred the Nine had to endure. We read and took notes on many books from the public library that outlined our topic. Next, we went to the Wisconsin Historical Society to find primary sources. Lee Grady and Paul Hedges, archivists at the Wisconsin Historical Society, gave us access to files regarding our topic and the entire Daisy Bates collection. This helped us understand the pivotal role Daisy Bates played in the Little Rock crisis. We found a very important letter from one of Nine, updating Daisy on her schooling. This was very meaningful to us because it showed us how much responsibility the Nine felt after they graduated high school. If they did badly in college, people would think they didn't deserve their chance at Central. We also read memoirs from two of the Nine that really helped us see the horrifying way they were treated.
After creating an outline, we added content to our website, including quotes, pictures, information, and videos. It was especially interesting to watch news clips from the actual event. At the school competition, the judges suggested that we add a timeline to show more of the historical context, so we added a timeline to our website. After regionals, we reached out to Carlotta LaNier and Terrence Roberts; two of the nine former students, via email, who were both gracious enough to answer questions for us. Through their foundation, the Nine continue working to provide educational opportunities for children.
Our project relates to the theme in many ways. When the Little Rock Nine said they wanted to go to Central High, they took on the responsibility to get good grades, and be an example for others. Although it was difficult, they embraced the responsibility to remain calm and non-violent no matter how badly they were treated. At the same time, Governor Faubus and President Eisenhower were fighting their own States' Rights battle of Arkansas' rights vs. the federal government. It was interesting to learn how Governor Faubus tried to get away with denying the Nine the right they had been granted by the Supreme Court.
478 Words