Lesson Plan # 2  Secondary History / Social Studies 

Course  Lesson Topic / Unit Name   Instructor  Date(s) 

American History II  Intro to the Civil Rights Movement/ ​The Rise of 1950  Zoey Hanson 
and 1960 Social Movements 
Lesson Essential Question (LEQ) or  What were the goals of the Civil Rights Movement? 
Learning Objective (LLO) 
NC Essential Standard(s)  ● AH2.H.4: Analyze how conflict and compromise have shaped politics, economics and culture in the United States 

● AH2.H.1.1 Use Chronological Thinking to: 

1. Identify the structure of a historical narrative or story: (its beginning, middle and end) 
2. Interpret data presented in time lines and create timelines 
Activity  Details (Setting, steps, prompts)  Purpose-Rationale  Time 
Pre-Lesson  Bell Ringer: Students will be shown the infamous  I love using photos so show history first hand  10 Minutes 
How do you prepare students for content & skills  photo from the integration of Little Rock  to students while simultaneously developing 
acquisition, or use students’ prior knowledge? How  Central High School in Arkansas as Elizabeth  their visual literacy so I really wanted to 
do you open this new lesson?  Eckford enters the school. On a piece of paper,  incorporate a photo. This photo of Elizabeth 
each student should write their observations of  Eckford being yelled at by a white classmate as 
the photo and what they think is the significance  she enters her school is a rather empowering 
of the photo.  photo and I believe it's a good note to end the 
lesson on. This, like the story of Emmet Till, 
highlights the mistreatment of 
African-Americans, while also showing why 
implementation of Brown v Board was so 
difficult.  
Acquisition   The instructor will give a brief lecture detailing  This teacher focused acquisition is to provide  20 Minutes 
How will students acquire new content or skills? Is  the increased racial tensions in America. This  an introduction to the Civil Rights Movement. 
acquisition teacher or student-centered?   includes the murder of Emmett Till, the  This background will allow students to 
[Explain lesson goals by emphasizing LEQ/LLO]  establishment of the NAACP and SCLC, the  participate and understand activities 
failure of the implementation of the 1957 Civil  throughout the two day lesson.  
Rights Act and Brown v Board, and the Little 
Rock Nine.  
Extending & Refining I​ ​(group)  Students will be split into groups of three or  This assignment gives students the opportunity  20 Minutes 
How will students practice new content and skills  four. Each group will be given Daisy Bates  to analyze primary documents and develop 
by working with classmates? How does this activity  Letter’s interview about the Little Rock Nine  their own conclusions about the early stages 
promote historical thinking skills and using  and the Bus Boycott, both included below.  of the early Civil Rights movement. This 
primary/secondary sources? 
Students should read over these short  includes an understanding of the early goals of 
the movement. I also asked students to think 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 documents together in their groups. They should  about pushback from the general public. This 
then answer the following questions.   will get students thinking about why Civil 
"Why do you think the implementation of  Rights was such a difficult subject and why 
desegregation of Little Rock Nine and the Bus  racial equality remains an issue today.  
Boycott were successful when things in the past 
had been ineffective?" 
"What were the primary concerns of each 
group? How were those concerns demonstrated 
in each situation?" 
"What kind of pushback did each group receive?" 
The class will then have a large group discussion 
considering each of these questions. We will 
then discuss what made the Little Rock Nine and 
the Bus Boycott successful. Allow students the 
opportunity to consider the details of each of 
these events and why that mattered.  
Adjustments  If students continue to struggle with material,  This discussion provides greater detail for  10 Minutes 
What adjustments will you make if students  the class can continue the discussion above and  what students have already learned. It also 
struggle or progress too quickly (before advancing  slowly shift to Brown v Board. Similar questions  allows for the instructor to make more clear 
further)?  and guidelines should be followed about if/why  and direct connections between events and 
implementation of the decision failed or was  legislation. Hopefully, more detail and clarity 
successful. The class can then discuss how,  will help students to further understand what 
Brown v Board, the Civil Rights Act, the  is being discussed 
Montgomery Bus Boycott, and the Little Rock   
Nine were all related, and how they may have 
If students are moving quickly they presumably 
been driving factors in the Civil Rights 
clearly understand the main concepts being 
Movement 
discussed. This extra time will allow for more 
  detail and learning. For these reasons, students 
If students move too quickly, they can pick a  will likely appreciate new information such as, 
court case other than Brown v Board from  the court cases listed on this website, rather 
https://www.uscourts.gov/educational-resources/ than repetition. This gives students a little 
educational-activities/history-brown-v-board-edu freedom in their learning and provides them 
cation-re-enactment  more detail for answering the LEQ.  
They should read the description of the case. If 
they want to know more about it they are 
welcome to do more research. They should 
write on a piece of paper what role the court 

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 case played in leading to integration and the Civil 
Rights Movement.  
 
(Other adjustments can be made based on 
students' specific needs) 
Extending & Refining II (individual)   Depending on school resources, Students will  I really loved this resource. It is a short video  20 Minutes 
How do students (and teacher) know if they are  watch the ​New York Times​ clip "Remembering  with a 360 degree view of what is being filmed. 
mastering the content and/or skills for this lesson?  Emmett Till," included below. (Can use individual  It shows important places of Emmet Till's 
[Formal, informal assessments to measure learning]  chromebooks and headphones, or can be shown  murder both in the 1950s and now. The 
over the projector). The Instructor should warn  activity also shows footage and photos from 
students that the subject of the video is rather  the time period. This activity would be best on 
dark and includes murder. Give them the option  chromebooks because of the 360 interactive 
to step out if they feel overwhelmed or  portion of the video but I know not all schools 
uncomfortable.   or classrooms have access to these types of 
Students will be given a handout with the  resources.  
following questions that they can answer while  The questions I have written in association 
watching the video or afterward.   with the video allow students to understand 
"What did Emmett's murder mean to the Civil  the story of Emmett Till in all its horrors while 
Rights Movement?"  connecting it to today. This story provides 
some context for the mistreatment of 
"What kind of legacy has the Emmett Till murder 
African-Americans during the time period. The 
left today?" 
source provides context for why there was a 
This should be turned in by the end of class.   need for organizations such as the NCAA, or 
legislation such as the Civil Rights Act of 1957 
to protect African-Americans from facing the 
same fate as Emmett Till.  
Closure  Ask students to write a short response in the  This gives the instructor the opportunity to  5 Minutes 
How do students put it all together for today’s  form of a paragraph detailing their initial reaction  understand where students' heads are. The 
lesson? The closure activity helps tie ​this​ lesson to  to the Civil Rights movement. What did they  instructor can take any confusion or questions 
the overall unit. Re-emphasize LEQ/LLO,  learn they did not before? What kind of  that students come up with and address those 
UEQ/ULO, and “big picture” understanding 
questions do they have?  over time.  
  Formative - Informal  Summative - Formal 
Assessments   Both the Bell Ringer and the paper from the Emmett   
Till video act as formative assessments. Both of these 
tell the instructor what the students are taking away 
from the sources. If their answers do not reflect what 
they should, it can be addressed before the lesson is 
over. The instructor can also evaluate student learning 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 by observing their discussion answers and small group 
discussions.  
 
DAY 2 
Activity  Details (Setting, steps, prompts)  Purpose-Rationale  Time 
Pre-Lesson  Bell Ringer: Put a shortened version of the  While in prison, Dr King wrote this letter to  10 Minutes 
How do you prepare students for content & skills  Reverend Dr Martin Luther King's iconic "Letter  express his concerns. The letter is a great one 
acquisition, or use students’ prior knowledge? How  From a Birmingham Jail" on the board and read it  for students to consider both the goals and 
do you open this new lesson?  outloud to students. Ask students the following  tactics of the Civil Rights movement. By 
questions.  evaluating Dr King's goals and how he shares 
"What concerns does King express?"  these goals with the public, allows for a 
transition from yesterday's lesson on the goals 
"How do you think these reflect the goals and 
of the early movement and the legislative that 
tactics of the Civil Rights Movement?" 
accompanied it to today's lesson of 
"What kind of emotions do you think Dr King is  non-violent protests. This bell ringer should 
trying to evoke?"  get students thinking about tactics that may 
have been utilized 
Acquisition   Students will be divided into equal small groups  I think these three documents, while vague,  20 Minutes 
How will students acquire new content or skills? Is  of 3 to 4. Each group will be handed Jo Ann  provide great primary information on the 
acquisition teacher or student-centered?   Robinson's letter to Mayor Gayle, Rosa Parks'  Montgomery Bus Boycott. These documents 
[Explain lesson goals by emphasizing LEQ/LLO]  arrest report, and the Boycott Handbill. Students  will require students to be able to critically 
should read the documents and then reflect as a  evaluate and ask questions. My hope is that by 
group on the following question.  dividing students into groups they will come 
"What questions do these help you develop  up with different conclusions and questions 
about the boycott?  that can be brought to a larger discussion. I 
tried to connect the Boycott to the previous 
These questions that students develop will then 
lesson by discussing the effectiveness of the 
be brought to the entire class, with each group 
boycott. As a class we can discuss why early 
sharing their thoughts. The questions that 
legislation may have failed but the boycott did 
students have asked should be answered. If the 
not.  
questions are more superficial they can be 
answered by the instructor. If they are more 
abstract, turn to students and open the 
questions up for discussion and contemplation.  
After everyone has shared their thoughts, the 
class should discuss why the boycott was 
effective and what role it played in propelling the 
Civil Rights Movement.  

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Extending & Refining I​ ​(group)  The class will transition from the discussion of  This provides an overall view of tactics and  20 Minutes 
How will students practice new content and skills  the Montgomery Boycott to other forms of  goals of the Civil Rights Movement. I want to 
by working with classmates? How does this activity  protest, primarily, Sit-ins and freedom rides.  focus on comparing and contrasting as well as, 
promote historical thinking skills and using  Students will be shown photos of types of  change in the movement overtime. I tried to 
primary/secondary sources? 
protest practiced during the Civil Rights  organize these lessons by stages in the Civil 
Movement (included below). The class should  Rights Movement so students can 
discuss each type of protest, what its goals were,  chronologically organize the movement. 
the type of opposition it may have faced, and 
how effective it may have been. Think about 
Rosa Parks and the Montgomery Boycott. How 
is it similar and how does it differ from these 
other protest tactics? 
Adjustments  If students continue to struggle with material, as  This activity will allow for students to further  10 Minutes 
What adjustments will you make if students  a class, we will have a discussion of the goals of  evaluate the goals of the Civil Rights 
struggle or progress too quickly (before advancing  the Civil Rights movement based on documents  Movement by evaluating individual organization 
further)?  from  goals. The similarities between groups should 
https://www.crmvet.org/docs/orgsdocs.htm​, a  make the goals of the overall movement more 
website in which students can pick a Civil Rights  clear.  
Organization and documents that are associated   
with them, organized by year. As a class, we can 
This again, allows students to find contrasting 
talk through parts of a few documents. Students 
goals and why that may be. This assignment 
should feel free to ask questions and should start 
requires extra evaluation and inference while 
to form their own conclusions about the 
furthering the idea of the movement's goals.  
documents.  
 
If students move too quickly, they should be 
given the Letter from a Birmingham Jail by Dr 
King. They will be asked to evaluate Dr King's 
personal views of the movement. How might 
these opinions differ from the general 
movement? How were they similar? What kind 
of similarities do you see from Dr King's "I Have 
A Dream Speech"?  
 
(Other adjustments can be made based on 
students' specific needs) 
Extending & Refining II (individual)   Each student will be handed the newspaper  This article is fantastic. It details the movement  20 minutes 
article included below from CORE. They should  during the time sit ins were popular. It should 

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How do students (and teacher) know if they are  read the article and annotate their thoughts. On  give students insight into why the student 
mastering the content and/or skills for this lesson? 
the back of the article they should answer the  activists organized and what they hoped to 
[Formal, informal assessments to measure learning] 
following questions.   achieve. The article also provides an opposing 
"What were the goals of these sit-ins?"  view from a Black woman, allowing for 
another perspective of the movement. The 
"What kind of people seemed to be leading the 
questions included have students finding 
demonstrations mentioned in the article?" 
specific, factual information, as well as to make 
"What kind of opposition did the protestors  their own inferences.  
receive from both White and Black individuals?" 
When students are done their annotated articles 
and question answers should be turned in. 
Closure  Students will be asked, as a class, to create a  This sums up the lesson and requires students  10 minutes 
How do students put it all together for today’s  comprehensive list on the whiteboard of what  to directly answer the LEQ. Students have 
lesson? The closure activity helps tie ​this​ lesson to  they would define as civil rights. They should  evaluated the goals of multiple Civil Rights 
the overall unit. Re-emphasize LEQ/LLO,  consider the goals of civil rights organizations  legislation, protests, and organizations and 
UEQ/ULO, and “big picture” understanding 
and the tactics employed by the movement  should therefore, have many sources to use 
while creating this list.  
  Formative - Informal  Summative - Formal 
Assessments   The formative assessment in this lesson is the  The summative assessment in this lesson is the final group 
evaluations students complete of all the primary  activity. Students discussion and what they write on the 
sources given to students. These allow for students to  board should be a summary of what they have learned 
expand on what they have learned and allows for the  over the past two days. 
instructor to ensure students are on the right path.  
Materials & Supplies  ● Chromebooks/ computers/ Ipads  ● Whiteboard and marker  ● pen and pencil 
Sources & Notes  Sources (Chicago Manual of Style)  Notes to self 
Where did you research content for today’s  ● “Brown v. Board of Education of Topeka (1954).”  ● 
lesson? Where did you find helpful information, 
The American Yawp Reader. Accessed March 17,   
primary & secondary sources, and lesson plan 
ideas?   2020. 
http://www.americanyawp.com/reader/26-the-affluent
-society/brown-v-board-of-education-of-topeka-1954/
. 
● “Civil Rights Movement Photographs The Freedom 
Rides.” Civil Rights Movement -- Images of a Peoples' 
Movement. Accessed March 17, 2020. 
https://www.crmvet.org/images/imgfr.htm​. 
● “Civil Rights Movement Photographs The The Sit-Ins 
- Off Campus and Into Movement.” Civil Rights 
Movement -- Images of a Peoples' Movement. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 Accessed March 17, 2020. 
https://www.crmvet.org/images/imgcoll.htm. 
● “Emmett Till Is Murdered.” History.com. A&E 
Television Networks, February 9, 2010. 
https://www.history.com/this-day-in-history/the-death
-of-emmett-till​. 
● History.com Editors. “Brown v. Board of Education.” 
History.com. A&E Television Networks, October 27, 
2009. 
https://www.history.com/topics/black-history/brown-
v-board-of-education-of-topeka​. 
● History.com Editors. “Little Rock Nine.” 
History.com. A&E Television Networks, January 29, 
2010. 
https://www.history.com/topics/black-history/central-
high-school-integration​. 
● King, Martin Luther. “I Have A Dream.” Teaching 
American History. Accessed March 17, 2020. 
https://teachingamericanhistory.org/library/document/
i-have-a-dream/. 
● King, Martin Luther. Letter from a Birmingham Jail 
[King, Jr.], April 16, 1963. 
https://www.africa.upenn.edu/Articles_Gen/Letter_Bi
rmingham.html. 
● “Part One: Rosa Parks.” The Martin Luther King, Jr., 
Research and Education Institute, April 23, 2019. 
https://kinginstitute.stanford.edu/liberation-curriculum
/lesson-plans/activities/part-one-rosa-parks​. 
● Pettus, Emily Wagster. “Anne Moody, Sat Stoically at 
Violent Woolworth's Sit-in, Dies at 74.” Los Angeles 
Times. Los Angeles Times, February 10, 2015. 
https://www.latimes.com/local/obituaries/la-me-anne-
moody-20150211-story.html​. 
● “Photos: Remembering the Little Rock Nine.” U.S. 
News & World Report. U.S. News & World Report. 
Accessed March 17, 2020. 
https://www.usnews.com/news/best-states/photos/20
17/09/25/photos-remembering-the-little-rock-nine​. 
● Shastri, Veda, and Audra. “Remembering Emmett 
Till.” The New York Times. The New York Times, 

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 February 21, 2019. 
https://www.nytimes.com/video/us/100000006158763
/emmett-till-memorial-mississippi-vr-video.html. 
● Stengren, Bernard. “Equality Is Goal of Rae 
Congress.” The New York Times, February 1960. 
https://www.crmvet.org/docs/6002_core_nyt-reprint.
pdf​.
 
 
Edits: According to feedback, this lesson needed the most corrections. The first thing I needed to fix was day 1 Extending and Refining I. I
originally had an activity that included the Civil Rights Act of 1957. Feedback suggested that the act does not put the emphasis on Congress
that I felt it did. It was then suggested that I utilize a document from the Little Rock Nine or the Montgomery Bus Boycott. Based on this
feedback, I did both. I took a letter from the Little Rock Nine and part of an interview from the Bus Boycott and applied these in a similar
way I had the Civil Rights Act. The second correction I made was on the day 1 closure activity. I do not know why because I do not
remember the feedback, but I completely erased whatever I had before and filled it with a generic closure activity in which students write
their reaction to the days' lesson. Next, I changed the day 2 bell ringer from Dr. King's "I Have a Dream Speech," to his "Letter From a
Birmingham Jail. In my feedback, it was suggested to give students the opportunity to look at a source they may be less familiar with. I did
however, keep my questions the same, and, as it turns out, the ""Letter From a Birmingham Jail," fit better than the speech. Lastly, as usual,
I overestimated what students can complete in one class period. Feedback suggested I trim the number of questions for some of the activities
so I did just that.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Content Notes - Day 1
● Emmett Till Murder
○ 1955
○ A 14 year old from Chicago, Till was visiting family in Mississippi for the summer.
○ While visiting her store, Till supposedly whistled or catcalled a white woman, Carolyn Bryant.
○ Bryant's husband and his brother kidnapped Till from his uncle's home.
○ Till was brutally beaten and dumped in the Tallahatchie River
○ Till's mother, Mamie Bradley had his body sent back to Chicago, where she held an open casket funeral, in which all visitors
could see Till's disfigured body. Media picked up the story of Till and it quickly spread .
○ About a month after the murder, the murderers were aquitted by an all white jury.
○ Emmett Till's murder brought the horrors of Jim Crow to light via the media and became an early stimulus for the Civil
Rights Movement
○ In 2017 Bryan recanted her testimony, stating that Till never harassed, threatened, or touched her.
● Civil Rights Act of 1957
○ The first legislative step toward equality for African-Americans since Reconstruction
○ While the act was compromised in Congress to the point it provided very little support to African-Americans, it did signal
that pressure was building to confront racial discrimination.
○ The act did create the Department of Justice's Civil Rights Commission, whose job was to investigate reports of racial
discrimination and violence.
● Brown V Board (1954)
○ Oliver Brown sued the Board of Education of Topeka, Kansas because he argued his daughter should not have to travel
further to attend the African-American school when the White elementary school was closer. Brown argued that segregation
violated the equal protection clause of the 14th Amendment.
○ Thurgood Marshall of the NAACP became the leading legal counsel in the case. He would eventually become the first Black
Supreme Court Justice
○ The supreme court passed a unanimous verdict against segregation
○ “in the field of public education the doctrine of ‘separate but equal’ has no place,” as segregated schools are “inherently
unequal.” As a result, the Court ruled that the plaintiffs were being “deprived of the equal protection of the laws guaranteed
by the 14th Amendment.”
○ Schools were to integrate with "all deliberate speed"
○ This did not apply to any public areas outside of schools
● Little Rock Nine
○ 1957 - Nine Black students enrolled at former all White Little Rock Central High School. This acted as a test of Brown v
Board
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 ○ On the first day of school, Governor Orval Faubus called in the Arkansas National guard to keep the nine Black students
from entering
○ President Eisenhower sent in federal troops to protect the students to and from school
○ Each day the students faced harassment and violence from protestors outside the school and fellow students
○ The Little Rock Nine showed how difficult integration would be to implement and drew national attention to the Civil Rights
Movement
● Civil Rights Organizations
○ The NAACP (National Association for the Advancement of Colored People), beginning in the 1930s, worked toward eroding
segregation and Jim Crow in the south
○ Organizations like the NAACP worked very methodically, choosing court cases to represent that would degrade southern
segregation
○ CORE (Congress of Racial Equality) and SNCC (Student Nonviolent Coordinating Committee) were student driven
organizations that were primarily responsible for organizing protests like the sit-ins or registering new voters.
○ SCLC was organized by Dr King and other leaders to organize and coordinate a national Civil Rights Movement

Content Notes - Day 2

● Montgomery Bus Boycott
○ In December 1955, Rosa Parks refused to give up her seat to a White patron on a Montgomery, Alabama bus and was
arrested. Parks was not the first to do this and protest the rules of the Montgomery Transit System but she was the first that
activists rallied around
○ The MIA, led by a young minister by the name of Dr King, organized and sustained a year long boycott of the Montgomery
Transit system
○ About 40,000 Black bus riders boycotted the bus system
○ The boycott ended when it achieved its goal and the busses were ordered to be fully integrated by the Supreme Court
○ This Boycott showed that Civil Rights activists could achieve their goals through non-violent protest and it brought Dr King
into the national spotlight
● Woolworth Sit-Ins
○ With a rise in student activism in the 1960s through organizations such as SNCC and CORE, increased demonstrations
became taking place in an attempt to end Jim Crow
○ In 1960, four NCA&T students participated in a Whites-only lunch counter in a Woolworths in Greensboro, NC. Copycat
protests began to occur across the country.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 ○ Individuals would sit at segregated counters in an act of defiance, refusing to leave until they were served or arrested. The
protestors faced frequent violence and harassment from the people around them. These types of non-violent demonstrations
became the primary tactic for the Civil Rights Movement in the following years.
● Freedom Rides
○ Freedom Rides were another form of nonviolent protest, in which Civil Rights Activists would test the validity of a Supreme
Court decision to integrate all bus and transit systems by participating in interstate bus rides.
○ Interracial groups of Freedom Riders typically boarded busses in DC and would ride south
○ The riders were also subject to fierce opposition, particularly from the KKK who were prone to bomb/burn the buses and beat
the riders.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
I have a dream speech 
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous
decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as
a joyous daybreak to end the long night of their captivity. . . .

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply
rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that
all men are created equal.”

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit
down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression,
will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the
content of their character. I have a dream today.

I have a dream that one day down in Alabama, with its vicious racists, . . . one day right there in Alabama little black boys and black girls
will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain,
and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
This is our hope. . . With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to
transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to
pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. . . .

And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and
every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old Negro spiritual: “Free at last! Free at last! Thank God Almighty, we are
free at last!” 

Letter to Mayor Gayle 

 
 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Rosa Parks Arrest Report 

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Boycott Handbill 

 
 
 
 
 
 
 
 

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Freedom Ride Photos 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Sit in photos 

 
 
 
 
 
 
 
 

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Anne Moody Sit in Photo/Article 

 
 
 
 
Civil Rights Act of 1957 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Little Rock Nine Photos 

 
 
New York Times CORE Article 
 
Letter From a Birmingham Jail 
 
New York Times Emmett Till Movie 
 
 
Little Rock 9 Letter 
 
Montgomery Bus Description 
 
This stuff has been going on for a long time. To tell you the truth, it's been happening ever since I came here before [World War II]. But
here in the last few years they've been getting worse and worse. When you get on the bus they yell: "Get on back there"... and half of the

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
time they wouldn't take your transfer, then they make you get up so white men could sit down [when] there were no seats in the back. And
you know about a year ago they put one of the high school girls in jail 'cause she wouldn't move. They should have boycotted the buses
then. But we are sure fixing 'em now and I hope we don't ever start back riding....

They shouldn't make me get up for some white person when I paid the same fare and I got on first. And they should stop being so nasty...
We pay just like the white folks... [The bus companies] are the ones losing the money and our preachers say we will not ride unless they
give us what we want...

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020