Image in the public domain.
Central High School in Little Rock, Arkansas was only one of many schools being desegregated in accordance with the 1954 U.S. Supreme Court decision in Brown v. Board of Education that racial segregation in public schools was unconstitutional. This public radio story describes the attempt by nine black students to integrate Central High School in 1957. But the protests against its desegregation made Central High the symbolic focus of white resistance to civil rights for black Americans.
Story Length: 3:29
Global Media Institute, distributed by PRX
AIR DATE: 02/17/2011
People of all races from all over the country participated in desegregation demonstrations in the South in the 1960s. Dr. Martin Luther King, Jr. called on clergy—religious leaders—from around the nation to participate in nonviolent protest demonstrations. In this public radio story you hear the story of a Rabbi who participated in these marches where he was arrested and threatened with violence.
The novel "To Kill a Mockingbird" was written more than 50 years ago and yet it’s themes of racism and civil rights remain relevant today. In this story author James McBride who wrote “The Color of Water” explains why the book inspired generations of American writers.
Update: In July 2015, a newly discovered novel written by Harper Lee in the 1950s, "Go Set a Watchman," will be published. Lee submitted this to her publishers before "How to Kill a Mockingbird" and the script was assumed to be lost until late 2014.
On April 15, 1947 African American baseball player Jackie Robinson broke the color barrier in Major League Baseball in his first game for the Brooklyn Dodgers. He was an interesting choice for the Dodgers to break the race barrier in baseball because he was an older player and was not seen as the best player in the Negro league at the time. Listen to learn how Robinson’s strong character, as much as his talent, helped to successfully integrate baseball.
These levels of listening complexity can help teachers choose stories for their students. The levels do not relate to the content of the story, but to the complexity of the vocabulary, sentence structure and language in the audio story.
These stories are easier to understand and are a good starting point for elementary students or English learners.
These stories have an average language challenge for middle and high school students, and can be scaffolded for English learners.
These stories have challenging vocabulary and language and students may need to have some background knowledge to understand the story.