Early Racial Tensions & Notting Hill Riots
Students will analyze the origins of racial tensions in post-war Britain, focusing on the Notting Hill Riots of 1958 and their impact on public discourse.
Key Questions
- Analyze the importance of socio-economic factors in contributing to racial tensions.
- Explain the immediate causes and catalysts of the Notting Hill Riots.
- Evaluate the strategic decision to target public transportation.
National Curriculum Attainment Targets
About This Topic
This topic examines the 1957 Little Rock Crisis at Central High School, a pivotal moment in the struggle for school desegregation. Students analyse the conflict between state and federal authority as Governor Orval Faubus used the National Guard to block nine Black students from entering the school, forcing a reluctant President Eisenhower to send in the 101st Airborne Division to enforce the Brown ruling. This event was the first time since Reconstruction that federal troops were used to protect the rights of African Americans in the South.
At Year 13, students evaluate Eisenhower's motivations, the role of the media in bringing the violence into American living rooms, and the 'Southern Manifesto' as a catalyst for resistance. They also consider the aftermath, including the 'Lost Year' when Little Rock closed its schools entirely. This topic is best explored through gallery walks of iconic photographs and structured debates on the limits of executive power, helping students grasp the intense personal and political costs of integration.
Active Learning Ideas
Gallery Walk: The Eyes of the World
Stations feature the iconic photos of Elizabeth Eckford and the screaming mob, alongside international newspaper headlines. Students move in pairs to analyse how these images pressured Eisenhower to act and how they affected the US's global reputation.
Formal Debate: Eisenhower's Intervention
Divide the class to argue whether Eisenhower acted out of a commitment to civil rights or a necessity to uphold federal law and presidential authority. Students must use his televised address to the nation as their primary evidence.
Inquiry Circle: The 'Lost Year'
Groups research what happened in Little Rock in 1958-59 when the schools were closed to avoid integration. They present on the impact this had on both Black and white students and how it eventually led to a moderate white backlash against Faubus.
Watch Out for These Misconceptions
Common MisconceptionEisenhower was an enthusiastic supporter of school integration.
What to Teach Instead
Eisenhower privately disagreed with the Brown ruling and only intervened when his federal authority was directly challenged by Governor Faubus. Peer discussion of his private comments helps students understand his 'reluctant' approach to civil rights.
Common MisconceptionThe Little Rock Nine were the only ones who suffered during the crisis.
What to Teach Instead
The entire community was affected, and many Black teachers lost their jobs when the schools were closed. Using a station rotation to look at the 'Lost Year' helps students see the broader social and economic consequences of 'Massive Resistance'.
Suggested Methodologies
Ready to teach this topic?
Generate a complete, classroom-ready active learning mission in seconds.
Frequently Asked Questions
Why did Governor Orval Faubus oppose the Little Rock Nine?
Why was the 101st Airborne sent to Little Rock?
What was the 'Southern Manifesto'?
How can active learning help students understand the Little Rock Crisis?
Planning templates for History
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
rubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
More in The High Tide of the Movement 1955-1965
Post-War Immigration to Britain: Causes
Students will investigate the causes of post-war immigration to Britain, particularly from the Commonwealth, and the early experiences of these new communities.
2 methodologies
Commonwealth Immigrants Act (1962)
Students will examine the 1962 Commonwealth Immigrants Act, analyzing its causes, impact on immigration patterns, and its role in shaping British immigration policy.
2 methodologies
Rise of Youth Culture: Mods and Rockers
Students will evaluate the impact of emerging youth cultures in the 1960s, such as Mods and Rockers, and their role in challenging traditional social norms.
3 methodologies
The Permissive Society: Liberal Reforms
Students will analyze the 'Permissive Society' and other forms of organized resistance to school desegregation, revealing the limits of state versus federal power.
2 methodologies
The Race Relations Act (1965)
Students will evaluate the impact of the 1965 Race Relations Act, the first anti-discrimination legislation in Britain, and its role in challenging racial prejudice.
3 methodologies