Read Source 3A 3.1.1 Explain the term integration in the context of the events that occurred at Central High School in 1957 - NSC History - Question 3 - 2016 - Paper 1

Members of the board at Central High School expressed resistance to the Federal Court's ruling. They initially tried to maintain segregation by delaying the integration process, showing a reluctance to comply with the legal requirement to allow African American students to enroll.

Principal Matthews anticipated that students would behave in a courteous and respectful manner during the integration process. He aimed for a peaceful environment where all students, regardless of race, could learn together without incident.

Central High School sought to maintain its prestigious reputation by presenting a narrative that emphasized order and academic excellence during the integration. The administration likely believed that a smooth integration process would reflect positively on the school, showcasing its commitment to education and equality.

This photograph was likely taken to document a significant moment in the fight for civil rights, illustrating the tension surrounding school integration. Additionally, it may have been intended to raise public awareness of the resistance faced by African American students and to garner support for their cause.

The white American students were prompted to march out of Central High School as a form of protest against the presence of African American students who were integrating into the school. Their actions reflected a strong resistance to desegregation, fueled by societal norms and peer pressure.

The actions of the white American students in Source 3B stand in stark contrast to the message of unity and acceptance outlined in Source 3A’s bulletin. While the bulletin encouraged all students to behave appropriately and accept integration, the students’ march highlighted a clear division and resistance to these ideals, demonstrating a significant contradiction between the official stance of the school and the sentiments of some of its student body.

Mrs. Helen Roberts clearly indicated support for integration by stating her intention to create a welcoming environment for the new students, as she emphasized the importance of education over skin color.

1. Robin Woods was among the first African American students to attend Central High School, making her a pioneer in the integration process.
2. She shared her textbooks with African American students, demonstrating openness and a willingness to foster inclusivity.
3. Robin faced hostility from some classmates, which distinguished her experience as being fraught with challenges that her peers did not encounter.

The social code at Central High School was violated by the presence of African American students attending classes alongside white students, as this was against the racial segregation norms of that era. This integration challenged the established social order and provoked backlash from those who supported segregation.

This historical evidence is particularly useful because it provides firsthand accounts of the struggles faced by the Little Rock Nine during the integration process. It highlights the social tensions, resistance from white students, and the bravery of African American students, contributing significantly to our understanding of the complexities and challenges of desegregating schools in the South.