General Management Plan v

Summary

e of this plan is to provide general guidance to site managers at Little Rock Central High

onal Historic Site during the next 10 to 15 years. The objectives of the plan are to provide for

manage the site’s resources, provide preservation assistance to the school, tell the story of the

57 at the school, and develop public education programs.

ement emphasis will be on the full-scale preservation and rehabilitation of historic structures

ite’s boundaries and interpreting those significant structures. Visitor services will be greatly

Comprehensive interpretation will tell the story of the events of 1957. In order to preserve the

ne and streetscape, the National Park Service will seek congressional authorization to expand

ndary to include the seven privately owned houses located across from the front of the

nter/park administration and operations facility will be built on the northeast corner vacant lot

Gatson Bates Drive and South Park Street. The new facility will provide a full range of visitor

d park headquarters. The restored Magnolia Mobil Service Station will be adaptively used on

d basis as a classroom for visiting student groups. Interpretation in the new visitor center will

n-depth look at the events of 1957 through a variety of media, including an auditorium/the

c structures will be preserved through partnerships and cooperative agreements. 
CONTENTS

he Plan 1

Need for the Plan 3

n of the Site 3

Little Rock Central High School NHS 4

he Scope of this Plan 7

ion and Guidance 8

ignificance 8

Goals 8

ence Goals and Interpretive Themes 9 

ements, Laws, and Policies 10

ty 10

 11

t 15

escriptions 15

ce 16

ces 18

cape 18

useum Collections 18

dministration Facility 18

tments 19

and Operations 19

nd Responsibilities 20

Recommendations for Further Research and Planning 21Recommended Plans and Studies 23Appendixes, Bibliography, Planning Team,and Consultants 25

Appendix A: Legislation 27Appendix B: Laws and Policies 29Bibliography 33Planning Team 33Consultants 33

Maps

The Region 4The Site 5The Plan 17

General Management Plan vii

General Management Plan 3

urposeofthePlan

National Historic Site (the site) became a unit of the

er 6, 1998, pursuant to the provisions of Public Law

endix A for the full text of the enabling legislation.)

evelops a comprehensive management framework

n, visitor use, and administration of the site for the

meet the congressional intent expressed in the site’s

ntext of the NPS mission.

the site directed the Park Service to prepare this plan

 with the Little Rock School District, the city of

m, Inc., and other appropriate organizations and

e Little Rock Central High School site is a new unit

had no approved, long-term management plan,

he system (National Parks and Recreation Act of

ncerns about how this new park will affect the

s, visitor experience, museum collections, park oper

ral High Neighborhood Historic District. The legis

reements with appropriate public and private agen

he mission of the site. These constraints and ques

ed planning than is typically found in plans for larg

scription of the Site

268), approved on November 6, 1998, Congress

cre campus, and some adjacent properties outlined

ouses along South Park Street) within the legislative

hing the site boundary, the legislation states that the

nterpret for the benefit, education, and inspiration of

entral High School in Little Rock, Arkansas, and its

role in the integration of public schools and the development of the Civil Rightsmovement in the United States.” The legislation also mandates that the site cannotaffect the authority of the Little Rock School District to administer Central HighSchool or the authorities of the city of Little Rock in the neighborhood surroundingthe school.The national historic site is in the capital city of Little Rock, Arkansas, in PulaskiCounty (see Regional map). It is surrounded by the Central High SchoolNeighborhood Historic District. The school operates as a four-year public highschool under the administration of the Office of the Superintendent, Little RockSchool District. Student enrollment is approximately 2,400 students, and the facultynumbers 115. Today it is the largest of six high schools in the Little Rock SchoolDistrict and the only one in the inner city. The student body represents a cross-section of the community, drawing from the most affluent areas of Little Rock and froma broad swath of middle- and low-income areas. Central High School has served themetropolitan area for many years as an unofficial magnet school, and it now housesan International Studies Magnet component within the school curriculum.Considered a national model in the field of human relations, Central High School is aparticipant in the Model Schools Program sponsored by the National GovernorsAssociation.The total amount of land within the park’s authorized boundary is 27 acres*(see Site map). The site includes the following lands and facilities:
ional Historic Site

School building and its 21-acre campus, which

ic landmark on May 20, 1982

nd Visitor Center (2125 Daisy L. Gatson Bates

Magnolia Mobil Service Station on the southeast cor

ve and South Park Street (1.35 acres) 

2121/2123 West 16th Street), currently operating as a

ivately owned (that housed Ponder’s Drug Store in

West 16th and South Park Street (0.21 acres)

 the northwest corner of Daisy L. Gatson Bates

 acres)

corner of Daisy L. Gatson Bates Drive and South 

1.31 acres)

ed by the Park Service will either be donated or pur

acres)

Significance of Little Rock Central High School NHS

Historic OverviewLittle Rock Central High School, the symbol of the end of racially segregated publicschools in the United States, was the site of the first important test for the implementation of the U.S. Supreme Court’s historic Brown v. Board of Education of Topekadecision of May 17, 1954, declaring that segregation in public education was anunconstitutional violation of the “equal protection of the laws” clause in theFourteenth Amendment. The incidents at the high school during the fall of 1957 drewinternational attention as Little Rock became the epitome of state resistance whenArkansas Governor Orval E. Faubus directly questioned the sanctity of the federalcourt system and the validity of the Supreme Court’s desegregation ruling. He challenged the executive branch of the federal government either to come to the rescue ofthe courts or permit a fundamental deviation from the course of American federalism. Even more significant, the Little Rock controversy was the first fundamental testof the national resolve to enforce African-American civil rights in the face of massivesouthern defiance during the period following the Brown decisions. When PresidentDwight D. Eisenhower was compelled by the magnitude of white mob violence to usefederal marshals and troops to ensure the right of African-American children toattend the previously all-white Little Rock Central High School, he became the firstpresident since the post-Civil War Reconstruction period to use federal force in support of African-American civil rights. 
General Management Plan 5

merican students were harassed and attacked.

o each of the “Little Rock Nine” inside the school.

chool to ensure the safety of the students.

he students lost their jobs. Many individuals and

city took up the cause for civil rights, such as Mrs.

dren gain access to the high school. On May 27, 1958,

Rock Nine”) became the first African-American to

troversy, the city became the symbol of southern

controversy sharpened political antagonisms in the

es of massive resistance in the upper South, and

urse of massive resistance. Bowing to the influence

ignty proponents, Gov. Faubus threw up sudden,

 law and created a major constitutional crisis.

mately demonstrated the futility of directly defying

y illustrating the economic costs of total resistance

the most decisive test of American federalism during

mental Impact Statement (NPS 2002) for an expand

h School began on September 4, 1957, when the first

ed the all-white high school. Those nine students are

ock Nine.” Eight of the African-American children

ng only to be refused admittance by armed National

de the bus to school that day and was met by a jeer

ntersection near the Magnolia Mobil Service Station.

l press had taken up residence, using the pay phone

as events unfolded. This student attempted to enter

admittance by the National Guard. She continued

ob heckled and jeered. Crowds surrounded her and

d porches of the homes along South Park. She tried

was refused admittance there. She finally sat on a

r’s and boarded the city bus.

Little Rock Central High School National Historic

n team reconfirmed that the service station, seven

nue to be the properties necessary for resource pro-
ional Historic Site

 and enjoyment of the site. In addition, the team

ative garden and vacant lot on Daisy L. Gatson Bates

or projected visitation and a quality visitor experi

 Special Resource Study (NPS 1998), the enabling leg

rpretive goals of the historic site, along with a review

d as criteria to make this determination.

wledges the importance of the South Park Street set

According to the draft “Cultural Landscape

nal Park Service, one of the most significant charac

al landscape at the site is the “streetscape” of South

son Bates Drive and West 16th Street in front of the

treetscape, including buildings, structures, roads,

the historic land use patterns and associative signifi

ferred to throughout the document as the historic

unded on the west by the high school’s front façade

even private residential houses. This historic

arger, equally important cultural landscape of the

ounds the national historic site. It is the location

p of the events of 1957. Many of the historic photo

k, which has remained largely architecturally intact

me was damaged by fire several years ago). There is a

rder to interpret the events of 1957. The current

 site is down the center of South Park Street. The

istoric streetscape, although they are not currently

nal historic site. The National Park Service has no

s.

orhood National Historic District

 School Neighborhood Historic District was listed in

Places. The boundaries are generally defined by Dr.

 the east, mid-block between Rice and Jones Street

he north, and Roosevelt Road on the south. It was

on register establishing criteria because of its associ

 a significant contribution to the broad patterns of

of its architectural characteristics and qualities with

rict, 417 buildings were determined to be contribut

while 401 buildings were classified as noncontribut

ric district had previously been listed in the national

register. This historic district listing was amended on January 17, 1997, to include theWright Avenue Christian Church (now known as the Church of the Living God) at1850 South Park Street. For a detailed description of the historic district, please seethe Final Environmental Impact Statement.Cultural LandscapeThe National Park Service recognizes the national significance of the interior andexterior of the buildings and grounds of the entire 21-acre campus of the high schooland the local significance of the surrounding neighborhood as a national historic district. However, due to the constraints imposed by the provisions of Public Law 105-356 and the political realities associated with the continuing operation of the highschool, the National Park Service has focused this planning effort primarily on thefront façade of the high school building and its adjacent front grounds. The NationalPark Service has also focused this planning effort on the historic streetscape alongSouth Park Street. A complete description of the cultural landscape can be found inthe Final Environmental Impact Statement.

Issues

There are a number of key issues for managing the historic site. This GeneralManagement Plan provides a strategy for addressing these issues.NeighborhoodThe development of a new national park in a residential area that is directly acrossfrom an operating school raises concerns about potential impacts on the quality oflife for those who live and work in the area. There are concerns about safety, noise,congestion, air quality, and roads.Visitor Experience

The current visitor center is extremely small (1,717 sq. ft.). It contains a small exhibit

area, a lobby, and one office. This facility has reached its capacity (20,000visitors/year). The exhibit area can comfortably accommodate only 30 visitors at onetime. It is a common occurrence to have 40-50 visitors inside the exhibit and lobbyarea at one time. Because of the extremely limited space, a reservation system for thegroups is in place. However, many tour and coach groups and walk-in visitors arriveunannounced. There have been occasions when several unscheduled commercial tourbuses have arrived at the same time. These visitors are not turned away; they areasked to wait outside the building until the exhibit area clears. This situation routinely
General Management Plan 7

il through October. February (Black History Month)

n month. Due to this space limitation, many visitors

exhibit; therefore, they leave without experiencing

ilable.

 setting and includes a high school with 2,000+ stu

k in front of the school along South Park Street

d tour. Some visitors are unwilling to walk the entire

ey perceive possible safety issues.

n

. There is no space available to develop the variety

rpretation programs or outreach activities needed to

re is no space for staff to produce these basic educa

ecause the exhibit area is small (~500 sq. ft), the

ensive. Space constraints do not allow for placing

nding interpretive opportunities. The limited size of

unities to provide visitors with the full story of the

ation

n a much larger cultural setting and historic district.

mportant for understanding the park’s story. The

sy high school campus surrounded by residential

e anticipated growth in private and commercial

ng from the establishment of the national historic

 the boundary of the national historic site and iden

ed within the boundary. Considering current trends

ng boundary may not adequately protect resources or

vel of Treatment

onal historic site presents significant challenges

on and development. With the exception of the

nd the commemorative garden, the Park Service

n the boundary of the historic site. The enabling leg

 in preservation and interpretation of resources,

focusing on accomplishing that mission through partnerships. It also directs the ParkService to identify lands for acquisition that might be necessary for the agency tocarry out its responsibilities for resource preservation and interpretation.

Museum CollectionsThere is no space in the visitor center for basic exhibit storage. As a result, the museum collection is offsite in several places. There is no staff on the site to meet minimum standards of collection management. The collection is expected to grow as thesite becomes more widely known and research continues. Appropriate facilities needto be provided to accommodate this increased collection.Administration and Park OperationsThe 1,717-square-foot visitor center contains a small lobby and only one office. Thereis no space for additional staff, storage, exhibits, and other necessary operational

functions. No offices or work areas are available for park rangers and interpreters,and there is no space for the necessary, essential staff to perform the basic operationsof the visitor center. Adequate administrative/ headquarters space is required to provide a quality visitor experience and fulfill the mission of the historic site. The parksuperintendent and administrative staff office are currently in offices at the FederalBuilding several miles away.

Issues Beyond the Scope of this Plan

The public and partners offered ideas about the future of the site during variousmeetings and workshops and through responses to newsletters. However valid, someideas are not related to this plan and are not within the purview of the Park Service.These ideas and suggestions are listed below.Central High School ImprovementsIdeas were offered on what changes should be made at the school such as developinga museum, restoring the reflecting pool, using classrooms in the school for visitorinterpretation, or placing exhibits in the school. The National Park Service recognizesthe national significance of the interior and exterior of the school buildings; however,the legislation clearly states that the school remain autonomous. The school districtand Park Service will work cooperatively to meet the needs of the school and parksite. However, any changes at the school rest with the appropriate school authorities.Local InitiativesPrivate entities are sponsoring a number of planning efforts. These efforts encompassa wide range of activities such as the possibility of building a Civil Rights Institute,
ional Historic Site

 plan, and other preservation initiatives by the

ciation. These planning efforts will enhance inter

s at the site, in the surrounding community, and

vice will work cooperatively with all entities to

hese efforts are independent of the NPS’s planning

es remain with the initiating parties.

irection and Guidance

istoric site’s enabling legislation, provided the overall

nd provides general direction as well as specific

ion, planning guidance is given in a number of other

and guidelines. All of these provide the basis for

nt plan.

se terms in greater detail and present the statements

.

pose and Significance

on states that the site was set aside to 

 for the benefit, education, and inspiration of pres

ntral High School in Little Rock, Arkansas, and to

on of public schools and the development of the

nited States.

ments define important attributes that relate to the

was established. Significance statements capture the

 to the nation’s natural and cultural heritage.

cance helps mangers set protection priorities and

eriences.

onal Park Service developed the following signifi

n-American students to Little Rock Central High

t national example of the implementation of the two

own v. Board of Education of Topeka.

gnated a national historic landmark in recognition

of the events that took place at the school during the Little Rock crises, beginningin 1957, and continuing through the closing and reopening of the school in 1959.3. Little Rock Central High School played a significant role in the desegregation ofpublic schools in the South.

Management Goals

Given the purpose and significance, management goals provide guidance in preserving and protecting what is significant and communicating the primary themes to thevisitors. Following are immediate and long-term goals to guide the actions that willtake place during the life of this plan (10-15 years) to fulfill resource protection, visitoruse, and operational mandates. They are stated in a way that describes a vision ofwhat things will be like in the future. The goals are as follows:1. Interpretation: The story of the Little Rock Central High School National HistoricSite, as portrayed through interpretive themes, is effectively interpreted for diverseaudiences in ways that engage attention and emotion, provoke thought and reflection, and relate to contemporary issues. Educational services incorporate parkthemes and school curricula and serve both onsite and offsite audiences, and they arebased on active partnerships with educational institutions. Historical interpretationand education is based on accurate and contemporary scholarship, and they represent legitimate differences in perspective. Electronic, print, and digital media extendoutreach service to the public locally, nationally, and internationally.2. Orientation: A well-defined point (or points) of arrival, welcome, and site orientation is available for site visitors. Visitors’ choices, including onsite and offsite opportunities and related sites, is well-defined. Visitors feel welcome at all publicly accessible areas and can clearly distinguish between public and private areas. Onsite visitorscan get a clear picture of the appearance and ambience of the site during 1957-58.3. Cultural Landscape: The integrity and ambience of Central High School’s adjacent historic streetscape, and the surrounding national historic district neighborhood, is protected to the extent possible to preserve the historic scene in which thedramatic events of 1957-58 occurred. The Park Service, within the limits of the site’senabling legislation, continues to work with the school board and district to achievethis goal. Resource preservation reflects the historic context within which thoseevents unfolded, providing an effective backdrop in scale for interpretation of thislandmark battle in the struggle for civil rights.
General Management Plan 9

 staff encourages a variety of partnerships to fulfill

volved with site management, resource protection,

itor experience. One potential partner is the stu

rtnerships with students is coordinated through the

ool board.

e are able to make personal connections to the

 since the 1957-58 events. People are encouraged to

e improvement of race relations.

e Goals and Interpretive Themes

ences visitors should have when they visit Little Rock

storic Site, its surrounding neighborhood, and the

us of any experience will be the high school, related

ity, and nation will provide variety and richness to

interests, a range of opportunities will be available

identified for the site.

cluding knowledge, attitudes, activities, and sensory

e and its partners will make available for site visitors.

perations and guide the development of interpretive

ams. 

o do the following:

ions of the events surrounding the integration of

elate those events to the overall civil rights move

o themselves 

d other media) the people involved (e.g., “Little

chool administrators, soldiers, and others), feel their

their stories 

ontext by walking or viewing the school grounds,

eets of the surrounding neighborhood; and, if they

and the legal issues involved in its interpretation and

r sites and stories associated with civil rights, have

ry stories, how the students and residents feel about

he current racial situation, gain an appreciation for

its size, history, ambiance, and architectural significance

• better understand race relations of the past and present, and be encouraged to

think about race relations in the future.

Interpreti

ve 

T

hemes

Interpretation is an educational activity that is designed to provoke thought andcuriosity, convey messages, encourage emotional connections, and help people enjoy,appreciate, and protect park resources and values. Interpretive planning includesdetermining the key messages, stories, concepts, and experiences associated with apark site and recommending the best ways to communicate them. Interpretive themesare those key messages, stories, and concepts that are important for visitors to understand. They provide the foundation for interpretive programs and media (althoughthey need not include everything that is interpreted in the park). Six primary interpretive themes developed for the national historic site are described below.The Event. The integration of Central High was a landmark battle in the struggle forcivil rights. It forced the people of a city and a nation to confront themselves on theissue of discrimination, created an international problem for the country by exposingracism in American society, pitted federal upholding of constitutional civil rightsagainst states rights of self-governance, and provided a foundation for supportingand forging new attitudes of racial tolerance.Civil Rights Movement. The 1957-58 events at Central High School constituted oneof many battles in the ongoing struggle for equal rights for all. The integration ofCentral High School was the first prominent implementation of the Brown v. Board ofEducation of Topeka decisions by the U.S. Supreme Court. Subsequent events havedemonstrated that racial discrimination will not be obliterated quickly or easily.Use of Executive Power. President Eisenhower’s issuance of Executive Order 10730,which provided “Assistance for the Removal of an Obstruction of Justice within thestate of Arkansas,” represented a national commitment to enforce civil rights. It wasone of the few times that a president has exercised his right to use executive power tocontravene state authority on behalf of civil rights for African-Americans.Equal Rights. In the Declaration of Independence, the United States proclaimed as

its founding philosophy a commitment to certain “self evident truths,” including theassertion that “all men are created equal.” Almost 200 years later, and after severalConstitutional amendments that strengthened and clarified that commitment, eventsat Little Rock Central High will put it to a monumental test.
tional Historic Site

e than a building. It is a symbol of excellence in

vement, the end of a segregated school system, and

elatively progressive capital of a southern state - with

luding the library, public buses, parks, and the

Center - Little Rock seemed an unlikely site for civil

tegration. However, a series of events in the state

ion to desegregation and created an explosive situa

eements, Laws, and Policies

bide by the large body of laws and policies that

units. These laws and policies specify some of the

ource conditions at the park sites. For example, the

ving Central High School because it is the key ele

e site was established as a national historic land

e preservation, or development of the site often are

n this document these conditions are called special

date in the legislation is to coordinate visitor inter

ool district and the Central High School Museum,

s, regulations, and policies most pertinent to the

 site are summarized in appendix B. Although attain

ometimes deferred due to funding or staffing limita

mplement these policies.

rrying Capacity

70 (PL 91-383), as amended in 1978 (PL 95-625), and

001) require general management plans to address

city. Carrying capacity is a measure used by the Park

Service to ensure that visitors do not overly impact the integrity of its resources andthat overcrowding does not diminish the quality of the visitor experience. Theprocess is accomplished in accordance with the purpose of the park and park mission goals.Establishing carrying capacity assists in managing visitor activities along with protecting natural and cultural resources in a way that is consistent with the park’s authorizing legislation. Carrying capacity figures are useful in helping managers to determinethe appropriate type and intensity of facilities and activities in specific areas of thepark. They also are useful in determining the number of people that can be accommodated throughout the site so that visitors can have a high-quality experience without damaging the fabric of the resources.One factor used to determine carrying capacity is the designed capacity of a particular structure. The interior of the service station was redesigned as a visitor center in1997. The size of the structure (1,717 sq. ft.) allows for a small lobby and exhibit areathat can accommodate 30 people comfortably. Since then, visitation has steadilyincreased to the current 20,000 visitors per year. At this time, the number of visitorsroutinely exceeds 30 people at one time. Even though a reservation system is in place,coach and bus tours routinely arrive announced, as do walk-in visitors. It is notuncommon for several tours, both scheduled and unscheduled, to arrive at the sametime.No visitors are turned away; rather, they are asked to wait outside until the exhibitarea is cleared. Comparing current visitation figures against the designed capacity ofthe exhibit area (30 people), it is clear that the current visitor center has alreadyexceeded its capacity to provide a quality visitor experience.Visitation at the new national historic site is projected to increase over the next 15years from the current 20,000 people per year to approximately 54,000 to 68,000 peryear. These projected visitation figures were used to determine the carrying capacityfor all new development. In other words, the square footage of buildings, the approximate size of interior space, and parking needs were based on the estimated projection of 54,000 to 68,000 visitors per year. Therefore, the actions called for in the planhave anticipated and adequately addressed future carrying capacity in order to provide a high-quality visitor experience while protecting the resources.
General Management Plan 11

ocal Initiatives 

various entities may help to preserve and interpret

e entities and their plans are described below.

 Association

several initiatives throughout the neighborhood,

servation effort and the establishment of a local

efforts may offer opportunities for mutually benefi

ssociation

rvation proposals underway. Their efforts may offer

cial cooperative agreements.

esidential Library

are planning construction of the presidential library,

ivil Rights interpretation and education could be

unities between the library and the national historic

xtend its existing trolley line into the Central High

y may provide an alternative way for visitors to reach

eral years to complete. The NPS will work closely

e the historic streetscape. 

and support efforts of neighborhood associations to

The Park Service may participate as an interested

ograms that were consistent with the purpose of the

Daisy Bates House National Historic LandmarkAs a result of the “Desegregation in Public Education” theme study conducted inconjunction with the General Management Plan the home of L. C. and Daisy L. Bateswas designated a national historic landmark on January 3, 2001. This designation wasbased on the home’s association with (1) events that have made a significant contribution to, and are identified with, the broad national patterns of United States history, and (2) the lives of persons nationally significant in the history of the UnitedStates. The National Park Service may provide technical assistance to national historiclandmarks if the landmark will be available for public use. The goal of the currentowners is to rehabilitate the home and open it to the public as a museum. Therefore,the National Park Service is now working with the current owners to provide technical assistance for rehabilitation and interpretation.

General Management Plan 15

eneral Concept

interpretive and visitor services within the bound

h School and its historic scene will be the focal point

l be developed on the northeast corner vacant lot to

of orientation and interpretive services to under

 those events influence today’s educational system.

cated in this building. 

 preservation and interpretation of the historic

congressional authority to expand the site’s bound

cross from the front of the school, along South Park

he historic streetscape that served as a backdrop

were played out. 

ement Prescriptions

describe what specific visitor experiences and

ved and maintained and the facilities necessary to

ark’s purpose, significance, and mission goals, they

ntegration of visitor use with resource management. 

ment prescriptions developed for Little Rock Central

te are presented below.

on, and Operations Area - 

dquarters

xperience in this area will be highly social and

ation, visitor comfort, and safety. This structured

sible, and contacts with site staff and other visitors

ill be avoided. Visitors will have an opportunity to

in a short time with a minimum of physical exertion.

e interpretation of themes will be an important element. Visitors will have an opportunity to purchase materials related to the historic events. Learning about the park through media and tours, short walks, and interpre- tive programs will be common activities. Resource Conditions. The area will be located in adaptively used historic structures or in areas that were previously disturbed by development. The desired resource con- ditions of these structures will include such things as retention and preservation of historic architectural character, preservation of as much historic fabric as possible, and rehabilitation. Although the environment may be highly modified in this area, pollutants and other disturbances (e.g., stormwater runoff and dust from construc- tion) will be contained and mitigated before affecting adjoining areas. This area will tolerate a high degree of impacts from visitors. Archeological resources will be sal- vaged, if necessary. Facilities. To the greatest degree practical in this area, facilities will be models of best management practices and sustainable development. Also, the area will serve as a staging area for more extended tours. Orientation and interpretation facilities such as the visitor center, wayside exhibits, and other interpretive media will be appropriate. Support facilities such as restrooms and first-aid areas, hardened circulation areas, and parking could be present. Space may be available for research activities. The area may include structures and grounds used for administration and operations. Facilities for site utilities and communication needs will be located in this area. Facilities will provide a safe, efficient, comfortable, and aesthetic work environment for park staff. School Area - Central High School Visitor Experience. Visitors will have access inside the school only by park ranger- guided, scheduled group tours. These activities will not interfere with the function of the school. Predominant activities will be interpretive walks and talks and viewing of the resource from the cultural landscape. Students and visitors will have a high level of contact on the grounds of the school depending on the time of day or season of the year; contacts between visitors and students will be minimal inside the school building. Resource Conditions. The school will continue to evolve to meet the needs of the students. Resources to be maintained by the school district include school buildings, grounds (particularly in front of the school), sports fields used as an encampment area behind the school buildings, and Quigley Stadium at the back of the school property.
tional Historic Site

be in this area. The school district will continue to

mplative Garden

ence in this area will involve reflection on the history

he Little Rock Central High School site. Although

outdoor setting will allow a degree of solitude.

e permitted in this zone. Encounters with park staff

other visitors will be moderate to low depending on

 year.

n within this prescription will be managed to pro

ess. The natural resources of the landscape could be

mpatible with their surroundings.

e minimal paths with benches, shade, and a minimal

s area will be easily accessible.

cation Area - 

ion

experience will involve learning about the signifi

ights movement as well as allowing for special pro

e place in an easily accessible classroom environ

bility of encountering other visitors and students of

Resources could be modified for essential visitor services, but they will be changed ina way that harmonizes with the environment.Facilities. Either new or adaptively used historic structures will serve as a structuredlearning environment with appropriate support facilities (restrooms and storage).

Historic Scene Area - Historic StreetscapeVisitor Experience. Visitors could enter this area and view park resources preservedto the historic period. The environment will re-create the atmosphere of the late1950s in Little Rock with as little modern intrusion as possible. Increased visitor andstudent encounters could be expected in this area depending on the time of day orseason of the year.Resource Conditions. This area will be managed to provide the most historicallyaccurate environment. Resource management techniques will promote preservationor restoration of cultural resources. Cultural resources will be provided with a highdegree of preservation and protection. Natural resources will be managed to remaincompatible with their surroundings and to accommodate the needs of the school.Facilities. Limited visitor amenities that will not impact cultural resources will beprovided within these areas (such as benches and unobtrusive wayside exhibits), and

interpretation will be of a type not to impinge on site resources.

Visitor Experience

The plan emphasizes diverse visitor experiences and comprehensive interpretation ofthe site where the events of 1957-58 took place (the site includes both sides of theblock in front of Central High School). Visitors will learn the full story of the events,including the larger context and different perspectives, through a variety of interpretive techniques. A new visitor center will be the primary focus of interpretation. Theoutdoor appearance of the streetscape will be maintained to resemble that of 1957,while still continuing to support the contemporary functions of Central High Schooland the surrounding neighborhood. The interpretive story, defined by primary interpretive themes, will be effectively interpreted for diverse audiences in ways thatengage attention and emotion, provoke thought and reflection, and relate to contemporary issues.
General Management Plan 17

k experience at a well-defined point of arrival, which

the northeast corner of Daisy L. Gatson Bates Drive

isitor center will provide site and area orientation,

 themes, and basic visitor services such as rest

ation will be provided by personal and nonpersonal

clude an attended information area and scheduled

ervices will include exhibits, audiovisual programs in

s for sale in a bookstore. These interpretive media

periences for people of different ages, backgrounds,

mall learning/media area will support self-directed

s, through computer-based programs, databases,

ms, and connections with related sites and institu

ual programs, interpretive talks, and other pro

sources and opportunities of the site. Orientation

through telephone and mail contacts, at other sites

ite. Visitors will be encouraged to visit the site, and

 placed in context will enhance their visit. The mix

hip in the neighborhood and the need to support

l High School will require effective orientation

what opportunities are available. Visitors also will be

he city.

 own or with guided tours. Wayside (outdoor)

hures will help them understand the events that

 be scheduled; the timing and frequency will depend

Visitors will also be able to quietly contemplate the

tive garden. When the high school is not in session,

de the school. These will help visitors understand

f Central High School students during 1957-58.

bilitated on the outside and could offer visitor servic

 some interpretation of the events there will be

d to visit the site. Theme-related and curriculum

e conducted inside the Magnolia Mobil Service

bilitated to support educational programming.

ive media in the new visitor center (especially the

e, and tour the high school when it is not in session.
tional Historic Site

s may be conducted while school is in session under

 by the Little Rock School District. School programs

 information and activities. A moderate level of

ble to enhance the value and impact of education

d school programs (thus supplementing the ability of

g). The park staff will seek to develop curriculum

peration with the Little Rock School District.

ble to education, community, service, and other

n. 

tural Resources

ion

bil Service Station will be preserved and maintained

will function as a classroom for education and spe

ill be available on a scheduled basis. The Magnolia

terpretive Education Area management prescription.

hool

s of the park’s enabling legislation, will continue to

 Board to maintain the historic character of the

 property to the extent possible. The school building,

 campus, will be maintained by the school district.

 the School Area management prescription. 

Ponder’s Drug StoreThe Park Service will acquire thisbuilding with the consent of theowner. The exterior will be rehabilitated to its 1957 appearance;the interior will be rehabilitatedto provide space for exhibits, visitor services, and possibly a concession. The drug store is in theVisitor Services, Administration,and Operations Area management prescription.

Historic Streetscape

The historic streetscape consists of the front façade and grounds of the high schooland the seven private residences along South Park Street. The grounds at the front ofCentral High School facing South Park Street, which retain much of their 1957appearance and ambience, will be preserved through a cooperative agreementbetween the Little Rock School District and the Park Service. Maintenance of theCentral High School grounds will likely involve preparation of a preservation orrestoration treatment plan. The streetscape is in the Historic Scene Area managementprescription.The Park Service will take the lead in establishing agreements with the owners of theseven residences to preserve and interpret the homes and maintain the ambience of1957 streetscape. The Park Service will request adjustment of the national historic siteboundary to include the seven residences. Only property within the boundary can beconsidered for purchase by the Park Service. If the houses are within the boundary ,then the Park Service will consider their purchase from a willing seller. The intent willbe to preserve their exteriors front facades and yards while encouraging their interiorrehabilitation, thereby preserving as much of the interior fabric as possible. Continued residential use will be accomplished through leasebacks or resale withdeed restrictions. 

Archival and Museum Collections

The Park Service will collect objects for exhibits and interpretation and seek additional partners for care and storage. 

Research

Comprehensive historical research focusing on the events that occurred inside andoutside the high school in 1957-58 will be conducted. In addition, an assessment ofthe school as an ethnographic resource will be confirmed with an ethnographer. Ifthe site is determined to be an ethnographic resource as defined by the Park Service,then comprehensive ethnographic research relating to the events that occurred insideand outside the high school in 1957-58 will be conducted. 

Visitor Center/Administration Facility

The Park Service, with the consent of the owner, will acquire this vacant lot on thenortheast corner of South Park Street and Daisy L. Gatston Bates Drive. A new visitor center/administration facility will be developed to accommodate visitor orientation,
General Management Plan 19

d theater, and park offices. The visitor center will

vices. Parking for cars and tour buses will be avail

tor center is in the visitor services, administration,

cription area.

ndary Adjustment

ssional authorization for expansion of the national

the seven privately owned residences along the east

rom the front of the high school.

ration and Operations

eet and Bates Drive will serve as the park adminis

a visitor services center for the site. The increased

will allow for all administrative and most interpre

ite management and contact with the community,

High School will be conducted from this office. 

age the site will be in the areas of interpretation and

e superintendent, staffing needs may include a chief

ation specialist, cultural resource specialist, facility

rs, administrative officer, clerk, and seasonal

ll be required. 

center, an expanded interpretive program, the class

obil Service Station, and the space inside Ponder’s

 handle cooperative agreements to assist historic

s such as the houses on South Park Street and the

 and landscape. The chief of interpretation will

m and manage visitor center operations, and coordi

ons, and community programs. An education spe

p education activities and programs with Central

District. A cultural resource specialist will coordinate

ners such as the school, neighborhood, and city and

nce contracts. Two park rangers will develop special

hibit design work, and education program presenta

ences. Additional seasonal employees will increase

ds.

will be required at four locations: the commemorative garden, the Magnolia Mobil Service Station, Ponder’s Drug Store, and the new visitor center. The maintenance function will be contracted with local firms. Continuous onsite maintenance is required for restrooms, accidents, and general clean up and minor repairs to the buildings. The uncertainty of maintenance demands and the need for flexibility, to meet diverse needs from window repair to electric outlet replacement, will require park management to assess the need for a skilled maintenance worker. Maintenance contracts will be determined by function: general cleaning, landscaping, and servicing the heating, ventilation, and air condi- tioning system. Specific repairs will be completed on a project basis. Functions Provided The proposed new facility will be a small, two-story building of approximately 11,000- 12,000 square feet (see “Carrying Capacity” section). The increased size of this new facility will allow space for a lobby, exhibits, sales/office and storage, theater, offices, work space, lunch and break area, storage, custodial and maintenance, restrooms, cir- culation, and a meeting room. It is estimated that parking for about 40 cars and five buses will be available next to the building. The plan calls for rehabilitating the interiors of the Magnolia Mobil Service Station and Ponder’s Drug Store. The service station is approximately 1,717 square feet. This space will be rehabilitated for classroom use. The drug store is approximately 1,815 square feet. The interior will be rehabilitated and used for exhibit space, visitor serv- ices, and possibly concessions. Costs The total estimated development cost is expected to range from $4.3 to 5.7 million. This includes constructing a new visitor center/park administration and operation facility with associated utilities, parking, and landscaping; rehabilitating the service station interior; rehabilitating the drug store interior and exterior; and developing an interpretive film and wayside exhibits. Total annual operation and maintenance costs are estimated to be $848,000. This amount provides for salaries, maintenance contracts, and miscellaneous support costs, including utilities and funding for cooperative agreements. 
tional Historic Site

The exterior front façade and grounds of Central High School will continue to bepreserved by the Little Rock School District. The Park Service will provide technical assistance for interpretation and resource preservation. The Park Service willseek and employ federal and other grants and limited park funding sources to support the preservation and interpretation of Central High School. As outlined in the legislation, the Park Service will enter into partnerships with theLittle Rock School Board and District for the development of education and interpretive programs. Cooperative agreements for education and interpretation willalso be developed with the Central High Museum, Inc., and the University ofArkansas at Little Rock. In addition to interpretive programs on the events thattook place at Central High School in 1957-58, educational programs for the preservation of historic properties will be developed.The Park Service will work cooperatively with the Little Rock School District todevelop a preservation plan/policy for the buildings and grounds of the entire 21-acre school campus that is amenable to the school district. The Park Service willalso work with city agencies to develop preservation strategies for protecting thedocumented architectural and cultural landscape values of the high school’s surrounding neighborhood. Partnerships will be established with the Central HighNeighborhood Association to assist with development of neighborhood preservation initiatives and establish working relationships with neighbors.The Park Service will take the lead in establishing agreements with the owners ofthe seven residences that face the high school and with the city and state preservation offices to preserve the exterior façades to maintain the ambience of the 1957South Park Street historic scene. The Park Service may provide some financial andtechnical assistance to preserve the façades.The Park Service will take the lead in establishing partnerships for the preservationand interpretation of intangible cultural resources (such as oral histories and personal experiences) with organizations such as the Little Rock Nine Foundationand the University of Arkansas at Little Rock.The Park Service will follow the direction provided by the theme study to establishlinkages between other identified sites and the Central High School site.

Partner Roles and Responsibilities

General Management Plan 23

Plans 

based on the site’s primary purpose - to

nterpret its role in the integration of pub

movement. The purpose of these plans

d provide guidance. To prevent long-term

d its resources, the following site-specific

d site-specific plans developed. Required

 provide guidance and support for treat

rces

provide a historical overview and to identify and

 within the historic context 

o guide treatment and use of cultural resource

ape 

to document how the site was established and

y

ment to guide acquisition and preservation of

tly contribute to interpretation

port to identify what collection items are still

affing and funding for continued collections

on plan addressing pedestrian safety concerns,

 from the site

Commemorative Garden

Standardized direction for preservation maintenance of historic structures willbe provided by work procedures contained in the Historic PreservationDatabase. The following plans are to be completed to help implement the recommendations of this general management plan: 

• collection management plan to guide preservation of archival collections

and museum objects

• collection storage plan to guide collection storage at the site • long-range interpretive plan and a visitor experience implementation plan

that a) describes specific visitor experience goals, interpretive themes, andrelevant issues and background information and b) recommends specificaction (including interpretive media and programs) for achieving the goalsand interpreting the themes; this plan will incorporate the actions calledfor in the “Desegregation in Public Education” theme study

General Management Plan 27

DIX A: LEGISLATION

S.2232 

Hundred Fifth Congress

of the

ted States of America

HE SECOND SESSION

shington on Tuesday, the twenty-seventh day of

red and ninety-eight An Act 

al High School National Historic Site in the State of

.

House of Representatives of the United States of

RPOSE.

ds that-

e Court decision of Brown v. Board of Education,

gregation of public schools, was one of the most sig

story of the United States.

-American students, known as the “Little Rock

gh School as a result of the Brown decision, was the

e of the implementation of the Brown decision, and

ation of other, previously segregated public schools

sary of the construction of Central High School,

merican Institute of Architects as ‘the most beautiful

uded on the National Register of Historic Places in

ary of the Interior as a National Historic Landmark

nal significance in the development of the Civil

tates; and

 Central High School as a unit of the National Park

ant role the school played in the desegregation of

public schools in the South and will interpret for future generations the events associated with early desegregation of southern schools.(b) PURPOSE- The purpose of this Act is to preserve, protect, and interpret for thebenefit, education, and inspiration of present and future generations, Central HighSchool in Little Rock, Arkansas, and its role in the integration of public schools andthe development of the Civil Rights movement in the United States.SEC. 2. ESTABLISHMENT OF CENTRAL HIGH SCHOOL NATIONAL HISTORICSITE.(a) ESTABLISHMENT- The Little Rock Central High School National Historic Site inthe State of Arkansas (hereinafter referred to as the `historic site’) is hereby established as a unit of the National Park System. The historic site shall consist of landsand interests therein comprising the Central High School campus and adjacent properties in Little Rock, Arkansas, as generally depicted on a map entitled `ProposedLittle Rock Central High School National Historic Site’, numbered LIRO-20,000 anddated July, 1998. Such map shall be on file and available for public inspection in theappropriate offices of the National Park Service.(b) ADMINISTRATION OF HISTORIC SITE- The Secretary of the Interior (hereinafter referred to as the `Secretary’) shall administer the historic site in accordancewith this Act. Only those lands under the direct jurisdiction of the Secretary shall beadministered in accordance with the provisions of law generally applicable to units ofthe National Park System including the Act of August 25, 1916 (16 U.S.C. 1, 2-4) and theAct of August 21, 1935 (16 U.S.C. 461-467). Nothing in this Act shall affect the authorityof the Little Rock School District to administer Little Rock Central High School norshall this Act affect the authorities of the City of Little Rock in the neighborhood surrounding the school.(c) COOPERATIVE AGREEMENTS- (1) The Secretary may enter into cooperativeagreements with appropriate public and private agencies, organizations, and institutions (including, but not limited to, the State of Arkansas, the City of Little Rock, theLittle Rock School District, Central High Museum, Inc., Central High Neighborhood,Inc., or the University of Arkansas) in furtherance of the purposes of this Act. (2) TheSecretary0plan for the historic site. The plan shall be prepared in consultation andcoordination with the Little Rock School District, the City of Little Rock, CentralHigh Museum, Inc., and with other appropriate organizations and agencies. The planshall identify specific roles and responsibilities for the National Park Service inadministering the historic site, and shall identify lands or property, if any, that might
tional Historic Site

k Service to acquire in order to carry out its respon

tify the roles and responsibilities of other entities in

d its programs. The plan shall include a management

nistration of the historic site does not interfere with

gh School as an educational institution.

TY- The Secretary is authorized to acquire by pur

ted funds by exchange, or donation the lands and

he boundaries of the historic site: Provided, That the

 or interests therein within the consent of the owner

nds or interests therein owned by the State of

n thereof, may only be acquired by donation or

UBLIC EDUCATION THEME STUDY.

 years after the date funds are made available, the

mit to the Committee on Energy and Natural

Committee on Resources of the House of

ric Landmark Theme Study (hereinafter referred to

ry of desegregation in public education. The pur

to identify sites, districts, buildings, structures, and

commemorate key events or decisions in the histori

al desegregation in public education. On the basis of

all identify possible new national historic landmarks

epare a list in order of importance or merit of the

al historic landmark designation.

CATION AND RESEARCH- The theme study shall

ablish linkages between sites identified in subsection

he Central High School National Historic Site estab

r existing units of the National Park System to maxi

ucation and scholarly research on desegregation in

dy also shall recommend opportunities for coopera

local governments, educational institutions, local

r appropriate entities to preserve and interpret key

on in public education.

NTS- The Secretary may enter into cooperative agree

nal institutions, public history organizations, or civil

rights organizations knowledgeable about desegregation in public education to prepare the theme study and to ensure that the theme study meets scholarly standards.(d) THEME STUDY COORDINATION WITH GENERAL MANAGEMENT PLANThe theme study shall be prepared as part of the preparation and development of thegeneral management plan for the Little Rock Central High School National HistoricSite established in section 2.SEC. 4. AUTHORIZATION OF APPROPRIATIONS.There is authorized to be appropriated such sums as may be necessary to carry outthis Act.Speaker of the House of Representatives. Vice President of the United States and President of the Senate. 
General Management Plan 29

 B: LAWS AND POLICES 

PARTNERSHIPS

borhood as well as a part of the greater social, eco

ent policy requires the following:

tion

art of larger regional environments, the National

tively with others to anticipate, avoid, and resolve

te resources, and to address mutual interests in the

sidents. Regional cooperation will involve federal,

boring landowners, and all other concerned parties.

to establish and foster partnerships with public and

 the purposes and mission of the site. Partnerships

ection, research, education, and visitor enjoyment

land managers, local governments, and the general

agement activities. Periodic consultations will occur

ties affected by site visitors and management actions.

work closely with local, state, federal agencies, and

, or are affected by, activities at the site.

IMPAIRMENT

he General Authorities Act, as amended, the Park

ment of park resources and values, except as author

 Park Service must always seek ways to avoid or

practicable, adverse impacts on park resources and

 the NPS management discretion to allow impacts to

necessary and appropriate to fulfill the purposes of a

not constitute impairment to the affected resources

 1.4.3).

Law or Policy

1916 Organic Act, General Authorities Act, and NPS Management Policies“The primary responsibility of the National Park Service . . . is to ensure that parkresources and values will continue to exist in a condition that will allow theAmerican people to have present and future opportunities for employment ofthem.” Park resources and values are broadly considered to be the purpose forwhich the park was established.

Management Direction and Action

The proposed actions will not impair park resources and values. 

CULTURAL RESOURCES

Current laws and policies require that the following conditions be achieved for historic properties (e.g., buildings, structures, and cultural landscapes) at the site.Law or Policy

National Historic Preservation Act; Executive Order 11593; Archeological andHistoric Preservation Act; the Secretary of the Interior’s Standards and Guidelines

for Archeology and Historic Preservation; Programmatic Memorandum ofAgreement among the National Park Service, the Advisory Council on HistoricPreservation, and the National Council of State Historic Preservation Officers(1995); NPS Management Policies 

Management Direction and Action

Historic properties are inventoried and their significance and integrity are evaluatedunder National Register of Historic Places criteria. The qualities that contribute to the eligibility for listing or listing of historic properties on the National Register of Historic Places are protected in accordance with theSecretary of the Interior’s Standards (unless it is determined through a formalprocess that disturbance or natural deterioration is unavoidable).

COLLECTIONS

Current laws and policies require that the following conditions be achieved at the siteto protect and preserve site collections (museum objects and archive collections):
tional Historic Site

on Act, Archeological and Historic Preservation Act,

otection Act, NPS Standards for NPS Museum

PS Museum Handbook, NPS Records Management

s and Records Administration Standards, NPS Cultural

deline.

Action

nuscripts are identified and inventoried and their signif

cumented.

e to the significance of collections are protected in

 standards.

NATURAL RESOURCES

resource topic to be addressed in this document.

disturbed urban area, other natural resources will be

d in this management plan.

federal land managers to protect air quality

ddress the need to analyze air quality during site plan

Action

ll be addressed in accordance with the Clean Air Act

ies. 

VISITOR EXPERIENCE

uire that the following conditions be achieved in nation

his site:

ment Policies

n: NPS Organic Act; site’s enabling legislation; NPS

Visitor Services: NPS Organic Act; site’s enabling legislation; Title 36 of the Code ofFederal Regulations; NPS Management PoliciesAccess: Americans with Disabilities Act; Architectural Barriers Act; RehabilitationAct; NPS Management PoliciesNPS Management Policies; 1998 Executive Summary to Congress, Recreational FeeDemonstration Program, Progress Report to Congress, Volume I - Overview andSummary (U.S. Department of the Interior, National Park Service, U.S. Fish andWildlife Service, Bureau of Land Management; U.S. Department of Agriculture,Forest Service)

Management Direction and Action

Visitor and employee safety and health are protected.Visitors understand and appreciate site values and resources and have the information necessary to adapt to site environments; visitors have opportunities to enjoythe sites in ways that leave resources unimpaired for future generations.Site recreational uses are promoted and regulated, and basic visitor needs are metin keeping with site purposes.To the extent feasible, facilities, programs, and services are accessible to and usableby all people, including those with disabilities.Visitors who use federal facilities and services for outdoor recreation may berequired to pay a greater share of the cost of providing those facilities and servicesthan the population as a whole.

PROPERTY OWNERSHIP AND PURCHASE

The NPS has the authority to purchase property within and outside of the site boundary under certain circumstances.Law or Policy

Section 2(e) of the enabling legislation authorizes the purchase of :private property through donation or appropriate funds only with the consent ofthe owner and state property only by donation or exchange
General Management Plan 31

and Real Property Acquisition Policies Act (PL 91-

shall identify lands or property, if any, that might be

 Service to acquire in order to carry out its responsi

ized boundaries is generally prohibited . . . .”

tion

nsferred ownership of the Magnolia Mobil Service

and its commemorative garden to the National Park

operative agreement provides interpretive planning

general management plan can only be purchased

nd equitable treatment of persons displaced from

ms by federal and federally assisted programs. It also

ble land acquisition policies for federal and federally

res that property owners receive fair market value

on to most title transfer costs. Displaced owners and

ding comparable replacement property and com

ecial Resource Study and the enabling legislation, the

the planning team as properties that will assist in

propriate visitor experiences and resource protec

rk administration activities: Ponder’s Drug Store,

n, the commemorative garden, and a vacant lot at the

s Drive and South Park Street.

dary of the historic site that can be considered for

he property must meet specific criteria, comply with

essional guidelines, executive orders, and policies

ust be from a willing seller.

BOUNDARY ADJUSTMENT

NPS Management Policies (3.5)“As part of the planning process, the Park Service will identify and evaluate boundaryadjustments that may be necessary or desirable in order to carry out the purposes ofthe park unit.”Management Direction and Action

The general management plan assesses what boundary adjustment is needed toprotect significant resources and values or to enhance opportunities for publicenjoyment related to park purposes. 

SITE MANDATES AND AGREEMENTS

The conditions prescribed by mandates outlined in the enabling legislation and existing agreements most pertinent to the planning and management of the site are summarized in this section.The enabling act (Public Law 105-356 S. 2232) provides for the establishment, administration, and operation of Little Rock Central High School National Historic Site. Itprovides that the Secretary of the Interior will administer only those lands under thejurisdiction of the Secretary, and that nothing will affect the authority of the LittleRock School District or the city of Little Rock to administer the school and neighborhood.

LEGISLATED MANDATES

MANAGEMENTThe NPS will administer only those lands under the direct jurisdiction of theSecretary in accordance with laws generally applicable to units of the national parksystem.The NPS will not affect the authority of the Little Rock School District or the city ofLittle Rock in the neighborhood surrounding the school.Management Direction Action

The Little Rock Central High School National Historic Site has established a cooperative agreement with Central High School, which addresses how the site and the
tional Historic Site

eserve and interpret the story without interfering

tive agreements with appropriate public and private

tutions (including but not limited to, the state of

the Little Rock School District, Central High

hborhood, Inc., or the University of Arkansas) in

is Act.”

interpretation of the historic site with the Little

ntral High School Museum.

tive agreements with

t to develop education programs and initiatives for

t interpretive tours inside the school, review plans

on major proposed changes to the school building

ovide technical assistance for preservation

Little Rock for developing interpretive programs and

or historic research, conference planning, student

ps

pared in consultation and coordination with the

ty of Little Rock, Central High Museum, Inc., and

ons and agencies” and include specific roles and

tion of the site and its programs. 

proved management plan as directed by the legisla

onsibilities are outlined under “Partner Roles and

ative.

THEME STUDYA National Historic Landmark Theme Study (Desegregation in Public Education) wasprepared in conjunction with the General Management Plan.Management Direction Action

This theme study identified local and national “sites, districts, buildings, structuresand landscapes that best illustrate or commemorate . . . racial desegregation in public education.” As a result of the study the Daisy Bates House was designated anational historic landmark.
General Management Plan 33

BIBILIOGRAPHY

U.S. Department of the Interior

Study, Little Rock Central High School. 

k.

esources Inventory,” Midwest Regional Office.

file at the park. 

nt Policies, Washington, D.C.

ntal Impact Statement, 

al High School. 

enter. 

PLANNING TEAM

Denver Service CenterMary L. McVeigh, Job Captain and Community Planner, Planning andDesign ServicesHarlan Unrau, Historian and Cultural Resource Specialist, Planning andDesign ServicesHarpers Ferry CenterSam Vaughn, Interpretive PlannerLittle Rock Central High School NHSDave Forney, SuperintendentSteve Miller ConsultingSteve Miller, Socioeconomist

CONSULTANTS

National Park ServiceHot Springs National Park

Roger Giddings, Superintendent

New Bedford Whaling NHP

John Piltzecker, Superintendent

Midwest Regional Office

Sandra Washington, Chief, Planning and ComplianceMichael Madell, Compliance Specialist

Denver Service Center

Ric Alesch, Project ManagerDave Kreger, Technical Specialist, Planning and Design ServicesCarol Whipple, Former Chief, Planning

Production Services

Ruth Eitel, Graphics SpecialistSandy Schuster, Editor
nservation agency, the Department of the Interior has responsibility for most of our nationally owned public lands and natural resources.

nd use of our land and water resources; protecting our fish, wildlife, and biological diversity; preserving the environmental and cultural val

nd historical places; and providing for the enjoyment of life through outdoor recreation. The department assesses our energy and mineral

ure that their development is in the best interests of all our people by encouraging stewardship and citizen participation in their care. the

r responsibility for American Indian reservation communities and for people who live in island territories under U.S. administration.

2