O Say Can You See?

How do you exhibit commitment?

In February of this year, we commemorated the 50th anniversary of the sit-in at the F. W. Woolworth lunchcounter in Greensboro, NC. In 1960, four African American freshman college students at North Carolina A&T University became actors in both American history and the nation’s long struggle between its founding ideals of equality and liberty and its equally deep-rooted legacies of exploitation and injustice. I agree with historian Clay Carson’s assertion that theirs was a bold strike against a system that had worked to keep most of the inhabitants of the wealthiest nation on the planet in a veritable peasant class for generations. Franklin McCain, Joseph McNeil, Ezell Blair, Jr., and David Richmond are not widely hailed as the American heroes they are, but we are working to correct that by telling their story every day at the museum.

As amazing as the sit-in in February 1960 was, however, there’s more to the story. What was even more revolutionary and powerful was what was happening at Shaw University in Raleigh, North Carolina two months after the initial sit-in at the Woolworth’s. In April, students inspired by the actions of the A&T freshmen met to organize the Student Non-Violent Coordinating Committee (SNCC), which would ultimately prove to be one of the most powerful grass-roots movements in our nation’s history. As historian Howard Zinn wrote of SNCC in 1964, “while they have no famous leaders, very little money, no inner access to the seats of national authority, they are clearly the front line on the Negro assault on the moral comfort of white America.”

I spent five days at Shaw last month with veterans of SNCC—pronounced “snick”—at their 50th anniversary conference. After meeting its organizers, singing its songs, and feeling its camaraderie and conflict, nostalgic pride and melancholy disappointment, I better understood the civil rights movement and what it took to create such revolutionary change in the nation. At the same time, however, I was perplexed about how to accurately share this story with the public at a museum where we preserve, examine, and tell stories with objects and documents. The Greensboro lunch counter is an inspiring physical symbol that helps people to understand the story of the sit in that began there. But the story of the sit-ins is also the story of the beginning of SNCC; that story is much harder to comprehend and particularly difficult to do so through its three-dimensional artifacts. SNCC was hundreds of people of diverse backgrounds who decided that political and civic activism did not arise from a politics of consumerism. Rather than acting as dissatisfied shoppers and asking store management to change a policy or product, SNCC students took action. Students from all over the nation left school and worked day after day, under the threat of violence and death, for ten dollars a week ($9.64 after deductions).

 

More than any single march, sit-in, protest, or campaign, their dogged commitment to forcing the great promise and progressiveness in the founding of the nation to overcome the great evil that was equally fundamental to its history was the force behind many of the accomplishments of the Civil Rights Movement. The long and dedicated work of a multitude of people whose stories are less well known than that of the Greensboro Four, and far less than Rosa Parks or Martin Luther King, Jr., began a democratization of America that allowed my daughter not only to eat at a restaurant anywhere in the nation, but also to attend West Point, teach at Stanford, or sit in the Oval Office. Like democracy itself, this story is about countless people taking their citizenship to heart. I left Raleigh inspired, as we come up on more anniversaries of the civil rights movement, to help understand and discuss this movement and its legacy–a legacy that tells us, as scholar and movement activist Bernice Johnson Reagon suggested on the last day of the anniversary, we all have the power to conceive a way out a seemingly insurmountable situation. Or as one of the movement’s freedom songs stated: “Keep your eyes on the prize, Hold on.”

Christopher Wilson is Director of the Program in African American Culture at the National Museum of American History.

Coloring Frida Kahlo

Throughout the spring, the blog has offered up a variety of topics related to freedom. We often use the term to indicate political freedom, but when I came across this photograph, Frida with Magenta Rebozo by Nickolas Muray made in his New York City studio in 1939, it raised some questions for me about personal freedoms. As a Mexican woman she wrestled with cultural and social constructions, but as an artist, the canvas gave her great freedom to express and explore her physical, emotional and psychological pain. She wrestled with her freedom of choice when it came to men. Solomon Grimberg explores some of these questions in his book I Will Never Forget You which draws on letters from the Muray archive at the Archives of Amerian Art.

 

What strikes me about the photograph is how “real” she looks. Which might be a funny thing to say, but when we visually know someone through black and white photography, it is jarring to see them so much more life-like. We know our world to be in color so viewing a monochromatic photograph often has the effect of creating historical distance and refocuses the viewer on elements such as shape, form, and meaning.

Muray was a master at the three color-carbro process in which multiple layers of pigment are built up though a series of tissues laid in registration. It creates a vibrant photograph. In 1939, when this photograph was made, color photography was not widely available to the amateur market, but advertisers and magazine publishers were aiming to use it to their advantage. Because this particular process is built in layers, microscopic as they maybe, light still bounces around in a way that is different than in other processes resulting in luminescent skin.

Though Kahlo died in 1954, the intensity of her gaze in this nearly life-sized color photograph makes her seem very present. I see her offering a cautionary warning to be mindful that the people we study in history are real humans with greatness and flaws. And the flipside of that is that, we, as regular humans can also be heroic and make history when we step up to exercise our freedoms like sitting at a lunch counter to stand up for what is just.

Shannon Perich is Associate Curator for the Photographic History Collection at the National Museum of American History.

A teacher's perspective on the Greensboro Sit-In Youth Town Hall

Editor’s note: This post was written by Amy Trenkle, a middle school teacher in Washington, D.C. She and her students—along with 200 other young participants—were invited to attend a program at the museum in which the three surviving members of the Greensboro Four were interviewed about their bold action that ignited student involvement in the Civil Rights Movement.

 

Students from Amy Trenkle's middle-school class, Franklin McCain (left), and Joseph McNeil (right) had a chance to meet and pose for photos in front of the lunch counter on display in the museum.

I was so excited to learn that my students and I were invited to the Youth Town Hall: Celebrating the 50th Anniversary of the Greensboro Sit In. Of course, I jumped at the opportunity to have my students attend! My challenge was a) how to narrow it down to select students and b) how to prepare them for this great opportunity!

I decided to open up the opportunity to any student who was interested and asked them to write me a letter as to why they would like to attend.

 CJ wrote, “I really would like to go on this trip because I see myself always wanting to do what is right for others and to be able to feel what they felt . . . will be an experience I will not forget.” He continues: “My love for history and understanding the importance of why people do what they do because they believe in it is another reason I want to attend this trip. I think that the context of my last two History Day projects, on Julius Hobson Sr. and Congressman John Lewis, is even more of a reason I need to attend this trip. The background information I gained from both projects helped me understand the time period and the importance of why the four young men and other students like them made a statement by sitting in for what was right.”

Another student, Diani, wrote: “Those four African-American men began a movement to end segregation in a non-violent way. This is a good opportunity for people of all races to be able to listen to the stories of the victims of segregation.”

I had a group of interested students!

Preparing the students

I quickly realized that many of my students didn’t know about the Greensboro sit-in. My first step was to visit the museum’s Web site and view the teacher resources. I found the background guide helpful. In our literacy class we took a period to read what the sit-ins were about. It gave the students an opportunity to understand the historical context as well as to ask questions. We had a candid discussion about where Greensboro is, why the sit-in was significant and then linked them to the D.C. scene. Many of my students have heard of Mary Church Terrell but were unaware of her important role in desegregating lunch counters and restaurants here in Washington.

While we didn’t use the video segments the museum provided in its teacher resource pack, I think it could have been helpful and may be something that I integrate as an activity for all my students later this month.

The big event!

On the day of the event we left from school quickly and headed to Union Station for lunch and then to catch the subway. My students were very excited about the event. We rushed in, with just a few minutes to spare. While they were some of the youngest participants there, they were incredibly attentive and respectful.

Jocelyn came prepared with written questions. When it was time to take questions from the audience she was quick to share. When the microphones were set up in the aisle Cyvon, Norman, and Charles joined her. I was astonished and proud. As a teacher it’s always exciting to see your students participate and be engaged in the material—and to feel comfortable enough to want to ask a question in front of their peers!

 

Amy Trenkle's middle-school class shared these two photos of their trip to the museum. Left: Students at the Youth Town Hall. Right: Students, Franklin McCain (left), and Joseph McNeil (right) pose in front of the lunch counter on display in the museum.

The highlight for my students came at the end of the town hall session when we were escorted upstairs and allowed to take a picture at the Woolworth lunch counter with two members of the Greensboro Four. Jocelyn was so excited and proud to get their signatures on her typed list of questions.

Discussion after the event

The ride home was full of chatter about the event. My students were excited to meet living history! They really were interested in what they had witnessed. As a follow up I encouraged my students to blog about their experience. Below are some of the reactions from the students:

Courtney wrote, “This event in Greensboro is just a small part of what is known as the Civil Rights Movement. I think that children all over the world can learn about the Civil Rights Movement and how it has affected America. I think any child can learn that the Civil Rights Movement was not as vicious as it is portrayed to be and I also think any child can learn that the Civil Rights Movement showed the world that America can and will overcome any obstacle within itself or around the world. Most of all I think all children should learn and know that the Civil Rights Movement shows that there is no race in the world. Overall by attending the 50th Anniversary of the Greensboro Sit-In I would say this was a great program because I learned more about the Civil Rights Movement and I got to attend a once in a life time event. The best part of the day was when I got to get all of the participants of the Greensboro four (that were in attendance) to sign their autographs for me. This was one of the best class of 2010 field trips so, if you did attend then I hope you enjoyed it as much as I did and if you didn’t attend then you should have come!!!!!!”

Cyvon wrote, “From this experience I learned to work hard, get an education, and stay focused. I think students of today can learn from students in the civil rights movement about courage. This was the best opportunity in my life.”

Rachel summarized our event by writing, “I had a great time listening to the three men talk about what they where thinking when they planned to do the sit-in. Also they told us how an old lady had come up to them, put her hand on one of the guy’s shoulders then said what took you so long to stand up for your rights in this place then she had walked away and left the store. The guys taught me a lot such as when the security did not know what to do when he saw them sitting because he couldn’t do anything because they were not bothering anyone. Also I learned that they closed the store early because of them, and lastly I learned that they did the sit-in more than one time until others started to join in. My opinion of the story is that they went through a non-violent protest and no one could do any thing about it so I think that the men were very brave and they had never backed down not even once.”

 

As a teacher, I think whenever students have a chance to interact with the pages of history, a new pathway is forged. These type of experiences open gateways for students and encourage them not to be passive readers of history but to be engaged in the world around them. It also encourages them to think about the impact that not only one person can make, but what a difference they can make in their own community and for larger movements.

Amy Trenkle is a social studies teacher in DC Public Schools and an adjunct professor at American University.

Powerful lessons from the Greensboro Four

On February 1, 1960, four African American college students—Jibreel Khazan (formerly Ezell Blair Jr.), Franklin McCain, Joseph McNeil and David Richmond—sat down at the segregated Woolworth lunch counter in Greensboro, North Carolina, and politely asked for service. Their request was refused. When asked to leave, they remained in their seats. Their passive resistance and peaceful sit-down demand helped ignite a youth-led movement to challenge racial inequality throughout the South.

  

Left: On the second day of the Greensboro sit-in (1960), Joseph A. McNeil and Franklin E. McCain are joined by William Smith and Clarence Henderson at the Woolworth lunch counter in Greensboro, North Carolina. (Courtesy of Greensboro News and Record). Right: Members of the Greensboro Four and museum staff at the Youth Town Hall (2010).

On February 4th, 2010, nearly 300 students filed into the museum’s auditorium to participate in a special program: Youth Town Hall with the Greensboro Civil Rights Pioneers: Commemorating the 50th Anniversary of the Woolworth Lunch Counter Student Sit-In. As they did so, thousands more were taking their seats in classrooms, auditoriums, and homes all over the country to take part in the event via live webcast. The surviving members of the Greensboro Four and their families had come to Washington, D.C., the night before to receive the James Smithson Bicentennial Medal for their important contributions to the Civil Rights Movement.

 

Most of the students at the Youth Town Hall were about the same age as the Greensboro Four when they changed history by sitting at the lunch counter, a section of which is on display at the museum, and asking to be served. As I looked across the auditorium and saw the faces of the students and interacted with those online, I wondered what they would take away from this day. How would their experience listening to and interacting with the Greensboro activists impact them?

I decided to follow up with students who attended in person and who watched the webcast to find out.

“I think students today could learn from the students of the Civil Rights Movement. To act upon an issue without violence and to be able to stand up for themselves when they think something or someone isn’t fair or right. The Greensboro Four didn’t come up with a plan to destroy or kill or harm anyone they just walked into the the store then sat at the counter and asked nicely to be served. They didn’t act in a violent way and this began a movement for civil rights.”

– 8th grade student, Stuart-Hobson Middle School, Washington, D.C.
 Live Audience Member

“I learned that if some thing is not fair or is not equal you should fight for that right to have and if you just stand by looking at the problem and not do anything about it you are worse than the person who caused the problem.”

– 8th grade student, Stuart-Hobson Middle School, Washington, D.C.
 Live Audience Member

“We were surprised that some older white people supported the sit-in and how young the protesters were. We learned that not all African Americans supported the Greensboro Four. The best part of this was the opportunity to interact with real figures from history.”

– 8th Graders from the Susquenita Middle School History Club, Harrisburg, Pa.
Live Webcast Viewers

If you missed the Youth Town Hall you can view an archived version and a wide variety of multimedia resources about the Greensboro Sit-in on our Stories of Freedom and Justice page.

Carrie Kotcho is the education technologist at the National Museum of American History.

Step by step to freedom and justice

Editor’s note: This year marks the 50th anniversary of the student sit-ins at the Greensboro, N.C. lunch counter. To commemorate this event, the Museum is exploring “Stories of Freedom and Justice” throughout 2010. This post from Director Brent D. Glass is the first in a series that will investigate the history of liberty, equality, and justice in America.

Director Brent D. Glass (center).

Earlier this week—January 18—while Americans observed the legacy of Dr. Martin Luther King, Jr., I stood in the Oval Office as President Obama proudly displayed a copy of the Emancipation Proclamation signed by Abraham Lincoln. The President spoke to a small group of civil rights veterans and their families and reminded us that Lincoln did not abolish slavery in 1863 but he did declare all slaves in rebellious states would be free. The Emancipation Proclamation, the President said, was a significant step but not the final step toward freedom. For this group of mostly elderly citizens who changed America in the 1950s and 1960s, the President’s message was clear—social progress does not happen with the stroke of a pen.

Xavier Carnegie, the actor who plays the fictional civil rights activist Samuel P. Leonard in the "Join the Student Sit-ins" program.

My thoughts at that moment turned to the programs underway at the National Museum of American History where we have launched a new initiative called “Stories of Freedom and Justice.” Last weekend an inspiring Martin Luther King, Jr. family festival included musical performances and a symposium featuring two members of the Little Rock Nine, who provided a gripping personal account of their courageous journey to integrate their high school in 1957.The festival also included our popular theatrical performance, “Join the Student Sit-ins” in which we offer visitors the experience of non-violent protest. More than 40,000 people visited the Museum during the MLK weekend and the melody of “We Shall Overcome” echoed throughout the building.

Next month, we will honor the legacy of the Greensboro Four, the college freshmen who staged the sit-in at the Woolworth’s lunch counter on February 1, 1960 and became part of a national protest movement that that eventually led to the desegregation of public facilities throughout the South. On February 3 Smithsonian Secretary Wayne Clough will present these civil rights pioneers with the James Smithson Bicentennial Medal. We will also host a town hall meeting with high school students to discuss the meaning and significance of the Greensboro sit-in. These programs will continue through the end of July when we will mark the moment that the Woolworth’s sit-in finally ended with an agreement to serve blacks and whites at the lunch counter.

 

 

The lunch counter on display as one of the Museum’s landmark objects has always held a special meaning for me for two reasons. First, it represents the determination of a generation of Americans—black and white, young and old—who understood that racial segregation was wrong and that they needed to do something to end it.  Step by step, as President Obama pointed out in the Oval Office this week, ordinary people accomplished extraordinary deeds. Second, the lunch counter display in the Museum represents our commitment to tell the story of what it means to be an American, a story that involves overcoming barriers to achieve the American Dream of freedom and opportunity.

Brent D. Glass is Director of the National Museum of American History.