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A Counter Revolution: the Fight Against Segregated Dining

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A Counter Revolution: the Fight Against Segregated Dining A “Counter Revolution:” The Fight Against Segregated Dining “By sitting down, we were standing up for the very best of the American tradition,” Rep. John Lewis Overview It’s a simple act, sitting down and sharing food with another person. But throughout the American south and especially before the 1960s, this was not the case. According to local customs and city ordinances under the oppressive system of Jim Crow, it was taboo and illegal for black people and people of color to dine with whites in public. That is, until engaged and courageous “ordinary” people changed all that. In this lesson, students will explore the sit-in movement that challenged and eventually toppled segregation in food service facilities, from the 1960 Greensboro sit-ins to the less well-known Royal Ice Cream Parlor in Durham. Grades 8-11 Essential Questions • What is segregation and what effects did it have on southern communities? • How did the sit-in movement start and what were its goals and strategies? • How did nonviolent direct-action expose the injustice of segregation? • What impact did the Greensboro sit-ins have (locally and nationally?) • Why is it important to study, remember and honor the actions of civil rights activists such as those who participated in the “Long Civil Rights Movement?” Materials o The Greensboro Sit-In Power Point, located in Carolina K-12’s Database of K-12 Resources at https://k12database.unc.edu/files/2012/04/GreensboroSitInsCounterRevolutionPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode”; upon completion of presentation, hit ESC on your keyboard to exit the file o To request an editable PPT version of this presentation, send a request to [email protected] • Reflections on the Greensboro Sit Ins, 6 min. video https://www.youtube.com/watch?v=uFQ3ZCAgAA0&feature=emb_logo • The Moment When Four Students Sat Down to Take a Stand, abridged article attached • OPTIONAL article/audio: Black Protest & the Integration of Restaurants in Durham • OPTIONAL story/short film: The Chapel Hill Nine o On Sunday, February 28, 1960, nine young men from Chapel Hill's all-black Lincoln High School sat at a booth in the Colonial Drug Store and sought the same service that was given to white customers. Their courageous step sparked a decade of direct-action civil rights demonstrations in Chapel Hill. This is their story. • Assignment Sheet: Organizing for Civil Rights, attached Duration 60 minutes Preparation • Students should have a basic understanding of the period of Jim Crow and segregation. See Carolina K-12’s lessons available here. • While Jim Crow and segregation are sensitive topics to discuss with students, it is important for students to explore these historical events and understand how engaged community members fought such injustice. 1 Tackling topics such as racism and violence, while difficult, represents a part of our state’s and nation’s past and present that students must learn about in order to gain a comprehensive understanding of where we have been, where we are, and where we need to go. To ensure students are able to respectfully and empathetically discuss such topics, teachers must ensure a foundation of considerate dialogue and tolerance is present in the classroom. For techniques on building such a classroom community, see Carolina K-12’s classroom management activities in the Database of K-12 Resources under the “Activities” section and our Tips for Tackling Sensitive History & Controversial Current Events in the Classroom. Procedure Segregation in Dining 1. As a warm up, project SLIDE 2 of the accompanying PowerPoint and instruct students to examine the image provided (which is a menu from 1960.) Discuss: • What does this item appear to be? What evidence makes you think this? • (As a fun question…) What on the menu sounds good to you? Do you enjoy going out to eat at restaurants? What is your favorite restaurant? • Is this a menu that you might find at a restaurant today, or do you think it’s from the past? What evidence makes you think this? (While many of the menu items could be from today, students should note that the prices are not.) What year might this menu be from? • Where is the menu from? Have any of you ever heard of Woolworth’s? What do you already know about it? 2. Let students know that Woolworth’s was a popular department store chain with a lunch counter where shoppers could get a bite to eat. Or, at least some shoppers. Project the image on SLIDE 3 and ask students to comment on what they see. What do they first notice? What is pictured? What year and from where do they think this image is from and why? Let students know that the image is of a café in Durham, NC in 1940, clearly showing separate entrances and services for black and white people. Ask students to review what they already know about segregation (SLIDE 4), and discuss that due to segregation in the Jim Crow south and the racist policies of various businesses, black people and people of color were not allowed to eat together. This included Woolworth’s, where black people and people of color were prohibited from siting at the lunch counter and being served. A Counter Revolution 3. Tell students that in today’s lesson, they will learn about segregation in North Carolina and throughout the south, particularly in dining facilities such as restaurants and lunch counters. Ask students if they already know anything about the ways segregation was challenged in North Carolina and elsewhere, as well as whether any students can share anything about Greensboro’s February 1, 1960 sit-ins. Move to SLIDE 5 and share the brief 6 minute video at https://www.youtube.com/watch?v=uFQ3ZCAgAA0&feature=emb_logo and discuss: • Why do you think the students strategically decided to you non-violent action, even when it meant not retaliating against threats or even physical abuse? • What were the students risking by taking a seat at the lunch counter? • How and why did the movement spread? • Why does Diane Nash laugh at the idea that people called her brave? • Why do you think Diane Nash makes a point to highlight that this was a “people’s movement,” that is was “ordinary people?” The Moment When Four Students Sat Down to Take a Stand 4. Next, provide the attached reading and questions about the Greensboro sit-in movement; have students read individually or in reading partners. (Note: Teachers seeking a shorter reading, or an audio reading of 2 text, can alternatively utilize Black Protest & the Integration of Restaurants in Durham. This page contains shorter text and offers a recording of the text that students can listen to.) After students read individually or in reading partners, discuss the reading and corresponding questions as a class. Royal Ice Cream Parlor 5. While many people think the Greensboro Woolworth’s sit-ins were the first, sit-ins had already occurred in a number of locations across country. In the South, there were sit-ins in Washington, D.C., in 1943 and 1944; in Baton Rouge, La., between 1954 and 60; and in Miami in 1959. In North Carolina in the summer of 1954, Reginald Hawkins, a Charlotte dentist and ordained minister, and others sat down at the restaurant in the new Douglas Airport. As the article mentioned, the less-known 1957 sit-in at Royal Ice Cream Parlor also took place in Durham, NC, and in some ways set the stage for Greensboro. Project SLIDE 6 and share that on June 23, 1957, Rev. Douglas Moore, pastor of Asbury Temple Methodist Church, and six others assembled at the church to plan the protest. The young African Americans moved over to Royal Ice Cream and took up booths. When they refused to budge, the manager called the police who charged them with trespassing. Newspaper coverage in the Durham-Raleigh area was mixed. The Durham papers printed the story on the front-page the next day but it was buried inside the Raleigh News and Observer; The Carolinian, an African American newspaper, placed it on the front page. On June 24 the protestors were found guilty of trespassing and each fined $10 plus court costs. On appeal the case went to Superior Court and a jury trial. An all-white jury rendered a guilty verdict of trespass on each defendant. The case was appealed to the North Carolina Supreme Court that upheld the law regarding segregated facilities. On July 15, 1958, the seven protesters paid fines totaling $433.25. Attorneys appealed the decision to the U.S. Supreme Court but the High Court refused to hear the case. Not to be deterred, the boycott and pickett protest campaign against Royal Ice Cream in Durham continued into the early 1960s. In 1962, as the Durham School Board began a plan for school desegregation, African American School Board member E. Eric Moore also protested a city contract that purchased ice cream for schools from the Royal Ice Cream Company. Athough the sit-in did not get a lot of support, it did set the stage for future protests. It is documented that the February 1, 1960, Greensboro Woolworth’s protesters, who ignited lunch counter sit-ins throughout the South, knew about and were perhaps inspired by the Royal Ice Cream sit-in. (NCpedia) The Role of HBCU Bennett College for Women 6. Project SLIDE 7 and ask students to discuss what they notice about the photo. (Make sure to elevate points such as the fact that the majority of the protestors are young women, and also that they appear to be quietly studying/reading.) Point out that critical to both the planning and success of the Greensboro sit-ins were the black women students from HBCU Bennett College.
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