A Powerful Day at the National Museum of African American History and Culture

 

Teachers prepared students for the visit by showing sneak peek videos of the history galleries produced by NPR reporter Sam Sanders; sharing an article about the Jones-Hall-Sims House, from Poolesville, MD, which is now part of the museum’s exhibition “Defending Freedom, Defining Freedom: The Era of Segregation”; and previewing the exhibit “Slavery at Jefferson’s Monticello: The Paradox of Liberty,” in a Teaching History video with Rex M. Ellis, Associate Director of Curatorial Affairs.

 

While at the museum, students recorded thoughts and images that were important to them using a communication and sharing app called Padlet. Many students were drawn immediately in the music and sports exhibits in the culture and community galleries. One student had his picture taken with a jumpsuit worn by Bootsy Collins, and another considered how “one guy winning a boxing match could spark race riots across the country.” Still another student reflected, “We hear a lot about well known [African American] athletes such as Jackie Robinson, Tiger Woods, and Michael Jordan, but there are so many more athletes we don’t know about.” According to Librarian Melissa Hill, her group “could spend hours in the Record Store, the musical section of the culture gallery.”

 

After lunch, groups of students and teachers continued to the history galleries for more. Here is a small sampling of what the exhibits made them think about:

 

“Seeing those slave quarters changed my opinion of [Jefferson]. There was a declaration that every man was equal, but we needed a war to get closer to that.”

 

“I think the paradox of liberty means that Jefferson was trying to get liberty from England while he was keeping his slaves’ liberty from them.”

 

“Burials of slaves, deep in the woods to avoid white interference, makes me think how much the whites wanted to control black lives, an extension of the control exerted by ripping them from their homes in Africa.”

 

“The [cotton] gin created more slavery. Wow, you would think it would improve things, but people wanted more cotton, [and this] created more slavery.”

 

“There’s so much I don’t know.”

 

In the end, Coleman’s group took time to reflect on the Contemplation Court. Amidst the sounds of water falling in the fountains and the presence of powerful quotes, they made connections between the past and the present. Finishing the day on a quiet but uplifting note felt appropriate for such a full day.

 

One student was particularly struck by Nelson Mandela’s quote: “I cherish my freedom dearly, but I care even more for your freedom,” and others by Sam Cooke’s quote, “A change is gonna come.” A quote from Martin Luther King, Jr.—“We are determined . . . to work and fight until justice runs down like water and righteousness like a mighty stream”—made Coleman ask: “Where is the work and the fight needed now? Where is going to be needed within six months to a year? And in 4?”

 

Teachers and students will have further time to reflect together when they return from the long weekend.