On Telegrams and Telephone Calls

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1960 Bell Telephone ad
Question

Why did JFK and George Wallace exchange telegrams regarding events in Alabama in 1963 when they could have communicated by telephone?

Answer

Telephone calls are immediate, transparent, personal, private, and leave no written record of what is communicated. And obviously, the caller and the one called have to be physically present on either end of the telephone line at the same time. Telegrams were different. And when the goals of two people were not necessarily the same, but in some respects antagonistic, the different characteristics of the telephone and the telegraph could be used to the advantage of one person or the other. Which is to say that, concerning the confrontation over racially integrating the University of Alabama, Governor Wallace did not necessarily wish to keep John and Bobby Kennedy completely informed about what he was doing and intended to do. In the aftermath of the bombing of the Sixteenth Street Baptist Church, however, his relationship with the Kennedy brothers changed.

Communication Tactics

There was personal contact between the Kennedy administration and Governor Wallace during 1963. At the end of April, Bobby Kennedy, then the U.S. Attorney General, sent Wallace a telegram asking to see him, and then subsequently flew to Birmingham for an hour-long meeting with him. President Kennedy and Governor Wallace also had face-to-face and telephone conversations in the run-up to their confrontation over integrating the Alabama schools. The president’s press secretary filed memoranda of these conversations in the White House files. In May, the President traveled to Muscle Shoals, AL, for a ceremony marking the 30th anniversary of the TVA, and flew from there to Huntsville in a helicopter with Wallace. During the flight they discussed segregation and the volatile situation in Birmingham.

Nevertheless, both sides used telegrams to ensure that the back-and-forth between them would take the formal shape of a printed record, an important consideration given the legal issues at stake in the unfolding events. But more than being tangible legal evidence, telegrams, unlike phone conversations, were suited to defining positions and responses to the public as well as to the telegrams’ recipients. Historian Dan Carter notes that Wallace released to the press the texts of “surly and ill-tempered” telegrams he sent the president during the drawn-out confrontation over integrating Alabama’s schools. Using telegrams, therefore, could be the result of a tactical decision as the sides drifted apart and as events drifted toward confrontation rather than cooperation.

a tactical decision as the sides drifted apart and as events drifted toward confrontation

Resorting to communication only by telegram could deliberately stall and frustrate your opponent because it filtered the communication into discrete, intermittent statements, questions, and answers. The telegram was not a good medium in which two people could privately mull things over, compromise, or negotiate.

As the confrontation at the University of Alabama came to a head, the Kennedys sent in federal marshals to help African American students safely register for classes. They knew the governor and his state troopers would somehow oppose them, but they did not know exactly what Wallace would do. For his part, Wallace “refused to tell the Federal Government any more about his plans or to answer phone calls from the Attorney General,” according to the transcript of a news program on file at the Kennedy Presidential Library. During this period, he even evaded federal marshals who were seeking to serve him with a subpoena to appear in court.

On June 8, RFK called Wallace to see if he could find out what the governor intended to do—Would he step aside when the students attempted to register or would the president be forced to summon troops, and if so, what would the governor do then? When the call reached Wallace’s office, the governor had his aides intercept it and say that he was “not available,” although in truth he evesdropped on another line, and stayed on the line silently while his aides brushed aside Kennedy’s questions about what he intended to do when the students appeared a few days later, on June 11, to register.

On that day, in fact, Wallace and a contingent of state troopers briefly blocked Deputy Attorney General Nicholas Katzenbach from escorting two black students into the university building where they were to be registered. The Kennedys, thought Wallace, “would be willing to strike a deal in which a governor could make a show of resistance while, in reality, bowing to the inevitable.” And indeed, without coordinating it with Wallace, that is what the Kennedy brothers did. They federalized the Alabama National Guard and confronted him again at the entrance to the building that afternoon and the governor, after making a public statement, yielded, whereupon the students were escorted into the building and were registered for classes.

Firing Off Telegrams to Politicians

Although the telegram is now no longer an option for communication (Western Union ended its telegram service in 2006 due to the internet-induced drop in demand), even private citizens used to telegraph their opinions to politicians and officials such as President Kennedy and Governor Wallace, rather than writing them letters, in order to register succinctly and formally the urgency they felt. Rev. Martin Luther King, Jr., for example, sent a telegram to Attorney General Kennedy in June, 1963, protesting “the beastly conduct of law enforcement officers at Danville [VA]” after police and firemen had attacked a prayer vigil outside the city hall with fire hoses and billy clubs. Other public leaders, business leaders, and civil rights activists also used telegrams to government officials to record their support or opposition or to register their outrage or agreement.

Compared to letters, telegrams were bound to reach their intended recipients in a timely fashion. When events unfolded rapidly, they could communicate in time for their recipients to respond to those events. This was particularly important, for example, in the hours and days after the bombing of Birmingham’s Sixteenth Street Baptist Church in September, as city police, state troopers, National Guardsmen, federal marshals and FBI agents moved into the area.

After the bombing, the relationship between Governor Wallace and the Kennedys changed

From Atlanta, after news of the bombing had reached him, Dr. King sent a telegram to Governor Wallace, telling him, “The blood of our little children is on your hands,” and sent another telegram the next day, after Dr. King reached Birmingham, to President Kennedy, warning him of the “worst racial holocaust this nation has ever seen” unless the federal government intervened. After the bombing, the relationship between Governor Wallace and the Kennedys changed: Their interests in solving the crime and keeping the peace nearly coincided, so Wallace had no reason to avoid phone calls from them.

In many cases, telephone calls, were even speedier than telegrams, but for a variety of logistical reasons, they could not always be counted on to connect the two parties—partly because there were layers of people between politicians and officials whose job it was to insulate them from unimportant contacts, and partly because they were in nearly constant motion, from one place to another, and from one appointment to another. These two facts added to the difficulty in ensuring that a telephone communication would take place very quickly (especially if the intended recipient was deliberately avoiding contact). On the other hand, a telegram to the president, for example, would be received speedily, and, if deemed important by his staff, would be forwarded to his attention wherever he happened to be.

For more information

Robert Dallek, An Unfinished Life: John F. Kennedy, 1917-1963. Boston: Little, Brown, and Company, 2003.

Taylor Branch, Pillar of Fire: America in the King Years, 1963-65. New York: Simon and Schuster, 1999.

Diane McWhorter, Carry Me Home: Birmingham, Alabama—The Climactic Battle of the Civil Rights Revolution. New York: Simon and Schuster, 2001.

Nicholas Andrew Bryant, The Bystander: John F. Kennedy and the Struggle for Black Equality. New York: Basic Books, 2006.

Bibliography

Dan T. Carter, The Politics of Rage: George Wallace, the Origins of the New Conservatism, and the Transformation of American Politics. Baton Rouge: LSU Press, 2000.

“Crisis,” September 30, 1963. Papers of John F. Kennedy. Presidential Papers, White House Central Subject Files, Human Rights: 2: ST 1 (Alabama).

Stephan Lesher, George Wallace: American Populist. Reading, MA: Addison-Wesley, 1994.

The Montgomery Bus Boycott: They Changed the World

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Screenshot, Montgomery Bus Boycott: They Changed the World gallery page, 2013
Annotation

This website is a detailed look at the Montgomery Bus Boycott of 1955–1956 as covered in the Montgomery Advertiser. It includes more than 20 oral histories, more than 40 archival news stories, and more than 20 images of the event. A 3,000-word overview section provides details regarding the boycott, the people involved, why it occurred, and the outcome. A biography section includes more details regarding the individuals involved with the boycott. A memorial page for Rosa Parks, one of the most visible figures of the Montgomery Bus Boycott, includes photos, videos, and news articles from the Montgomery Advertiser regarding her death. "Voices of the Boycott" includes oral histories from the participants of the boycott.

The site also includes an archive of stories from the Montgomery Advertiser and the Associated Press regarding the boycott. This includes front page stories, as well as smaller news stories from within the newspaper. Finally a photo gallery contains booking photos, images of speeches, and photos of the events. None of the images in the gallery are graphic in nature.

Though the site is very user-friendly and all information easily accessible, it is somewhat limited in its focus on primary sources directly tied to the Montgomery Advertiser. Still, this website could potentially be useful for educators and students looking to supplement their studies on the U.S. Civil Rights Movement, especially due to the inclusion of the oral histories.

Children's Lives at Colonial London Town

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Screencap, Children's Lives at Colonial London Town
Annotation

Children's Lives at Colonial London Town tells the stories of three 18th-century families who lived in the port town of London Town, MD. Funded by a Teaching American History (TAH) grant, Anne Arundel County Public School teachers created this interactive online storybook and complementary app in partnership with the Center for History Education at the University of Maryland, Baltimore County (UMBC) and Historic London Town and Gardens.

The storybook includes a three-chapter narrative exploring the lives of the Pierponts, a four-child, single-mother family running an ordinary (a public house) in 1709; the Hills, a middle-class young Quaker couple raising Mrs. Hill's five young siblings in 1739; and the Browns, 1762 tavernkeepers who owned several slaves, among them seven-year-old Jacob. Introductory sections explore the pre-colonial lives of Native peoples and the early days of colonization.

Each of more than 40 pages features images of primary sources, photographs of reenactors, and two to three paragraphs describing the everyday lives of these families. The stories look at how both parents and children (including enslaved children) ate, slept, dressed, worked, learned, played, and attended to their health. Questions throughout the text ask students to consider the information they read and develop questions about the past. Highlighted names and vocabulary invite readers to click to visit a glossary.

A slideshow gallery of images used in the storybook, an interactive map showing the locations of the three families' homes, and a timeline of events of both national and local London Town events from 1600 to 1800 support the storybook. Clicking on highlighted names and terms on the timeline takes visitors to related primary sources and articles off-site.

But how to use the storybook in the classroom? An Educators section orients teachers to the storybook and its supporting materials. A guide outlines the purpose and structure of the storybook, while the "Educator Resource" section offers more than 10 downloadable lesson plans and activities for 4th- through 5th-graders. Teachers can also review pre-reading and during-reading strategies for using the storybook, as well as strategies for writing prompted by it. Teachers can also follow links to sections of the Historic London Town and Gardens' website, including a 300-word introduction to London Town's history and information on London Town school tours.

To learn more about subjects covered in the storybook and to explore the sources that went into making it, see "Additional Websites and Places of Interest" for more than 25 links to websites focusing on Maryland, Virginia, Delaware, and Pennsylvania history and "Sources Used to Create This Book" for a bibliography of more than 30 books, primary sources, and websites.

A window into history tailored specifically for upper-elementary students, Children's Lives at Colonial London Town could make a compelling whiteboard read-along activity for teachers covering the colonial era. For students and teachers with smartphones and tablets, try the free app version and let students explore at their own pace.

The March on Washington Anonymous (not verified) Mon, 04/22/2013 - 16:49
Description

From the Library of Congress:

"The works of photographer Leonard Freed, specifically the photo essay "This Is the Day" about the 1963 March on Washington, is the subject of a lecture and discussion."

Keynote Address: 150 Years of Civil Rights in American Art Anonymous (not verified) Fri, 04/05/2013 - 12:14
Description

From the Smithsonian Institution:

"From its beginnings in the years immediately following the American Civil War, the campaign aimed at outlawing racial discrimination against African Americans and restoring their voting rights inspired visual documentation and creative representations of its struggles and achievements. This presentation traces these image-based responses to the “Long” Civil Rights Movement, focusing on the evidentiary, fine art, and propagandistic ways in which graphic artists, painters, sculptors, photographers, and architects in the United States acknowledged this social and political crusade, and gave “The Movement” significant artistic form."

The Power of Objects: Civil Rights Collections at the National Museum of American History Anonymous (not verified) Fri, 04/05/2013 - 12:19
Description

From the Smithsonian Institution:

"The National Museum of American History’s civil rights collections grew out of the political turmoil of the 1960s that engulfed the nation’s capital and the country. Some material was collected by curators, several of whom were personally active in local civil rights organizations, and other items were literally left behind on the Smithsonian’s doorsteps. The collection today includes items ranging from 19th century abolitionists broadsides to contemporary protest signs. This presentation will explore how this collection was first formed, look at some of the most significant items in the collection, and discuss what new directions the museum is considering."

Oh Freedom! Curatorial Spotlight Anonymous (not verified) Fri, 04/05/2013 - 12:02
Description

From the Smithsonian Institution:

"Smithsonian American Art Museum Chief Curator Virginia Mecklenburg discusses her curatorial perspective on the vision and creativity of African American artists and the various ways these artists have expressed notions of Civil Rights from protest to identity and representation to community."

Teaching Civil Rights History through Art in Your Classroom

Description

From the Smithsonian Institution:

"Curator Paul Gardullo and museum educator Anna Forgerson will explore the historical and cultural context of the Civil Rights Movement along with teaching strategies to utilize this information in the classroom. Using artworks selected by conference participants from the Oh Freedom! website, Gardullo and Forgerson will focus on ways to construct meaning through thoughtful, object-based methods in order to begin to understand how the Movement connects to the larger American experience."

Using Oh Freedom! to Teach Civil Rights

Description

From the Smithsonian Institution:

"Join Dr. Elizabeth K. Eder from the online conference project team to explore Oh Freedom!, a new Smithsonian website that uses artwork, music, oral histories, objects, and primary source documents to teach about the Civil Rights movement. Learn how to use the interactive timeline, create and share lessons correlated to national standards, collect images for your classroom, and more."

Turning Students into Historians

Date Published
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Photo, Student opening night, Jasmine Alinder
Article Body

Milwaukee, WI, has an important civil rights history that not many people know about. In the 1960s, battles raged here over open housing and school desegregation, and teens led much of the movement. Decades later, we still suffer from racial and economic segregation, but how many of our students can explain why? And what would it mean to them to find out that in 1960s Milwaukee, youth protested such inequality?

How could we use this resource to help youth learn about their city’s past and feel invested in their communities?

In 2010, a project team of archivists, digital librarians, students, and historians launched the March on Milwaukee Civil Rights History Project, an archive of primary sources and contextual materials. But how could we use this resource to help youth learn about their city’s past and feel invested in their communities? This question led to an unlikely partnership between the University of Wisconsin-Milwaukee History and Archives Departments; an arts education nonprofit, Arts@Large; and a class of high school students with one very dedicated teacher. I say unlikely for two reasons. First, not everyone would combine social studies curriculum with the arts. Second, digital archives are valued for their accessibility, and instead of scaling our efforts up to reach the widest audience, we went the other way and decided to work closely with a dozen students from a school for at risk youth.

The goal of the project was for students to research, design, and build an exhibition on Milwaukee civil rights history. The students had little background in primary source materials, were not terribly fond of history, and knew nothing about museum studies. We started by bringing the students to the university campus and teaching them how to use primary sources. We directed them to certain sources but we also gave them time to explore the text documents, oral history interviews, film footage, and photographs in the collection. Over time it became clear to the students that the research was necessary for the more personally meaningful parts of the project to occur.

By the time some of the local activists visited the classroom, the students thought of them more as rock stars than relics.

The students then worked very closely with museum educator Linda D’Acquisto, author of Learning on Display. She taught them to think in terms of big questions and ideas that could translate into visual displays. Their teacher, Kelly DiGiacinto, pulled in other resources, including local museums, and the students began to ask if they could interview some of the former activists themselves. It was at this point that the students started taking ownership of the project. Listening to recorded oral history was no longer enough; they wanted to take on the role of historian and start asking their own questions. By the time some of the local activists visited the classroom, the students thought of them more as rock stars than relics.

The students titled their exhibition "March to Equality." In addition to the humanities-based research and the construction of the exhibits, they also wrote poetry, created collage, and gave performances that included freedom songs, marching, and skits. The students wanted to make sure that their research showed, so they created QR codes leading viewers back to the primary sources on the archive website. During the exhibition opening, the kids stationed themselves at each of the displays and acted as docents for visitors.

Because the students became so deeply invested in the project, they now see their city in a different way.

Because the students became so deeply invested in the project, they now see their city in a different way. A social studies teacher who visited the exhibit said, "The passion and knowledge that the students . . . showed was truly amazing. I was also impressed by their poise and delivery of the information which connects to language arts standards.” The teacher goes on, “The student who was my tour guide said that this experience ‘gave her pride for the city she lived in and showed her that there are people fighting for what is right instead of just the horrible, negative things you see on the news.’ I thought she captured the success of the project in those words . . ."

To watch the students grow over the course of the project has been one of the most rewarding experiences in my career. They not only learned about local civil rights history through primary sources and oral histories, they have taken ownership of that history. They now see themselves as Milwaukee's new leaders. And they have not stopped. In December, they just finished leading a series of Milwaukee civil rights bus tours.

For more information

Explore the March on Milwaukee Civil Rights History Project's resources for yourself in Website Reviews.

How did segregation affect your local area? Professor Anthony Pellegrino dug deep into the history of a segregated school he passed every day. Turn to your local museums and historical societies to make your own discoveries!

Don't have the time or resources to help your students create a physical exhibit? Try online tools like Museum Box, and guide students through curating digital exhibits.