Creating Connections: Collaborations Between Museums and Schools
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This presentation was for the 2015 Association of African American Museums Conference. It addresses the collaborative partnership between the National Civil Rights Museum and the Martin Luther King Jr. College Preparatory High School.
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Creating Connections: Collaborations Between Museums and Schools
- 1. CREATING CONNECTIONSCOLLABORATION BETWEEN MUSEUMS AND SCHOOLS Jody Stokes-Casey Session Moderator Education Coordinator Interim Director of Collections, Education, & Interpretation A. Michelle Craig Coordinator of Youth Programs Lyndsey Pender Applied Anthropology Graduate Student Grad Assistant at C.H. Nash Nur Abdalla Applied Anthropology Graduate Student Grad Assistant at C.H. Nash
- 2. CONSIDER: In what ways does your museum partner with community schools? What are your museum’s goals in making stronger connections with them?
- 3. Jody Stokes-Casey, Education Coordinator & Interim Director of Collections, Interpretation, & Education You are here. CREATING CONNECTIONSCollaboration between museums and schools
- 4. Frayser High School, 1949 Frayser High School, class of 1970Frayser High School, students1969 HISTORY, IMAGE, AND CULTURE Firestone Tire & Rubber Plant, 1938. Closed in 1983 International Harvester Plant, closed mid-1980s Sears Crosstown, closed early 1990s
- 5. Frayser Community Source: Demographics Now, U.S. Census, 2000 2011. NBC-WMC “Breaking News” report HISTORY, IMAGE, AND CULTURE 2014. Fox 13 “Breaking News” report http://www.commercialappeal.com/news/local-news/north-memphis-community-becomes-lab-for-do-or A few years ago, the University of Memphis identified five "hot spots" for crime in Memphis. Three were in Frayser. 6 in 10 Frayser children lived in what the federal government defines as poverty. Unemployment here has more than doubled in the past decade to more than 17 percent. The state considers 11 of Frayser's 14 public schools to be failing. Fewer than half of Frayser's adults have high school diplomas. Folks in Frayser are eager for positive change, but after generations of being tossed about by massive socioeconomic forces such as deindustrialization, suburbanization and urbanization, they don't want to play poster child for well-meaning outsiders using Frayser's woes to cash in on grants or bolster resumes. Commercial Appeal David Waters, December 2012
- 6. English Proficiency Distribution English proficiency is determined by student results on the school's Tennessee Comprehensive Assessment Program test. Below Basic 43% Basic 45% Proficient 10% Advanced 1% Algebra Proficiency Distribution Algebra proficiency is determined by student results on the school's Tennessee Comprehensive Assessment Program tests. Below Basic 56% Basic 32% Proficient 9% Advanced 3% Data based on the 2012-2013 school year. http://www.usnews.com/education/best-high-schools/tennessee/districts/memphis-city-schools/frayser-high-school-18092/test-scores Bobby White , Superintendent of Frayser Community Schools http://www.governing.com/topics/education/gov-memphis-education-reform.html INITIATING
- 7. Kimberly Hopkins-Clark. Principal of MLK College Preparatory High School Bobby White Superintendent of Frayser Community Schools CREATING CONNECTIONSCollaboration between museums and schools
- 8. Stated goals and purpose of this partnership are: To align with the missions of the Frayser Community School and the National Civil Rights Museum. To provide a framework of lessons on the history of the civil rights movement as it is interpreted in NCRM exhibitions To include character education based on the principles of DRIVE (Discipline, Responsibility, Integrity, Vision, and Effort) within the lessons To challenge students to be informed and active citizens in promoting civil and human rights. ECONOMIC JUSTICE PLANNING
- 9. WHAT IS ECONOMICS? Economics is the study of production, distribution and consumption of goods and services to satisfy human wants and needs. production distribution consumption goods services
- 10. WHAT IS JUSTICE? Justice is the quality of being just, impartial, or fair. DRIVE connection: Integrity is when your actions and values align. Justice and integrity are key cornerstones of development, human rights, peace and security. actions values
- 11. WHAT IS ECONOMIC JUSTICE? Each person is able to earn a living and exchange goods and services with others fairly while also being free to engage creatively (mind and spirit) beyond economics.
- 12. THEN WHAT IS ECONOMIC INJUSTICE? http://www.startribune.com/opinion/198634511.html Economic inequality occurs when there is a financial disparity between the rich and the poor in which the top class has significantly more than each of the other classes, especially the lowest. What factors in American history have contributed to an unfair economic system? Who is affected by the unjust economic system? http://blog.seattlepi.com/davidhorsey/2011/09/19/how-we-slice-the-pie-in-the-usa/
- 13. EconomicJustice Week 1: A Culture of Resistance: Slavery in America 1619-1861 Creating wealth through slavery. D.R.I.V.E. - Free Frank McWorter story Week 2: I, Too, Am America: Combatting Jim Crow 1896-1954 Black Wall Street, Sharecropping Cycle, Sharecropping math activity Week 3: The Year They Walked: Montgomery Bus Boycott 1955-1956 Economics of the boycott Jail, No Bail math activity D.R.I.V.E. Rosa Parks story & Sit-Ins story Week 4: The Children Shall Lead Them: Birmingham 1963 Children take responsibility for change D.R.I.V.E. Where are you Living? (Above/Below the Line) Week 5: For Jobs and Freedom: The March on Washington 1963 Demands of the March on Washington & comparisons to today Economic Justice message in the "I Have a Dream" speech Week 6: What Do We Want? Black Power the Ten Point Program Poetry Activity Week 7: I Am a Man: Memphis Sanitation Strike 1968 History of the Sanitation Strike All Labor Has Dignity Activity Poor People's Campaign Week 8: Preparation Week Week 9: Action Week Week 10: Reflection Week PLANNING
- 14. PLANNING COGNITIVE/KNOWLEDGE In this system, each person is able to earn a living and exchange goods and services with others fairly while also being free to engage creatively (mind and spirit) beyond economics: a. Fair Trade b. Civil Rights Movement c. Economic Justice d. Open Source EMPATHY I believe that there are two sides to every question and try to look at them both. a. Describes me very well b. Describes me well c. Neutral d. Does not describe me well RESPONSIBILITY It is up to me and people my age to be sure our community is a safe place. a. Describes me very well b. Describes me well c. Neutral d. Does not describe me well
- 17. IMPLEMENTING Lesson Plan PowerPoint with Lecture Notes Worksheet
- 18. QUESTIONS, CONCEPTS, DISCUSSION POINTS IMPLEMENTING SHARECROPPINGVS BLACK WALL STREET supply demand MONTGOMERYBUS BOYCOTT How can you join the movement to inspire the community, nation, world? MARCH ONWASHINGTONDEMANDS Meaningful civil rights laws Massive federal work program Full and fair employment Decent housing The right to vote Adequate integrated education Are these problems faced in our community today? BIRMINGHAMCHILDREN’SCRUSADE BLACK PANTHERPARTY TEN-POINTPROGRAM MEMPHISSANITATIONSTRIKE All labor has dignity.
- 20. COGNITIVE/KNOWLEDGE INCREASE EMPATHY CONSISTENT RESPONSIBILITY CONSISTENT RESULTS It is up to me and people my age to be sure our community is a safe place. a. Describes me very well b. Describes me well c. Neutral d. Does not describe me well
- 22. Description Rationale Amount Total T-shirts for community service day (1/19/2015) Students who returned photography release forms were given t-shirts for identification. This year they were free, because we used leftover shirts from the student responsibility march. Estimated cost $5/shirt for 100 students $500. Actual for 2015 $0 Photographer for community service day Came from Marketing budget. Photos for multiple use including securing future grants $150.00 Museum admission January 22 A museum visit was a necessary component to the partnership. Each group was guided by museum staff (cost of guide not charged) 29 guests: 24 students; 5 adults Each tour was covered by Target Tours grant money. $ 218.00 Museum admission January 29 38 guests; 31 students, 7 adults $ 300.00 Museum admission February 5 34 guests; 29 students, 5 adults $ 258.00 Museum admission February 12 37 guests; 32 students, 5 adults $ 269.00 Journals Ordered from School Specialty The journals were for qualitative assessments. Reflection: they were not used to the extent we wanted. Will not purchase in the future $0.99 per journal for 200 journals $198.00 Printing costs For this partnership, the museum printed worksheets for each lesson for the students. I would not recommend doing this again unless we have grant/sponsor money. 2 pages per lesson, per student (180 students). 7 lessons. (roughly 2520 pages) 1.6 cents per black and white copy (approximately $ 40.32) $ 40.32 End of Program reflective lunch with the Principal Estimated $50.00 Light refreshments for Teacher Meeting. November Estimated $40.00 Light refreshments for teacher Meeting. April Estimated $40.00 Gift card incentives/thank you’s for teachers The museum had a few formerly donated giftcards from the Knowledge Tree. $25 per gift card 9 teachers $225. Actual for 2015 $0. TOTAL $2,288.32 ACTUAL $518.32
- 23. CREATING CONNECTIONS Collaboration between museums and schools HISTORY, IMAGE, AND CULTURE
Hinweis der Redaktion
- So what is economic justice anyway? First, let’s start with “what is economics?” As you can see from the definition, a simple version would say economics looks at things being made and people using them. A foundation of the study of economics is the idea of supply and demand. Supply means how many goods or services are available (on the market). Demand refers to how much of the goods and services are wanted by people (buyers).
- Now that we have defined the “economics” part of economic justice, we need to ask “what is justice?” Some people use the word “fair” to mean justice, i.e. fair and square, fair enough, etc. We often see justice represented by Lady Justice - a blindfolded lady holding the scales of justice and sometimes a sword. She is in the likeness of the Roman Goddess of Justice, Justitia. The blindfold is supposed to be representative of an “honest” justice that does not consider any individual based on his or her social class related to wealth, fame, health, etc. When one says, “the scales have tipped in your favor,” this usually refers to one’s own luck in a situation or event. Here they are showing how evidence is weighed to determine justice. The sword is double edged representing the protection of justice and her willingness to use it to defend justice. We can connect the term justice with the term from DRIVE , integrity. Integrity means that your actions are in sync with your beliefs and the things you value. For example, if you value honesty, but you tell a lie, you are not acting with integrity. Justice and integrity are about balance. The are the cornerstones/foundations of peace and human rights.
- What is economic justice? Have students consider this with a partner for 2 minutes with the clipart on the screen. Definition is animated on first click. In other words, economic justice means that people are able to work, earn a living, but also enjoy their life beyond the labor and wages.–image activated by clicking the mouse/arrow key But what happens when economic justice is violated? What might economic injustice look like?
- Economic injustice/inequality is a subject of debate for a number of reasons. A major argument often raised is that income and wealth disparities affect peoples' access to items and services that should be available to everyone, such as food, health care, and legal representation. Another problem often associated with economic inequality is the ability for the wealthiest individuals to influence the political atmosphere, which affects all of the economic classes. (wisegeek.com/what-is-economic-inequality.htm) These cartoons are from 2013 and show the frustration of Americans with the economic system. Do you see instances of inequality in the illustrations? How did the cartoon artist choose to represent the rich, middle class, the poor? Consider the questions on the slide as we continue to learn about civil rights, economic justice, and American history.