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Museum Matters: August 2019

Posted on August 2nd, 2019 by

Last Six Weeks

First, the good news – in negotiations with the Jewish Museum Milwaukee we’ve been able to extend the tour of Stitching History from the Holocaust until September 15. It will now close the same day as Fashion Statement.

And now the other news – six weeks will fly by before you know it. Don’t procrastinate. As added incentive for your visit, we’ve saved some of our best related programs – including virtual tours of the Anne Frank House as well as lectures by Dr. Vanessa Ochs and Jenna Joselit for these final weeks of the exhibit (see details below).


Upcoming programs
All programs take place at the Jewish Museum of Maryland unless otherwise noted. Please contact our Programs Manager at / 443-873-5177 with any questions or for more information.


Virtual Tours

Anne Frank House Virtual Tour
>Sunday, August 4, 2019, 11am – 3pm
Get Tickets Now
>Sunday, August 11, 2019, 11am – 3pm
Get Tickets Now
Restrictions and additional charge apply.

Sold Out!

2019 Summer Teachers Institute
Monday, August 5 – Wednesday, August 7, 2019
More Info.

Dressing for God

Dressing for God: Expanding the Sacred Wardrobe
Sunday, August 25, 2019 at 1:00pm
Speaker: Dr. Vanessa Ochs
Get Tickets Now



Keeping Up Appearances: American Jews & Fashion
Sunday, September 8, 2019 at 1:00pm
Speaker: Jenna Weissman Joselit
Get Tickets Now


Beginner Crochet Workshop
Thursday, September 12, 2019 at 7:00pm
Instructors: Erin Dowd, Sari Holt, and Brittni Moore
Get Tickest Now

>>View the full JMM calendar of events here.<<

Also of Interest
The JMM is pleased to share our campus with B’nai Israel Congregation. For additional information about B’nai Israel events and services for Shabbat, please visit  For more of this month’s events from BIYA, please visit or check out BIYA on Facebook.

Descendants Day!

Secrets of a Neighborhood
Sunday, September 15, 2019 at 9:30am
More Info Here.

Esther’s Place

Kick off a playful August at Esther’s Place with new and returning Mah Jongg merchandise including Mah Jongg dinner plates, crystal dreidels, paperweights, and more. Embrace Family Fun Month with vintage games and back-to-school supplies. And explore and experience stories honoring the Summer Teachers Institute theme Women in the Holocaust.

Posted in jewish museum of maryland

Intern Weekly Response: Education in Museums

Posted on August 1st, 2019 by

Every week we’re asking our summer interns to share some thoughts and responses to various experiences and readings. This week we asked them to read two articles about education in museums and assess how JMM approaches these issues – and any suggestions they have for the future! To read more posts from JMM interns, past and present, click here.

~from Intern Hannah 

Education is one of the most important tenants of a museum. So, it has been really amazing to observe and aid the education department in working to bring the objects and buildings at the Jewish Museum to life for children of all ages. I’ve seen groups with children as young as five and as old as sixteen, sometimes in the same group. The JMM provides a wide array of educational programs to schools, focusing on our different exhibits and through multiple lenses. The JMM gets a lot of support from local schools, including our partner schools, but there are some teachers who find it hard to get their classes into museums.

Me, playing an educational game I created to supplement the Synagogue Speaks exhibit, with campers from Camp Harlam.

There are a few factors that might make a trip to a museum hard for teachers to swing.  First, time is hard to find in the school day. Especially because of the focus on standardized testing that many teachers are forced to have, it can be hard to justify the trip. However, museum trips can fulfill many curriculum requirements and help greatly supplement the information being already taught in class. This ensures that students fully understand the material and are not just memorizing for tests. This was one of the main complaints about museums trips in the articles I read, that they don’t often have explicit connections to their curriculum, or if they do, teachers are unaware of them. This is one place where the JMM education team shines. When teachers set up a tour with us, we send them what the JMM calls an Educator’s Guide. This includes things like learning objectives for the tour and connections to state English Language Arts and Social Studies standards for different grades. This is intended to make sure the teacher understands not only what will be covered in the tour, but what this tour will give to their classroom. We provide background for whatever exhibit or tour they want to see, and give optional classroom activities for them to do both before and after their visit. For example, when schools come to tour the Lloyd Street Synagogue and our permanent exhibition: Voices of Lombard Street, there are two paths that the tour can take: intro to Judaism or the Immigrant Experience. For each of these, we encourage teacher to prep their students with certain readings or videos to get them to a good understanding before visiting the exhibit and furthering their understanding. We also encourage that the class be visited by one of our living history performers to supplement a future trip to the museum, like Ida Rehr. This can also help ease some administrative hesitation, who might think of museums as non-essential to the classroom experience. With direct tie ins to curriculum and current class topics, the JMM receives a fighting chance for classroom time and money. It is hard to find money in the budget for trips to museums, including busses and often lunch. There are some schools in the area that have walked from their school to our museum as part of their trip, to get an understanding of the neighborhood of Jonestown.

There is also the opportunity for museums to stimulate learning in a way that is not possible in a classroom. I think that the JMM does a great job encouraging learning in multiple ways for multiple learners. Everyone understands things differently and needs different tools. In a traditional classroom setting, some might fall behind. However, when you supplement classroom learning with the opportunity to change children’s routine and bring them somewhere new, where they get to look at the things they are learning about, and participate in a variety of activities associated with that object or idea, their world opens up. We do a number of different activities with the groups that visit here that encourage learning and engagement using a variety of potentially different learning styles. Not only do our programs work for different ways of learning, but it also encourages different ways of thinking. For example, we have groups do a scavenger hunt in the Voices of Lombard street exhibit to not only ensure that they visit each station, but that they can interact with each of the stations. The interactive nature of Voices can do a lot to spark learning, especially when students have already learned about the immigrant experience. For example, many students come in with previous understanding of how immigrants came to America in the late 19th and early 20th century, but actually being able to see the things they brought over or put on period-appropriate clothes from our dress up chest helps lead to a wider understanding. Children also learn about the triangle shirtwaist factory fire, for example, and then can come to Voices and learn about Baltimore immigrants who also worked in sweatshops. They can even sit at our replica sewing machine and press the pedal, making the “needle” go up and down.

Students From Springdale Prep playing with the model sewing machine in our permanent exhibit, Voices of Lombard Street.

I think that the education team is doing a great job engaging local schools and teachers. Next week we are running the Summer Teacher’s Institute with over fifty teachers and administrators from schools all across Maryland. Hopefully this program helps foster connections with teachers so that they bring their classes to the museum. In the article Reasserting Arts Education in K-12 Curriculum, they give a few ideas for museum education programs. Some of these suggestions include video supplements for museum exhibits, and “Secret Life of the Museum” events where kids have the opportunity to see artifacts that might not normally be displayed and get to learn the story that goes along with the object. I think this could be an interesting idea for the JMM to possibly do, and maybe bring in children in a context that is not a school-sponsored field trip while encouraging an interest in history.

~from Intern Ariella

I remember visiting museums with school when I was a kid. Occasionally we’d go on a field trip, and a museum would fit into our curriculum. It didn’t happen often, though. Usually, the school would choose to take us somewhere for pure fun, maybe with an assignment (Six Flags is significantly different when you’re trying to measure velocity on rollercoasters), or they’d skip the field trip entirely.

According to Hamilton College’s Wellin Museum, this mindset is pretty common. Amber Geary, Wellin’s Museum Educator, led a two-year study from 2015-2017. While the majority of teachers want to bring their classes to museums, 41% of the 140 teachers polled hadn’t done so. The reasons why spanned pages: busing issues, not enough advance notice, inability to skip other classes. Lack of a connection to curriculum was a huge setback. It’s harder to make accommodations for a trip than it is to not go at all.

URJ Camp Harlam writing a story as part of the Fashion Statement educational program.

Some of these problems are ones that JMM can’t independently solve. But while working in the Education department over the last two months, I’ve noticed that some are being addressed. Most key is the issue of museums not having experiences that are relevant to school curriculums. While I was crafting a teacher’s guide to the upcoming Jews in Space exhibit, one of my main tasks was to write an in-depth explanation of how the exhibit falls into multiple curriculum requirements. While finding homeschool forums to market an upcoming Homeschool Day, I also had to make sure that the content of the program was relevant to the group’s priorities.

Some other positives are explored in the second report we read this week. In “What’s in a Museum Trip?” Jacqueline Du explores the ways that museum educators can impart lessons to kids in a brief period of time. The key to making a lasting impact is to create a “thematic learning experience.” Kids should be hear ideas, be told the facts, and be guided through subsequent discussions or activities on how to explore those ideas and facts on their own.

The game board for “Are We There Yet?” designed by JMM educators to bring a different type of experience to the classroom.

JMM already follows this strategy. Over the last two months, I’ve assisted with multiple school and camp groups. JMM educators never give a simple tour. The fashion exhibits “Stitching History” and “Fashion Statement” involve watching a video, putting together a puzzle, and writing a short story. “Voices of Lombard Street,” our immigration exhibit, sends the kids on an interactive scavenger hunt. “The Synagogue Speaks,” our introduction to Lloyd Street Synagogue, includes objects that the kids can touch, and a brand-new matching game designed by Hannah.  All of our sessions end with question-and-answer, so the kids can just process and discover more. No matter which group visits, one thing is typically the same: kids are excited! They want to be away from school! And most are open to learning. It just needs to be framed so that they have fun doing it.

JMM also strives to make lives easier for teachers. Key issues that Wellin reported included a lack of knowledge about museum programs and an inability to visit the museum. JMM’s website needs improvement, but once it’s updated, hopefully it will be clearer about upcoming opportunities. We now have data on all of the public schools in the city, so the Museum can start conversations with them about visiting. For those who can’t, the Museum offers educational resources online for free. Some teachers even want extra programs, specifically tailored towards teaching. JMM offers the Summer and Winter Teachers Institute workshops, which are designed for this purpose.

There’s a lot more work to be done across the board when it comes to museum education. JMM’s already on the right track.

~from Intern Elana

I really enjoyed the readings this week about museum education. In my studies and work, education is a part of museums that I have not delved into as much as I would have liked to. Thus, the two articles we read this week gave me much more perspective.

As a child, visiting museums was always my favorite part of the school year. I can still remember some of my museum trips as clear as day. I remember exploring the interactives at a science center and visiting historic houses alike. I always saw these trips as fun trips as opposed to learning-based ones and, to be honest, I think that’s the way the school viewed them too. For most of the trips, I cannot recall how they fit into our curriculum, though I am sure they did at least in part. However, I remember these trips being very rare, only one every few years. The articles I read this week and my time in museums helped me realize how valuable museums can be in educating in a different way than the typical classroom setting and how museum exhibitions can apply to the subjects that students are learning in their classrooms.

Through these articles, I have also come to realize how important it is for teachers and schools that museums work with them to create an effective partnership.

With the strict standards teacher have to deal with, it is imperative that museum are able to help them in any way that they can. Museums can make the museum education fit the curriculum, provide introduction and reflective materials, and work with the teachers on what the program will achieve. One thing from the articles that I was particularly useful was creating a menu of sorts of educational programs that coincide with specific curriculum requirements so that teachers can select a program that perfectly fits their needs. Because I remember how valuable my museum trips were to my education, I can see how important it is for students to come into museums in with their schools.

~from Intern Mallory

School trips often being students to a museum, spending the day to look at artefacts and engage students in a new way outside of the classroom. It can be challenging to properly plan out a trip into the museum, several factors such as timing, cost, and curriculum can pose a challenge to schedule around.

A school group looking at an exhibit in the Met. Source: The Met.

Research has shown that the three previously mentioned obstacles (time, cost and curriculum – referred to as defensibility) are the main opposing factors which can prevent teachers from scheduling trips to museums (Reasserting Arts Education in K-12 Curriculum: A Qualitative Case Study and Pilot Programs, 2018, Amber Geary). While museums are a great way to engage students, providing a variety of new possibilities to cover lessons and allowing the usage of different learning types, being about to successfully plan a trip is challenging. Timing can heavily impact what is happening in the classroom and cost can impact any event. But defensibility, being able to connect the trip to the curriculum, is the main issue as it not only has to work for the teacher, but also the administration approving the trip.

Personally, while there can be several obstacles to jump over, I think using museums as an educational tool in class is amazing. As a child it was something I always looked forward to, and something I still do even in college. Trips to museums were always memorable for me, as it wasn’t just sitting in the classroom and I usually remembered a lot of the trip and what I learned. My favorite thing was how these trips could allow students to apply knowledge to physical items, which can strengthen the connection of knowledge and make it more memorable.

A school group learning about art at the Norman Rockwell Museum. Source: The Normal Rockwell Museum.

Within my past weeks at JMM, I’ve only seen a few school trips come through. As I’m working with collections, I haven’t seen all of them. But I did sit in on a few of the trips, specifically one towards the beginning of the internship. JMM has paired with two schools and had created video narratives for each student, each being able to tell their own story. JMM had been working with one of the schools in prior years and I believe that there are plans to continue with the program, creating a strong partnership between he two locations. Personally, I think that this program was very well done, it could be connected to the museum itself, to the student’s lives personally, to their curriculum and it helped then build both technological skills and interpersonal skills.

I know JMM also works with a variety of schools, welcoming all in. As someone how isn’t incredibly familiar with the workings of the education department but is still partially participating, I think that this is a very good thing as it tries to work around the issues of cost. Naturally curriculum will always be the hardest thing to work with, but open communication with teachers (emailing about events and new exhibits) can help bridge that gap.

~from Intern Megan

After interning at JMM for 9 weeks, I have a much better idea of what museum education and programming look like. I also see the importance of museum education as a link between students and their communities. Museums also offer an educational break from the traditional classroom learning style. I know that when I was little I was always way more focused on field trips and more willing to learn because it was both fun and educational.

The articles, “What’s in a museum trip?” and “Reasserting Arts Education in K-12 Curriculum” both offer insightful tips and information on learning at museums.

The first article addresses questions about what should be included in a class’s visit. One piece of advice that stood out to me was, “when educators set goals and draft markers of student achievement in a museum setting, we can aim for students to engage in critical thinking with a specific topic and essential questions”. This makes a lot of sense to me because one must know what the end goal is to effectively structure everything that comes before. When I was drafting appeal letters earlier in my internship I learned a lot about the education programming at the JMM; JMM works with each school to make goals for student learning based on what their unique curriculums are. This allows students to easily connect what they learn at the museum to their every day learning, which in turn, allows for more retention of information.

The second article was all about a study done about why schools partner with museums. This article also gave good insight on how museums can be better suited for class visits. One of the things that stood out to me was how it stated that “By using terminology that teachers and administrators recognize, museums can increase the ease of use and defensibility of their programming, thus increasing museum-school collaborations”. Again, I feel that JMM does a great job of this for similar reasoning as before; by working directly with teachers, the education team at JMM applies the subjects the students are learning at school directly to the structure and programming for each class.

I personally believe that visiting museums is a great way to learn; it gets you up and walking and allows you to explore a new place. The works at museums can be aesthetically pleasing and the tours interactive and enjoyable. It is so important for teachers and educators to engage their audience and getting up and moving while still learning is a perfect way to do so.


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Ernestine Rose, the First Jewish Feminist.

Posted on July 26th, 2019 by

Blog post by JMM intern Hannah Balik. To read more posts from JMM interns, past and present, click here.

“Slavery and Freedom cannot exist together” – Ernestine Rose

Next week, interns will be recording podcasts, which is an opportunity for us to talk about anything our hearts desire. I did of research on a few different topics, being the indecisive person that I am. I eventually found a topic but wanted to acknowledge the research I’ve done on previous ideas that I thought were fascinating and deserve to be shared. One of these things is the life of Ernestine Rose. I had not heard of Ernestine Rose before I started looking for podcast topics. Originally, I wanted to focus on Jewish abolitionists, as my senior project in college was on Jewish slaveholders, and it felt like an interesting compliment. I entered a few search terms into PastPerfect, the JMM’s archival database, to see what items in our collection match my topic of interest. I found a single image of Ernestine, with no other information other than her name. Intrigued, and supported by years of research experience, I read her Wikipedia page. I learned that Ernestine was integral to the first wave of feminism and was amongst other great activists of the time such as Susan B Anthony, Elizabeth Cady Stanton, Sojourner Truth, and Frederick Douglass. She is considered the first Jewish feminist and was greatly important to the suffrage movement before she left America in 1869.

Ernestine Rose. Via.

Ernestine’s story is one of perseverance and outspokenness. Ernestine was born in the Jewish Quarter of Piotkrow, Russian Poland on January 13, 1810. She was the only child of a Rabbi and the daughter of a wealthy businessman. She received a robust secular and Jewish education. She was a “rebel at age five”, rejecting the religion of her father and questioning the justice of a God who would enact hardships on people, like the many religious fasts her father participated in. By 14, she outright rejected religion and the Jewish texts and traditions that supported the idea that women were inferior to men. When Ernestine was 16 years old, her mother passed away and her father arranged for her to be married. She refused and decided to go to court to have the contract dissolved herself. Through dissolving the courtship, she gained access to her mother’s inheritance, which she ended up giving mostly to her father, only keeping enough for herself to leave Poland.

In 1827 Berlin, the law said that all non-Prussian Jews needed to be sponsored by a German property holder, which Ernestine was not. She appealed directly to the King in order to be exempt from this rule, which he allowed. At this time that she was living alone in Berlin, she developed a room deodorizer that she sold to support herself and her travels. She traveled to Holland, Belgium and France, advocating for the oppressed wherever she traveled. In her travels she met an English man called Robert Owen. Owen was a utopian socialist with followers who refer to their ideology as “Owenism” Ernestine stayed in England for three years, lecturing alongside Owen on the principles on human equality.

Through lecturing with Owen, she met William Ella Rose, an Owenite and jeweler. They married in 1835 and moved to New York the next year. Ernestine continued lecturing widely across the United States, supporting causes such as abolition, religious toleration, public education, and equality for women. Her oral power earned her the nickname “Queen of the Platform.” Once while giving a talk in the south, a slaveholder told her he would have her tarred and feathered, had she been a man. She is also considered to be the first woman to publicly demand that women be given the right to vote in the state of Michigan. In the 1840s and 50s, she banded with a group of activists fighting for women’s rights and for the end of slavery. Some of these people included Elizabeth Cady Stanton, Lucretia Mott, Paulina Wright, Sojourner Truth, William Lloyd Garrison and Frederick Douglass.

The end of the Civil War brought a smaller civil war to suffragettes and activists. Many people, including Frederick Douglass, urged suffragettes to ease their seeking of women’s vote until black men got the vote. Douglass frame this task as an “urgent necessity”. Rose proclaimed that “Emancipation from every kind of bondage is my principle,” She viewed civil rights and the women’s vote to be two sides of the same oppression and aimed to dismantle powers that kept both of those from happening. However, when the fourteenth amendment was passed and only gave men the vote, many women’s leaders took this opportunity to be very publicly racist, like how they couldn’t believe that people like black men and immigrants got the right to vote before “well-heeled American born women.” Rose was quoted harboring anti-immigrant sentiment, although she was an immigrant herself. In 1869, she said “We might commence by calling the Chinaman a man and a brother, or the Hottentot, or the Calmuck [meaning Mongolians], or the Indian, the idiot or the criminal, but where shall we stop? They will bring all these in before us.” However, she did not oppose black men acquiring the ability to vote as much as she was frustrated with the government for continually ignoring women. She framed the situation uniquely, asking “Why do [politicians] not at the same time protect the Negro woman?” Sojourner Truth agreed with Rose, saying, “If colored men get their rights, and not colored women theirs, they will be masters over the women, and it will be just as bad as it was before,”

The Revolution, a magazine run by Stanton and Anthony, and funded by notorious racist George Francis Train, once ran an article that recommended keeping “the Jews and the Chinese” out of the country. It described Jews and Chinese as “voracious, knavish, cunning traders,” and Jews in particular as “a race of mere bloodsuckers.” Rose was not involved in this newspaper, and never responded to their antisemitism, although she was probably aware of it. She did get in a ten-week-long letter exchange with the editor of the Boston Investigator after he said that the Jews were “a troublesome people to live in proximity with”, and that he hoped their numbers would not increase.

Ernestine Rose. Via. 

Ernestine and her husband moved to England in 1869 for reasons scholars are still unsure of. Carol Kolmerten, in The American Life of Ernestine Rose (1999) speculated that perhaps she felt tired battling anti-Semitism and anti-immigrant sentiment in her “feminist” circles and was frustrated by the racism that her colleagues spat. It is also said that she suffered from rheumatism, and that she was simply too frail to continue lecturing in the matter she was. In 1883, Susan B Anthony and Elizabeth Stanton went to London to visit her and attempt to convince her to return, unsuccessfully. Ernestine continued to give talks in England until her health forced her to retire in 1872. Her husband, William, died in 1882. From then until her death in 1892, she lived in isolation, only seeing a few friends who described her as sad and lonely.

Ernestine’s legacy has fallen out of the public eye. At her time, she was considered one of the most accomplished orators and activists, only to become unknown today. There are a few possible reasons for this – many historians point to her Jewishness in a game played by Protestants, or her immigrant status in a time when nativism was reigning, or maybe the fact that she was an atheist in a religious world. She also left America in 1869, the middle of her colleagues careers, for seemingly no reason and without notice. It is very sad that I had no idea that Ernestine existed and how many contributions she made to modern feminism. It was disappointing to want to learn about the Jewish leaders who came before you, only to be confronted with the short changes of them, like Rose’s anti-immigrant comments. However, we never learn about Ernestine the way that we do other early suffragettes and civil activists, who were much more openly racist and xenophobic, so it was great to open up this piece of history.

Sources [1] [2] [3]

Posted in jewish museum of maryland

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