Posted on April 28th, 2014 by Rachel
As winterns turn to spring interns, which will soon bring us to our summer interns, it seems an appropriate time for me to reflect upon my own summer internship at the JMM, nearly two years ago. Fresh from my college graduation, I arrived at the JMM, ready to learn about museum education and to immerse myself into a meaningful project. There’s truly no better feeling than to see a museum utilizing something you worked on, whether it’s seeing your name and parts of your research within an exhibition, or seeing a school group participate in an activity that you designed.
My internship project in the summer of 2012 (which already seems like a lifetime ago!) was to create an activity pack for teachers to use in their classrooms that would make use of our own collection to teach grade school students about immigration to the United States in the late 19th and early 20th centuries. For ten weeks I researched the evolution of immigration and naturalization laws, brainstormed fun activities that would make the topic interesting and relevant to young children, and chose the objects from our collection that I thought best told the story of American immigration. At the end of the summer, I had a PDF that was 45 pages long (including scanned photos of the objects and an answers sheet) of which I was very proud, but I had the sinking feeling that the link to download it from our website was going to collect layers of cyber dust.
For a few months after my internship ended, and I began working here full-time, this was true. But then Ilene Dackman-Alon started discussing the idea of re-imagining the activities that we do with students in the Voices of Lombard Street exhibit. Many of our visiting school groups come year after year, and a few of the teachers were asking whether we had anything besides a scavenger hunt to do. In fact, we were getting a litte bored with the scavenger hunt format as well. This is not to say that most of the teachers disliked our scavenger hunt—in fact, many of them say in their field trip evaluations that they loved the scavenger hunt and why didn’t the other exhibits have them too? But it was clear to us that there was so much more that we could be doing with the Voices exhibit.
At the same time, Ilene had been thinking hard about different ways in which we could align ourselves with the Common Core Curriculum in the public schools. One theme that is stressed in the Common Core—and is a natural connection to the JMM—is the use of primary sources. Ilene asked me to adapt one of the classroom activities that I’d created so that it tied into the Voices of Lombard Street exhibit. I chose one that asked students to use close observation skills to glean information about the process of becoming a naturalized citizen of the U.S. from three different naturalization certificates (the piece of paper that you get when you become a citizen). To add a personal aspect to the lesson, we decided that the activity should be preceded by an educator guiding them quickly through the Voices of Lombard Street exhibit, and then asking the students to take a couple of minutes to write down a quotation from the exhibit to which they related or felt a close connection. After sharing these verbal primary sources with the class, the students are ready to look at documentary primary sources that will teach them about history, identity and citizenship, and maybe even a little bit about bureaucracy!
Leading an Immigration Archival Activity
After a few guinea-pig classes (which showed me that I needed to re-order the questions so that the simplest ones were first), we now have an Immigration Archival Activity that we use either for groups that are starting to use primary sources in their classroom projects, or are simply too old to appreciate scavenger hunts.
Deep in thought!
Ilene helps students decipher their documents
A blog post by Visitor Services Coordinator Abby Krolik. To read more posts from Abby, click here.
Posted on March 4th, 2014 by Rachel
The Baltimore Jewish Times publishes unidentified photographs from the collection of Jewish Museum of Maryland each week. If you can identify anyone in these photos and more information about them, contact Jobi Zink, Senior Collections Manager and Registrar at 410.732.6400 x226 or email@example.com.
Date run in Baltimore Jewish Times: August 30, 2013
PastPerfect Accession #: 1996.063.045
Status: Unidentified – do you know these young immigrants, associated with the Hebrew Immigrant Aid Society (HIAS)?
Posted on January 31st, 2014 by Rachel
On Sunday afternoon of January 26th, the JMM was humming with chatter, school groups and chilly visitors taking shelter from the icy Baltimore air. At 1 pm the commotion came to a pause when speaker Nick Fessenden, a retired history professor, took the stage in the orientation lobby of the JMM. Fessenden presented an intriguing talk titled, “Whose Side Are You On?: Baltimore’s Immigrants and Civil War.” The audience grew quiet and listened attentively as Mr. Fessenden set the scene, drawing them back to the Baltimore of the 1850’s and 1860’s.
Many audience members were surprised to learn that in the year 1860 more than 35% of Baltimore was composed of German, Irish and Jewish Immigrants and their children. The city of Baltimore was split into sections – divided by race, religion, and social ranking. Fessenden made no attempt to sugar coat many of the violent issues surrounding Baltimore and its politics during the Civil War era. Polls were abused and controlled by the native born working class Marylanders. Poll workers were targets of excruciating acts of violence.
Fessenden aimed to describe the difference between each minority group during this high-tension time. The German immigrants were the largest immigrant population in Baltimore at a whopping 25%. They were businessmen and farmers, and were spread across the entire social spectrum. About 7% of the German immigrant population was made up of Jews living in the city.
Fessenden laid out the Jewish perspective during this turbulent time. In Southern Maryland, Jewish slave-holders were incredibly rare. However, because the Jewish people felt insecure in a new, unknown country, they typically adopted the opinions of their neighbors. Jews in the south mostly empathized with the confederacy. On the other hand, Jews residing in Union areas took an anti-slavery stance.
Fessenden’s talk concluded with a flurry of interesting and insightful questions from the audience. The listeners questioned the violence in Baltimore, the voting system in Maryland, and various other questions surrounding Jewish life and culture in Baltimore during the Civil War.
A blog post by Education Intern Molly Gamble. To read more posts by interns, click HERE. If you are interested in interning at the Jewish Museum of Maryland, you can find open internship opportunities HERE.