Posted on February 19th, 2014 by Rachel
On February 8, I had the privilege of attending an amazing event. Thanks to the hard work of JMM docent extraordinaire, Robyn Hughes, the JMM was invited to participate in an expo at the Maryland School for the Blind taking place in conjunction with the School’s Braille Challenge.
Robyn Hughes sits behind the JMM’s table at the expo.
Sponsored by the Braille Institute, The Braille Challenge is a national competition that challenges students in a variety of contests that tests their ability to read and write in Braille. (For a sense of what the competition is about check out this fun video, http://www.brailleinstitute.org/braillechallenge./)
Our table contained an array of materials that Robyn has created showcasing our efforts to make educational resources and activities accessible for visitors with visual impairments.
Students and parents could learn about the Hebrew alphabet through magnetic letters and Braille translation.
We had a wonderful time talking to students who participated in The Braille Challenge and their parents who stopped by the table to learn about the JMM and the various programs we offer. It was really exciting seeing them read the Braille labels and then answering questions about what they were reading.
Children exploring Immigrants Trunk objects
A blog post by Assistant Director Deborah Cardin. To read more posts from Deborah, click HERE.
Posted on February 18th, 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 16, 2013
PastPerfect Accession #: 2009.040.4291
Status: Identified! Nancy Epstein, former director of Baltimore Hebrew College Day School, teaches a class.
Special Thanks To: Robin Just, Betsy Ringold, Anonymous caller
Posted on February 17th, 2014 by Rachel
This past week, Ilene and I had the honor of being judges in a National History Day Competition at Mount Washington Middle School (Ilene actually was a judge at several other schools’ competitions as well, but I was only able to attend this one). The competition has existed for many years, but this was the first year that Baltimore City public schools have participated, which we learned when three different schools asked us to volunteer as judges for their school’s competition.
Each year, elementary and secondary school students can participate by selecting any topic in history that relates to the annual national theme. This year, that theme is “rights and responsibilities.” Students can work by themselves or in small groups to research and present their topic as either a small “exhibit” (think science fair presentation board), a paper, a performance, a documentary, or a website that they design. They must make use of both primary and secondary sources and make connections not just between their topics and the theme, but also to current events that demonstrate the topic’s relevance. The first step is the school-level competition. The winner from each school goes on to the local competition, and the winner at that level goes on to a state-wide competition, and then that winner proceeds to the National History Day competition, held each year at the University of Maryland, College Park.
Mount Washington Middle School is one of our newest partner schools. One of our favorite teachers, Ryan Kaiser, just moved there this year from Patterson Park Public Charter School, and it was he who invited us to be judges for their school level competition. The judges were pulled from various educational institutions across the city–teachers from other schools, educators and administrators from the District Office, the Maryland Humanities Council, and us, the Jewish Museum of Maryland!
Ilene and I were assigned to work together. We were handed folders with the names of the students whose projects we’d be judging as well as the rubrics and rules for grading. As a first time judge of anything, it was a little overwhelming, so I was very glad that the folder also included a list of suggested questions to ask the students, such as “Why did you choose this topic?” and “What was the most important thing you learned from this?”
The projects we saw covered a wide range of topics, including Nelson Mandela, Child Labor Laws, and Grave Robbery. As expected, there was also a wide range of ability, but given that this was probably the first big research project many of the students had undertaken (many of the students we were judging were 6th graders), we were both impressed by the scope of each student’s project and also by their clear enthusiasm.
We were especially impressed by one girl’s project which compared the murders of Emmett Till and Trayvon Martin. Not only was she able to make a connection between an historical event and a current event, but she was also able to articulate other comparisons between the two cases. Her exhibit included sections on two different, flawed systems of justice that existed, or still exist, in the U.S., as well as how the two cases influenced and inspired contemporaries.
Overall, the experience of judging the History Day competition was a very positive one. I wish we’d had more time to look at other projects besides the ones we were assigned to judge. And I’m already looking forward to judging again next year!