Posted on February 11th, 2015 by Rachel
Exploring the Immigrant’s Trunk.
A few months ago, Bet Yeladim, a preschool in Howard County inquired about the Museum’s preschool educational offerings. We quickly scheduled an outreach program for late January –and the education staff got busy making sure that the Immigrant’s Trunk for Preschool was in tip-top shape and ready for 50 preschoolers.
The JMM received funding from the Jacob & Hilda Blaustein Education Fund to create a preschool program in connection with our very popular Immigrant’s Trunk program. The Immigrant’s Trunk program was created for elementary and middle school students to help them make concrete connections to historical immigration. An interactive trunk filled with photo reproductions, artifacts and a curriculum give teachers the tools to teach about immigration in the classroom.
Piecing together a photo puzzle.
In order for the Immigrant’s Trunk to be developmentally appropriate for 3-5 year olds or preschoolers, we created a trunk filled with interactives that included sewing cards, memory games, threading spools, and reproductions of period clothing. These hands-on materials are intended to help younger ones understand the story of brave Ida (a Ukrainian immigrant who arrived in Baltimore in 1913) and her journey across the ocean, so that she could meet her older sister Minnie who lived in Baltimore (The Golden Land).
Playing a matching game using objects from the trunk.
As soon as we entered the classrooms the preschoolers were immediately curious about the trunk and its contents. We explained that we worked at a history museum and immediately the children thought we worked at a museum that told stories about dinosaurs. We explained that we were going to tell a story about a brave young girl who travelled on a boat and that the trunk was filled with items that the young girl took with her on the trip. We asked the children to brainstorm some things that they would bring with them on a long trip. These children would be well –prepared. Their answers included medicine, towels, food, and toys.
The children listened intently to the tale of young Ida travelling all by herself to meet her big sister. They learned how Ida dragged her trunk with her up the plank of the ship and how she had to sleep in bunks in the “belly” of the ship, and the only thing she had to eat was watery soup and boiled potatoes.
Getting the wiggles out!
The children demonstrated empathy when they learned that Ida’s tummy felt sick on the boat during the storms crossing the ocean. They children were excited as they heard how Ida sailed on the ship up the Patapsco River and saw the American flag waving at Fort McHenry, and they were excited that she would be reunited with her older sister, Minnie. The students learned how Ida made a life for herself in Baltimore- she went to school, worked as a seamstress and eventually married Daniel Rehr. The trunk filled with inter-actives, photo reproductions and artifacts, along with storytelling and songs, helped to reinforce the children’s understanding of Ida’s heroic journey across the ocean to Baltimore and her new life she made for herself in Baltimore.
It’s a hands-on learning experience!
To learn more about the JMM’s Immigrant’s Trunk for Preschool, and other education materials and resources on immigration, and field trip opportunities for students in grades (PreK through 12), please contact the JMM’s Education Director, Ilene Dackman-Alon at 410.732.6400×214; or email@example.com
A blog post by Education Director Ilene Dackman-Alon. To read more posts from Ilene click HERE.
Posted on July 21st, 2014 by Rachel
One of my favorite things that I’ve done during my internship here has been creating and leading activities for elementary and middle school students. Most of the activities I’ve worked on are connected to The A-Mazing Mendes Cohen exhibit opening in September, but I’ve worked on two that kids have had a chance to try out.
For the first activity I was tasked to create, my co-intern Arielle and I were given a bunch of cards with Jewish and Christian symbols on them that are usually kept in The Synagogue Speaks exhibit. Since there were multiple cards with each symbol, we decided the best way to teach kids about the symbols on the cards would be to create a matching game.
Museum Education Interns Emma Glaser and Arielle Kaden discussing which cards should be used in the matching game.
Eight pairs of cards are placed randomly in a 4×4 grid and the kids playing the game have to take turns turning over cards until they’ve found all of the matches. It’s especially fun toward the end of the game when they know where some of the cards are and give advice to their friends on which card to pick. Once they’ve found all of the matches, the staff member with them asks the kids which symbols they think are Jewish and which are Christian and discusses what the symbols are. Some of the symbols used in the game are Shabbat candles, a nativity scene, and a yarmulke. The game works best for groups of five to fifteen kids per grid, so it’s a great opportunity to for kids to have a group discussion and ask questions.
Kids from Hampstead Hill Camp playing the matching game.
Hard at work!
The other activity I created is based on The Electrified Pickle exhibit. It’s a scavenger hunt that’s aimed at getting the kids interested in the artifacts in the exhibit. The scavenger hunt highlights one interesting artifact from each section of the exhibit. When I was creating it, I picked artifacts that I thought would draw kids’ eyes, either because they were striking, like the samovar used in the exhibit, or because they were something the kids would have used themselves, such as a scooter.
Considering which artifacts to include in the scavenger hunt.
Kids have to find each artifact pictured in the scavenger hunt and figure out what it is. Older children also have to find the answer to a question about each artifact, such as what its function was or when it was used. At the end of the activity, a staff member asks the kids what the answer to each question is.
A girl from Hampstead Hill Camp points out an artifact to her friends.
Three kids from Hampstead Hill Camp check out a scooter they found in the scavenger hunt.
I have really enjoyed leading activities for kids here because it is very rewarding to see them enjoying and learning from the exhibits here at the museum, and that is doubly true for the activities that I created.
A blog post by Education Intern Emma Glaser. To read more posts by interns, click HERE.
Posted on January 15th, 2014 by Rachel
Typically every week, the education staff gets many requests to schedule school group visits to the Museum. Over the past week, in addition to field trip requests, – we have had several requests from schools to participate as judges at the schools’ upcoming National History Day competitions. Over the years we have been invited by schools to participate, but I thought it was kind of unusual that in the past week, three separate schools have reached out to the JMM to be judges at their school’s National History Day competition.
I wondered what would be involved – being a judge ….. it just sounds so OFFICIAL.
So, I did some investigating about National History Day. National History Day (NHD) is a highly regarded academic program for elementary and secondary school students. National History Day makes history come alive for students by engaging them in the discovery of the historical, cultural and social experiences of the past. NHD inspires students through exciting competitions and transforms teaching through project-based curriculum and instruction. Each year, more than half a million students, encouraged by thousands of teachers nationwide participate in the NHD contest. Students choose historical topics related to a theme and conduct extensive primary and secondary research through libraries, archives, museums, oral history interviews and historic sites.
Every year National History Day frames students’ research within a historical theme. The National History Day theme provides a focused way to increase student’s historical understanding by developing a lens to read history, an organizational structure that helps students place information in the correct context and finally, the ability to see connections over time. This year’s theme is Rights and Responsibilities in History.
In addition to discovering the exciting world of the past, National History Day also helps students develop the following attributes that are critical for future success:
- critical thinking and problem-solving skills
- research and reading skills
- oral and written communication and presentation skills
- self esteem and confidence
- a sense of responsibility for and involvement in the democratic process
After analyzing and interpreting their sources and drawing conclusions about their topics’ significance in history, students present their work in original papers, websites, exhibits, performances and documentaries. These products are entered into competitions in the spring at local, state and national levels where they are evaluated by professional historians and educators.
As a judge, for National History Day, each judge will be given a rubric and some “interview questions” for each student. Each judge will be given a set amount of students to interview and judge based on the final project.
The National History Day program culminates in the Kenneth E. Behring National Contest each June held at the University of Maryland at College Park. This is where the best National History Day projects from across the United States, American Samoa, Guam, International Schools and Department of Defense Schools in Europe all meet and compete. This year’s competition will be held on June 15 – 19.
The education staff at the JMM is delighted to be asked by our partner schools to participate in such an exciting learning experience for area students. It’s wonderful that history and social studies are being taught in our schools. The fact that teachers bring their students to the JMM for field trip opportunities and attend professional development workshops only reinforces the importance of history museums in our community. It’s even more exciting that teachers view the Jewish Museum of Maryland as an important stakeholder in our community.
You can find out more about National History Day by visiting their website at http://www.nhd.org/ and more information about Maryland History Day here!
A blog post by Education Director Ilene Dackman-Alon. To read more post by Ilene, click here.