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.
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
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.
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
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.