The image above comes from a collection of photographs and papers that belonged to Adele Marcus of Pine Bluff, Arkansas. According to the narrative sent by her cousin, Adele was the daughter of Lithuanian and Russian immigrants, and lived in Pine Bluff her entire life, from 1914-2000. We have a dozen of her papers from religious school, an Arkansas Jewish Assembly program in Hot Springs and her high school diploma. Like most of our collections, we also inherited a handful of unmarked photographs.
Investigating and interpreting unlabeled photographs is both a challenge and a pleasure for museum professionals and other scholars. This one in particular (M. Wiesman? Hanging bananas? Feather head dress!?) , inspired me to use it as a teaching example on how to think critically about historical images. I like to engage students in “Be the Historian!” activities that incorporate artifacts, photos and documents to uncover stories from the past.
A favorite resource I use is called Artful Thinking and comes from Project Zero at the Harvard Graduate School of Education. They have developed teaching methods to help teachers use works of visual art and music in their curricula in ways that strengthen student thinking and learning. While these techniques were developed for young students to think critically about art, I’ve found that the same “thinking routines” can be adapted for studying historical photographs.
Used on a regular basis, a routine like the one below not only teaches critical thinking but also encourages students to make a habit of it.
I SEE / I THINK / I WONDER
Use the following series of questions to help explore this photo.
What do you see?
What do you think?
What do you wonder?
This set of questions helps guide students towards an understanding of what they are looking at. They can make make careful observations, thoughtful interpretations and stimulate curiosity for future learning.
So now great internet community of learners, it’s your turn! Try it out!
Click on the image to make it larger, stare into those Jewish merchants’ faces and be a part of the discussion here by answering the three questions. With enough seeing, thinking and wondering we will be able to better understand who these people were, what their community was like and how their experiences might relate to our own lives.
By ISJL Education Fellow Dan Ring
The ISJL Education Curriculum addresses Israel in many ways at various grade levels. The fifth grade, for example, contains a lesson about the Western Wall (also called the Kotel) in Jerusalem. For an activity, teachers can have students write prayers to be placed in the Wall and ask their Education Fellows to arrange for the letters to reach their intended destination.
Although you can easily do this virtually through different websites, I was excited when the fifth grade class at Temple Israel Religious School in Columbus, Georgia, wrote physical letters, which I was able to have delivered through face-to-face social networks.
Here is how it went down:
1. During Lesson 7 of the 5th grade curriculum, students in Columbus composed their own prayers and put them all in an envelope.
2. During my fall visit, the class surprised me with the collected notes.
3. Two weeks later, I attended a bar mitzvah in Baltimore, my hometown. My friend Josh, a Yeshiva student in Jerusalem and the brother of the bar mitzvah boy, was visiting for the occasion. So I gave him the envelope.
5. A few days later, Josh returned to Jerusalem, where he took the written prayers to the Wall.
6. The prayers have been delivered (to the Wall).
Thanks again to Josh for helping out the fine students of Temple Israel, and to another Josh for taking such great photographs!
I was in North Mississippi, visiting my husband’s family for the first time over Thanksgiving when I first heard about “the blind.” Being Jewish and from the North I had never heard this term, but after lunch we drove through the eerily empty and beautiful delta fields out to his father’s duck blind. It was a camouflaged hideout, made to fit eight people and two dogs. They had flooded the field to attract ducks flying south for winter and filled the water with elaborate decoys that, with a flip of a switch flapped their wings, signaling to ducks flying overhead that this was a safe place to land. When I asked about the small camp stove, I learned that the space served more as a clubhouse on early weekend mornings than a place for serious hunting.
I was reminded of that blind when I first spotted this beautifully crafted decoy in our museum collection. Created as a commemorative piece, it’s not bound for the flooded fields, but lives in our collection instead, as a symbol of both Jewish and Southern heritage.
This duck comes from a synagogue in Vicksburg, Mississippi. Vickburg’s Anshe Chesed dedicated their first house of worship in 1870. Like all great southern celebrations, the program began with a parade from the B’nai B’rith hall to the new temple, led by a police escort and Jaeger’s Brass Band from New Orleans. The congregation spent over 100 years in the building until the late 1960s, when they decided to move out of downtown and build a smaller temple. Their original building was torn down.
Before the old synagogue came down, though, congregants wanted keep something to remember it by. I can’t imagine a more perfect way to honor an important southern institution than to manifest it in this traditional art form.
Congregants Benji and Betty Lee Grundfest Lamensdorf had a set of these wonderful decoys carved from the wood remnants of the temple, and one of them made its way into our collection. They serve as a reminder of what Jewish life once was, and still is in Vicksburg. The congregation, now over 160 years old, has shrunk significantly, but they still hold lay-led services and social gathering on most Shabbats. You might say these birds of a feather have done a great job sticking together, and we hope they continue to do so for many more Shabbats to come.