To freeze dry water damaged collections, otherwise conserve items and plan for storage of the overall ICHS collection items that we were able to salvage from this devastating fire.
Heartland Democracy will partner with Commonbond’s Skyline Tower’s Teen Program to engage a cohort of teenagers who are primarily Somali- and Ethiopian-American in the Empowering U program—discovering their own motivation to engage in civic affairs, along with the tools to do so.
This dynamic initiative aims to honor the rich cultural heritage of Minnesota, drawing inspiration from the African American-led labor struggles that have shaped the state and linking history to the stories of today's fight for economic empowerment. The project comprises two main components: 1) Legacy Gallery The creation of the physical and online Legacy Gallery (composed of videos, photography, oral history recordings, paintings, and other media) will enable us to artistically capture and share the legacy of African American labor struggles and the stories of success of TCR alumni.
The Media Education team we will share resources with the community so they can tell their own stories through youth and adult programs. These programs focus on photography, audio and visual storytelling, and advanced cinematography skills.
This project includes several exhibit creations and enhancements; multilingual signage in English, Ojibwe, Spanish, and Braille, and support to the Children's Museum Educator program.
Farhia Omar will create a collection of 10 pieces of artwork exploring trauma and she will hold three workshops in the exhibition space; two for adult audiences and one for youth 18 years and younger on the role of art in healing and storytelling. In the student workshops, she will be facilitating the creation of art as a tool to overcome trauma.
Objective 1: By the end of 24 months, at least 50 students will increase their Ojibwemowin fluency level one ACTFL step each year. Objective 2: Establish a library at Endazhi-Nitaawiging with at least 500 books to support K-8 immersion education.
-Increase Ojibwe language proficiency in two apprentices and fluency in two masters
-Raise public awareness of Ojibwe language in community
-Create collaboration with Economic Development Language Preservation Group to integrate language curriculum into Head Start program
Over the next two years, through continued implementation of the Immersion Head Start program, Master Speaker/Apprentice program, incorporation of "lessons learned,: coalescence of materials and teaching tools we will create and share a content-based culturally appropriate authentic curriculum for Ojibwe Language Immersion at the Head Start, Kindergarten and First Grade levels. The development process will be an organic, real-time "in classroom" methodology incorporating models from successful Ljibwe language immersion schools.
The goal of this project is teacher training through the Master/Apprentice approach to language proficiency in concurrence with observation and lesson pilot at Head Start and regional language immersion sites. The objectives of this project are to increase the Ojibwe language and cultural proficiency in two apprentices and fluency in two master speakers and to partners with the Language Preservation Group and Red Lake Head Start to integrate Master/Apprentice teams into the Head start site, while also supporting the Head Start objectives of child development and school readiness.
To hire qualified professionals to publish a book on the history of Currie, Minnesota's rail yard and the development of End-O-Line Railroad Park and Museum.
The Minnesota Historical Society is launching a new component to its internship program by providing opportunities for high school students to develop work-readiness skills and learn about career paths available at the Society.
The Society strives to attract interns from underrepresented communities to encourage engagement and diversify the institution. Students are placed across the Society in various departments and sites.
The Minnesota Historical Society strives to attract high school and college interns from underrepresented communities to encourage engagement and diversify the institution. Students are placed across the Society in various departments and sites and have the opportunity to work alongside museum professionals to enhance their skills and apply their knowledge in a professional environment. College students participate in learning activities together over a semester-long period to enrich the internship experience and network with other interns in their cohort.
The Minnesota Historical Society strives to attract high school interns from underrepresented communities to encourage engagement and diversify the institution. High school students are placed as gallery assistants and get professional on-the-job-experience interacting with visitors in the History Center galleries and at public events.
The Minnesota Historical Society strives to attract high school interns from underrepresented communities to encourage engagement and to diversify the institution. Legacy funds supported five gallery assistants in spring 2015. High school students placed in this program get professional on-the-job experience interacting with visitors in the History Center galleries and at public events. These students contributed more than 400 hours to MNHS. Eighty percent of these students were from communities of color.
MNHS strives to attract high school interns from underrepresented communities to encourage engagement and diversify the institution. Legacy funds supported four high school-age gallery assistants in spring 2016. These students received professional on-the-job experience interacting with visitors in the History Center galleries and at public events. Students contributed more than 300 hours to MNHS. Fifty percent of these students were from communities of color.
The Summer Legacy program supported four gallery assistants, beginning in FY16 and continuing into FY17.
To create an area that will improve the visual impact of heritage hand-crafted arts, art (drawing/painting) and culinary departments and to create a demonstration area. Demonstration area will have a stage constructed for programs and presentations that allows an audience to learn and be inspired to preserve the heritage of various arts.
1. To develop the aligned scope and sequence of the PreK-12 Dakota and Ojibwe language pathways, ensuring students are progressing towards language mastery. 2. To seek community input and foster strong support of Native language and culture programming at AIMS. 3. To develop a plan for AIMS which ensures that Dakota and Ojibwe language and culture are infused in all classrooms, and creates a sustainable heritage language program option.
This project will preserve and celebrate the Anishinaabe Art & Culture through a series of meaningful workshops. Each workshop (12 total), is designed to engage 10-12 participants, providing them with valuable cultural experiences and knowledge.
