My “first” that I have chose to learn more about is the first protest against slavery. This protest happened right here in Philadelphia, not too far from Temple University. This site is located on Germantown Ave., and now looks like another part of the city of Philadelphia. The only thing indicating that this is a historical site is a blue marker that tells me so. Since the protest was written in 1688, the site has changed dramatically from what I imagine it might have looked like. Now, there is a grocery store and some other businesses and storefronts on the busy street. There were no tour guides or any historical figures waiting to tell the story of the first anti-slavery protest. The blue historical marker informed me that the protest happened within the home of a Quaker man and was written with a group of Quakers from Germany. The protest document was signed by four Quakers and would one of the first abolition laws written 92 years before Pennsylvania’s first “official” abolition law. I wish I was able to take a tour or learn anything more than what the historical marker had to offer. I feel like I wasn’t able to get a full experience or learn much just from the site. There was not much there to offer me. I am hoping to find more historical sites that relate to my “first” for the MyRevolution project to be able to see and experience the topic I would like to learn more about.
On September 21st, I took a trip to Independence Mall and visited the Peale Exhibit in the American Philosophical Society Museum. The weather was really nice out and it wasn’t too crowded in Center City, Philadelphia. The tour guide seemed knowledgable, nice, and genuine. I went alone and wish I had thought to bring someone with me instead because I almost felt awkward in this space with strangers. I kept quiet and reserved and listened to learn any facts that we did not touch on in class. The exhibit was fairly small; however, the objects that had inhabited this exhibit were really cool to see in person. The pictures on slides in class did not do the exhibit any justice. I was able to look at some of the museum pieces and understand why they are placed a certain way and what the significance of that is. Most of what I had learned in class directly related to the exhibit and it was so interesting to be able to tie everything together. Although the exhibit was small, not many people were there so I had a chance to really look at most of the pieces and read their descriptions. My fear going into the exhibit was seeing the dead animals and taxidermy, but I tried to think of it from a fundamental perspective and it worked! I associated the animals with science, history, and art and it took away the humanization (animalization?) of what I was looking at. Overall, this experience was really interesting and I enjoyed this hands-on way of learning. I was able to apply facts learned within the classroom, outside of the classroom and see in person what is being taught. My biggest complaint about this exhibit was the size. I can’t imagine how different my experience would have been had the exhibit been crowded on the day and time that I went. The size of the exhibit and lack of variety of museum pieces made this exhibit not one of my favorites of other museums that I have visited.
Hi! My name is Jade Miller and I am a junior here at Temple. I graduated from the Preparatory Charter School for Mathematics, Science, Technology, and Careers in 2015. In high school, I was mainly involved in sports. I played in our school’s volleyball tournaments and was a manager for the football team (we went undefeated in my senior year and won our division’s championship). I attended West Chester University for my first semester of college, then transferred to Temple in the spring of 2016.
I am majoring in Middle Grades Education with a concentration in African American Studies. I plan on teaching the *”at-risk” youth in grades 5-8. I have always been passionate about helping others and spreading knowledge. I truly believe that children are our future and I would like to help as many kids as I can to be prepared for their own futures. The reason I chose to specifically teach the at-risk youth is because I feel as though the education system, and society as a whole, tends to give up on these kids and write them off as “impossible,” “unruly,” or “unable to learn.” I believe these children have powerful messages and perspectives when they are given the opportunity to voice their opinions and tell their own truths in life. These children can be extremely creative, witty, and passionate about certain subjects, but may lack the materials and resources needed to achieve. I would like to give back to the Philadelphia community and provide these students with the tools they will need in order for them to do the same in their own communities.
My biggest career goal is to positively impact as many students as I can. I would like all of my students to be able to become successful in life and achieve their dreams. One of my goals is to give my students more than enough positive reinforcement that they believe they are greater than their statistic. No matter what society thinks about their ability to achieve, I know they will be given the tools in my class room to do so.
* An “at-risk” youth is one who is deemed to be less likely to become successful in life. The term successful in this case is defined by the ability to avoid crime, achieve academically, and attain financial stability. This is the definition provided by education and academic outlets. My own personal definition would be a student who has been given up on by previous educators and as a result has begun to fall through the cracks of the education system.