Charles H. Wright Museum Logo

For over 40 years, the Museum has served teachers and students by providing quality educational programs and exhibitions.  Our trained, friendly staff is here to serve your needs as one of the community's most valued educational resources.  We offer workshops, outreach programs, guided and self-guided tours for students of all ages.

 

MEAP Standards and Strands

The Charles H. Wright Museum of African American History strives to offer instructive tours, programs and educational materials that support the Michigan Curriculum Framework developed by the Michigan Department of Education. The museum emphasizes the following strands to meet the Michigan Education Assessment Program:

English Language Arts

Meaning and Communication
Language
Literature
Voice
Skill and Processes
Genre and Craft of Language
Depth Understanding
Ideas in Action
Inquiry and Research
Critical Standards

Social Studies Strand

Historical Perspective
Geographic Perspective
Civic Perspective
Economic Perspective
Inquiry
Public Discourse and Decision Making

 

And Still We Rise

Michigan Department of Education Grades 3 – 8
Social Studies Grade Level Content Expectations For the Study of African American History and Culture


The journey begins in prehistoric Africa, the cradle of human life. Guests them witness several ancient and early modern civilizations that evolved on the continent. Crossing the Atlantic Ocean, they experience the tragedy of the middle passage and encounter those who resisted the horrors of bondage, emancipated themselves and sometimes took flight by way of the Underground Railroad. Throughout this trip, the efforts of everyday men and women who built families, businesses, educational institutions, spiritual traditions, civic organizations, and a legacy of freedom and justice in past and present-day Detroit are hailed. What an awesome journey!

G4 Human Systems
Understand how human activities help shape the Earth's surface.
3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E)

U2.2 European Slave Trade and Slavery in Colonial America
Analyze the development of the slave system in the Americas and its impact upon the life of Africans.
5 – U2.2.2 Describe how African living in North America drew upon their African past (e.g., sense of family, role of oral tradition and adapted elements of new cultures to develop a distinct African-American culture. (National Geography Standard 5, p. 152)

W1.1 Peopling of the Earth

Describe the spread of people in the Eastern Hemisphere in Era 1.

7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia

G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth.

7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

U4.3 Reform Movements

Analyze the growth of antebellum American reform movements.

8 – U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown, and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2)
(National Geography Standard 6, p. 154)

 

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