Embedded Files
Milo's Museum
Milo's Museum
This book addresses the confusion and impact of systemic racism on young people doing everyday activities like visiting a museum. It acknowledges that not all communities are valued in all spaces. Explore what is needed for all people to experience a sense of belonging. Empower students to recognize injustice and create action plans to address it, like Milo does. This text can lend to powerful discussions about representation, systemic racism, youth activism, family and community engagement.
This text was purchased by our District's Equity department and gifted to all NTPS elementary teachers in the District, to include in our Black Lives Matter at Schools curriculum.
From the Publisher: Milo is excited about her class trip to the museum. The docent leads them on a tour and afterward Milo has time to look around on her own. But something doesn't feel right, and Milo gradually realizes that the people from her community are missing from the museum. When her aunt urges her to find a solution, Milo takes matters into her own hands and opens her own museum!
Questions for families to discuss:
Questions for families to discuss:
Do you ever feel like something special about you is ignored or overlooked?
Have you ever been somewhere and felt like you didn't belong, or someone in the family didn't belong?
An heirloom is something precious that gets passed down from one generation to the next. What are some special heirlooms in our family?
Learning Goals:
Learning Goals:
For the Month of February, we are focusing on
Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination). (Justice 12)
Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. (Justice 14)
Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. (Action 16)
Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. (Action 17)
Go here to learn more about the Learning Goals, The Social Justice Standards
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