Kentucky Center for African American Heritage

 

 

  
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11.9
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High School – Grade 11
    

 

 

 

 

 

Core Content Guide

2.1.1
Philosophy, religion, values, technology, and behavior patterns help define culture.

2.4.1
As cultures emerge and develop, conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, and genocide) may occur.

3.2.1
Economic systems can be evaluated by their abilities to achieve broad social goals such as freedom, efficiency, equity, security, and growth.

4.2.1
Places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

4.3.2
Human migration has major physical and cultural impacts and can be the result of pressures or events that push populations from one place or pull them to another (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity).

    

 

11.9 Russell: Profile of a Neighborhood

Pre-Visit
Students compare historically black neighborhoods in Louisville, Kentucky. Students research, on the Internet and in the library, black neighborhoods and how and why they developed. Students locate the site of the Center on a map of Louisville.

In the Museum
Students locate floor plans of the Center. Students also look for information about the original use of the site on which the Center sits. Students observe how the Center enhances the Russell neighborhood where it is located.

Post-Visit
Students discuss why African American neighborhoods still exist today. Students research the life and accomplishments of Clarence Russell, a distinguished black educator who lived in Louisville in the 1920s. Students discuss how the Center will benefit the Russell neighborhood, Metro Louisville, and the Commonwealth of Kentucky.

African American next to a gas pump.
Russell Neighborhood