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https://www.canva.com/design/DAFRbI5qGKI/Bu5qVauwSvMaEY5IcqdieA/view?utm_content=DAFRbI5qGKI&utm_campaign=designshare&utm_medium=link&utm_source=recording_view

Discussion Questions

1. What preventative tactics or proactive PR tactics could the school district have implemented to prevent this situation?

2. The assistant principal still works for the school, what do you think about that?

3. Do you think that the TheftTrack software was a good idea that was just executed wrongly? Maybe if they had disclosed the information to the students that it was on their computer?

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- Be sure you are logged in to Padlet so your post won't be anonymous.
- Click on the + sign in your Case's column.
- Put your Name where it says "Title"
- Click the upload arrow on the left to post the pdf of your visual aid.
Where it says "Write something..."
Copy and paste:
- your 3 discussion questions
- the link to your Panopto video in the Chapter [assignments] folder

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https://marist.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=25579cc8-69f1-4f1c-8133-af44018599df

1. Do you think it was the right time for the mayor to remove the statues in New Orleans?

2. Do you think that Mayor Landrieu should have publicly given more acknowledgment to the opposing side of the argument, or engaged with those opposing the removal more? Do you think he would have received more or less pushback if he did?

3. Do you think Mayor Landrieu should have given more credit to activist groups, like "Take 'Em Down NOLA"?

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Presentation: https://marist.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7391477e-a4f3-4da9-b95d-af46001a9d39

1. The Jewish Museum's Mirroring Evil Exhibit was clearly very controversial. Do you think museums should avoid including sensitive topics in their artworks? If so, where should we draw the line in regard to this matter?

2. What exactly was the aim of the Jewish Museum’s Mirroring Evil Exhibit? How could the Jewish Museum effectively communicated this aim to the general public to avoid conflicts of interest?

3. What specific crisis communication tactics should the Jewish Museum have utilized that they did not? What third-party advocates would you suggest the Jewish Museum use?

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Hi Margaret, great job! I agree with a majority of the class that museums should nor avoid controversial pieces because it is from these that progress is made. Certain parts of our history are harder to look back on because of the emotional value attached to it. It is from these difficult conversations that we learn from past mistakes, understand how certain events were allowed to occur in society, and how we can then prevent them. For crisis communication tactics, I strongly think that the museum could have conducted better preemptive actions and more research should have been conducted. Because the population of this area was primarily jewish and Holocaust survivors are among them I think they should have been previously notified and more focus groups should have been conducted. This might not have been the correct environment or area for such a museum exhibit.

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Hi Grace, great job on your presentation and visual! I am on the same page as the majority of the class to say it is important to understand the actions and events of the past historical figures and to idolize the decisions they made. The Civil War was only roughly two hundred years ago and our nation is still a younger country in the larger scheme of things. Nowadays most actions in our country seem to be politically charged. In recent events, the South has become increasingly divided with events like police brutality and murders and violence that is targeted towards minority groups. The mayor was in the right to remove the statue and should have been more firm in his reasoning.

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Hi Lexi, great job! I believe if the school allowed for a better free flow of information and was more honest about the software and deceives this crisis would have been managed better. If the school and its leaders were more transparent with students, parents, and staff this issue could have been mediated better from the beginning.