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Common Core State Standards (CCSS) Initiative: English/Language Arts Standards
 

Japanese Incarceration

This playlist on Japanese Incarceration is designed for self-guided learning with intermittent check-ins for high school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual, video, and written texts. Students have the option to complete the tasks online by connecting through Google classroom or access Google doc versions of each formative and summative assessments for work online and/or offline. By the end of the week, students will write an letter to demonstrate their learning.

National Museum of American History
50
 

The 1920s: A Decade of Change

This playlist on the 1920s is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create an original art piece to express their understanding of the social, cultural and economic changes of the 1920s. 

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
64
 

Chinese Exclusion in U.S. History

This playlist on Chinese American exclusion is designed for self-guided learning with intermittent check-ins for high school age students. The learning tasks are divided over five days, designed for 30-45 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual, video, and written texts. Students have the option to complete the tasks online by connecting through Google classroom when available or access Google doc versions of each formative and summative assessments for work online and/or offline. By the end of the week, students will create an infographic about the impact of the Chinese Exclusion Act of 1882 on U.S. history.

National Museum of American History
42
 

Legacies of World War I

This playlist on the lessons and legacies of World War I is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create a brief constructed response that expresses and uses evidence to support their argument about how World War I shaped the ensuing century in the United States. 

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
83
 

American Reconstruction Era

This collection highlights artifacts and secondary sources to help students explore the history of the American Reconstruction Era. Specific topics referenced in this collection include the end of the Civil War, legislative changes and leading historic figures.

Time Period: January 1865 - March 1877

National Museum of American History
36
 

Youth and Elections

This playlist on the impact of youth on elections in the United States is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create a nonpartisan poster that is inspired by stories of young people shaking up elections in American history.

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
80
 

Votes For Women

This playlist on the movement for Woman Suffrage is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will prepare and write an argument about how young people today can learn from the tactics of the suffragists and what strategies work now to address current public issues.

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
Rita Blair
86
 

Votes For Women

This playlist on the movement for Woman Suffrage is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will prepare and write an argument about how young people today can learn from the tactics of the suffragists and what strategies work now to address current public issues.

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
86
 

Westward Expansion Part 2

This playlist on Westward Expansion of the United States is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual art, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create an original piece that an expresses an evidence-based argument that expresses their opinion how well the impacts of westward expansion align with its goals.

  • Formative assessments are represented by a chevron (Learning Tasks and Daily Check Ins).
  • Additional processing questions are included with select resources, marked by a question mark in the upper left hand corner of the resource tile.
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
Cameron Mcconnell
24
 

Westward Expansion Part I

This playlist on Westward Expansion of the United States is designed for self-guided learning with intermittent check-ins for middle school age students. The five learning tasks are divided over the course of 2 weeks, and build on each other. Students will engage with primary and secondary sources as well as visual art, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create an original piece that an expresses an evidence-based argument that expresses their opinion how well the impacts of westward expansion align with its goals.

  • Formative assessments are represented by a chevron (Learning Tasks and Daily Check Ins).
  • Additional processing questions are included with select resources, marked by a question mark in the upper left hand corner of the resource tile.
Cameron Mcconnell
36
 

Reconstruction of the American South

This playlist on Reconstruction of the American South is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create an original political cartoon to depict their understanding of and reaction to the events and outcomes of Reconstruction in the American South.  

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
69
 

Westward Expansion

This playlist on Westward Expansion of the United States is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual art, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create an original piece that an expresses an evidence-based argument that expresses their opinion how well the impacts of westward expansion align with its goals.

  • Formative assessments are represented by a chevron (Learning Tasks and Daily Check Ins).
  • Additional processing questions are included with select resources, marked by a question mark in the upper left hand corner of the resource tile.
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
66
 

The Civil Rights Movement and Persuasive Messages

In this learning resource collection, take a look at six persuasive messages that addressed civil rights issues in very different forms: a speech, a song, a button, a protest sign, a poster, and an artwork.
Ashley Naranjo
9
 

The Gunboat Philadelphia

Through photographs, text, videos, interviews, a map & a 3D model, students can explore the history of the oldest surviving American naval vessel, the Gunboat Philadelphia, which is in the permanent collections of the Smithsonian's National Museum of American History. The Philadelphia (1776) played an important role during the Revolutionary War. The first five resources in this collection show the discovery and preservation of the sunken boat, while the last three offer more information on its historical significance.

This could be used by students to consider what each type of media reveals. What information can you learn from the single resource? From the collection of media combined? What more context is needed?

Ashley Naranjo
8
 

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Susan Stokley
66
 

Running Fence

This teaching collection includes images and video of Running Fence, a work of installation art by Christo and Jean Claude. Included at the end is a lesson plan that engages students in analysis of Running Fence and details the steps for a student-designed installation art work at their school.

Learning goals include:
• Define installation art
• Analyze the process and results of the work of Jean-Claude and Christo to develop Running Fence
• Use the design process to develop a proposal for an installation art piece
• Use persuasive speaking skills to pitch your plan to the relevant stakeholders in your school community
• Plan and execute a piece of installation art on your school grounds, working cooperatively with a team
Kate Harris
46
 

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Kathy Powers
66
 

The Civil Rights Movement and Persuasive Messages

In this learning resource collection, take a look at six persuasive messages that addressed civil rights issues in very different forms: a speech, a song, a button, a protest sign, a poster, and an artwork.
Kim Palermo
10