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College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Scenes about Community

What makes a community? This set can be used to explore the many intricate parts that make up a community! Included are thinking routines that can help students dig deeper into the topic and each artwork.

Eveleen Eaton

Inca Technological Advances

This collection is meant to be used as preparation for a summative on the technological advances of the Inca Empire. Students should have a passing familiarity with some of the technological advances mentioned in this collection, as the objects and questions are meant to probe deeper and help students expand their knowledge on each item. Ultimately, the goal is for students to be able to utilize this collection in a debate or paper in which they articulate which technological advances of the Inca Empire had the most impact on its success. 

Melissa Galvin

Visual Cues to Role and Rank in World Art

Throughout world history artists have used visual cues to communicate role and rank. As a cultural window, art shares insights in to the structure and beliefs of a society. Through compare and contrast questions students analyze the selected works to better understand artistic techniques as well as the cultural mores communicated through each work. This activity was developed at Discovering Korea's Past: Interdisciplinary Connections Summer institute for Educators held at the Freer/Sackler, summer 2018.

Kristen Morrison

Six Degrees of Separation: An APUSH Review Activity

Use this collection as a starting point for an AP United States History review activity that emphasizes connections and cause-and-effect. Students will copy the collection and add in four resources that form a chain of connection from one item to another (ending with six resources total). For each resource, they should add an annotation describing each of the events or items included, analyzing any important details in the resources themselves, and explaining how each connects to the next one.
Hattie Petty

The William Steinway Diary, 1861-1896: A Unique Perspective on post-Civil War New York

This teaching collection asks students to explore William Steinway’s Diary—which includes diary passages, Steinway family photographs, maps, and advertisements that bring alive the fear and chaos of the 1863 Civil War Draft Riots and his hands-on role in the creation of the New York City subway and the company town of Steinway in modern-day Astoria, Queens - as a jumping off point to understand the second half of the 19th century. Included are two Project Zero Thinking Routines and an Analysis Sheet to help students analyse these primary documents. Students can also expand the activity by researching other historical writings (newspapers, journals, city maps, etc.) from the time period, to gain a deeper understanding of this dynamic period in American history. 

The online exhibition describes: "Over 36 years, nine volumes, and more than 2,500 pages, entries record a newlywed’s exuberance, his observations of a country at war, and his emergence as a leader in the cultural, political, financial, and physical development of New York City. In near-daily entries until his death in 1896, William details the period’s financial panics and labor turmoil, rise of the German immigrant class, growing sophistication of transportation, and fierce piano manufacturing wars in which his family firm, Steinway & Sons, was a major player. A proud member of New York’s German American community, William was at once an immigrant success story and an ambitious industrialist whose development of the company town of Steinway left a lasting imprint on modern-day Queens."

Philippa Rappoport

Filipinos in America

This activity is a glimpse into Filipino / Filipino-Americans. Although they were first Asians to land in the Americas in 1587, under the control of the US for almost 100 years many in the United States aren't familiar with Filipinos / Filipino-Americans and their impact on the United States.


You will find student instructions for each section on the arrow slide dividers but also on many of the resources themselves (look for the 1 beside the paperclip when you open a resource). Click on each for instructions. 

Throughout this experience consider the 3 Ys:

1.    Why might this glimpse into the history and experiences of Filipinos/Filipino-Americans in the United States matter to me?

2.    Why might it matter to people around (family, friends, fellow students, community)

3.    What might it matter to the world?

Additionally how were the early depictions of Filipinos as savages uncivilized affected our collective ideas about Filipinos/Filipino-Americans today?

Merri Weir