<p>This collection serves as a preview for the sixth (final) of six seminar sessions in the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.”<br /></p> <p>National Museum of American Indian colleagues Mark Hirsch, David Penney, and Colleen Call Smith will explore the past, present, and future of treaties between the United States and Native nations, and show how American Indians have drawn on these 18th- and 19th -century agreements to defend tribal rights and exercise political sovereignty in the 20th and 21st centuries.<span class="Apple-converted-space">  They will also discuss their efforts to integrate the exhibition's main themes and messages into the</span> museum’s “Native Knowledge 360°” initiative, a national educational program designed to change the way American Indian histories, cultures, and contemporary lives are taught in K-12 classrooms.</p> <p>Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.</p> <p>#MCteach</p>

This collection serves as a preview for the second of six seminar sessions in the 2019 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “The Search for an American Identity: Building a Nation Together.”<br /><br /> National Museum of American Indian colleagues Paul Chaat Smith, Cecile R. Ganteaume, Colleen Call Smith, and Mandy Van Heuvelen will provide a behind the scenes look at the most daring exhibition the National Museum of the American Indian has ever staged. The exhibition argues that Native American imagery is everywhere in American life, and rather than being merely kitsch, stereotype, and cultural appropriation, it is evidence of the centrality of Indians in both history and 21st century life in the United States.<br /><br /> Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.<br /><br /> #MCteach

<p>This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended to demonstrate various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources. </p> <p>Included here: </p><ul><li>Section 1: a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms. </li><li>Section 2: a variety of student activities and resources to explore artist Luis Cruz Azaceta's "Shifting States: Iraq," a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.  This section includes an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two  Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, and  an array of prompts and Learning Lab tools to help students think critically and globally.  </li><li>Section 3: a short assignment to get participants started using the Learning Lab.</li><li>Section 4: spacer tile template to serve as chapter headings in longer collections.</li></ul><p>This collection is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( <a href="http://learninglab.si.edu/q/ll-c/mBWHa8fHUy9vJsE5" style="background-color:rgb(63,63,63);">http://learninglab.si.edu/q/ll...</a>), that includes extension activities. It was created for the 2019 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "The Search for American Identity: Building a Nation Together," - the subject of the Montgomery College - Smithsonian 2019 Fellowship program. </p> <p><br /></p> <p>Keywords: #MCteach</p> <p><br /></p>

<p>This collection serves as a preview for the fourth of six seminar sessions in the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “Facing the Complex, Multiple Challenges of the 21st Century."<br></p> <p><br>Three Smithsonian curators, Jim Deutsch and Sojin Kim from the Center for Folklife and Cultural Heritage, and Margaret Salazar-Porzio from the National Museum of American History, will discuss ways in which their units seek to address 21st-century challenges, through programming, outreach efforts, and resources. </p> <p>Resources included in this collection have been recommended by the presenters for participants to explore before the seminar itself.</p> <p>#MCteach</p> <p></p>

<p>This collection includes a wide range of Irish contemporary and traditional music in the Smithsonian collections, with two lesson plans for grades 3-5 from the Center for Folklife and Cultural Heritage.</p><p>#SmithsonianMusic<br /></p>

<p>This teaching collections aims to help students to think critically about Puerto Rico's past and present, as portrayed in the media and through close looking at a portrait. The collection explores Francisco Rodón's monumental portrait of Luis Muñoz Marín, the first democratically elected governor of Puerto Rico, known as “the Father of Modern Puerto Rico.” Although the portrait and supporting video with National Portrait Gallery curator Taína Caragol were created before Hurricane Maria devastated the island in September 2017, a close examination of the portrait itself lends a deeper understanding not only of Francisco Rodón, but of the history of Puerto Rico itself, both pre- and post-Hurricane Maria.</p> <p>Included here are the portrait from the National Portrait Gallery, a video with the curator, two suggested Global Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero materials, a lesson plan from PBS Media on Puerto Rican Perspectives, and three news articles (from Vox and the New York Times) about Hurricane Maria, at the time in 2017 and almost one year later.</p> <p>For use in Social Studies, Spanish, English, American History, Art History classes</p> <p>#LatinoHAC, #EthnicStudies </p> <p>This collection supports Unit 3: Critical Geography and Current Issues, of the Austin ISD Ethnic Studies Part A course ("In this unit, students will identify historical patterns to understand how past events influence current policies, ideas and practices.") and Unit 1: Intersectionality of Economics, Politics, and Policy, of the Austin ISD Ethnic Studies Part B course ("How do government policies and the judicial system in a democratic society impact diverse groups and communities?").</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. </em></p>

<p>Photographs are the entry point to help students think critically about the nature of community in America's urban environments of the 1960s and 1970s.  The exhibition introduced here, after which this collection is titled, features Latino artists who "turn a critical eye toward neighborhoods that exist on the margins of major cities like New York and Los Angeles." Smithsonian American Art Museum Curator E. Carmen Ramos has said that the exhibition was meant to explore the artists' complex vision of life in the urban environment, juxtaposing both a sense of unwelcoming urban neglect with a strong sense of community.  </p> <p>Included here are photographs from the exhibition, a bilingual video with the curator, the "Step In - Step Out - Step Back" Thinking Routine from Harvard's Project Zero Global Thinking Strategies, some links to Smithsonian American Art Museum supporting exhibition materials, including the exhibition webpage, a blog post, a link to Piri Thomas's book after which the exhibition was titled, and footage from a poetry reading at the museum. </p> <p>Teachers and students can use these photographs in a variety of ways - to explore the work of individual artists, to compare the works of different artists, and to look as a whole at the exhibition and extract deeper meaning about "the urban crisis" of America's urban environments in the 1960s and 1970s.</p> <p>Keywords: El Barrio, New York City, Urban Crisis</p><p>#LatinoHAC<br /></p>

<p>Students can use the "What makes you say that?" and the "3 Ys" thinking routines to explore two modern portraits about identity and immigration from the National Portrait Gallery. The first thinking strategy asks students to look at a work of art for several minutes before answering two questions: "What's going on?" and "What do you see that makes you say that?" (See <a href="https://learninglab.si.edu/resources/view/1056334/search">https://learninglab.si.edu/res...</a> for more information.)</p> <p>To further and deepen the discussion, I've included a link to a September 2016 New York Times Op-Doc entitled "4.1 Miles," about a coast guard captain on a small Greek island who is suddenly charged with saving thousands of refugees from drowning at sea. (If it doesn't show up easily, you can view the original video on Times Video at https://www.nytimes.com/video/opinion/100000004674545/41-miles.html.) I've also included two sculptures from the Smithsonian American Art Museum, an interview with Lisa Sasaki, head of the Smithsonian's Asian Pacific American Center, and resources from the University of Minnesota  Libraries Publishing's Immigration Syllabus - Americans / Immigrants, Weeks 1-4.</p> <p>You may wish to use the "3 Y's" thinking routine here as well, which asks students to consider the following questions:<br /></p> <p>1. Why might this [topic, question] matter to me?</p> <p>2. Why might it matter to people around me [family, friends, city, nation]?</p> <p>3. Why might it matter to the world?<br /></p> <p>(See <a href="https://learninglab.si.edu/resources/view/1321155/search">https://learninglab.si.edu/res...</a> for more information.)</p> <p>#APA2018, #LatinoHAC, #EthnicStudies </p> <p>This collection supports Unit 1: Precious Knowledge - Exploring notions of identity and community, of the Austin ISD Ethnic Studies Part A course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. </em></p> <p><br /></p>

<p>For the workshop, <strong><em>Teaching with the Smithsonian’s Learning Lab – Millions of Resources at Your Fingertips! </em><strong>(January 8, 2020),</strong> </strong>this is <em>a </em>collection of digital museum resources and instructional strategies.  It includes a warm-up activity, a close-looking exercise, and supporting materials for participants to create their own teaching collections. </p> <p>This collection was co-created with <a href="https://learninglab.si.edu/profile/9">Tess Porter</a>. </p><p>#GWTeach</p>

<p>This teaching collection helps students to look closely and think critically by examining <em></em>Domigo Ulloa's painting, <em>Braceros, </em>and historical documentation related to the bracero program, a series of short-term labor contracts from 1942-1964 in which an estimated two million Mexican men came to the US to work on farms and roads. The collection prompts students to consider the program from a variety of perspectives, including individual, collective, social, economic, and political.  </p> <p>Included here are the painting, a bilingual video with Smithsonian American Art Museum (SAAM) curator E. Carmen Ramos, four suggested Thinking Routines - "See, Think, Wonder," "Step In, Step Out, Step Back," "The 3 Y's," and "Think, Feel, Care" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, supporting digital content from the National Museum of American History, and a blogpost from SAAM of two DC student's written responses to the prompt, "What Domingo Ulloa's <em>Braceros </em>Means to Me." </p> <p>For use in Social Studies, Spanish, English, and American History classes</p> <p>#LatinoHAC #EthnicStudies</p> <p>This collection supports Unit 1: Intersectionality of Economics, Politics, and Policy, of the Austin ISD Ethnic Studies Part B course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. </em></p> <p><br /></p>

<p>This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the NCSS 2020 Online Conference, <strong><em>Advancing Social Justice </em></strong><strong>on December 5, 2020. </strong>The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning, using promising transferable practices developed in a school/museum pilot program on Ethnic Studies.</p> <p>This power session supports educators in accessing and developing instructional materials relevant to middle/junior high grades 6-12 social studies and Ethnic Studies courses. Participants will explore the Smithsonian Learning Lab and find a wide range of multimedia resources from different times and places. They will have an opportunity to sample and consider several applicable Harvard Project Zero visual thinking and global thinking strategies that can help students access and understand primary sources, deepen their critical thinking skills, and learn to trust and articulate their ideas. Participants will leave with enough information to independently use the Smithsonian Learning Lab and implement new classroom ideas.<br><br>Participants will: <br>•       Try out inquiry-based looking strategies using digital museum resources that are suitable for middle and high school social studies and Ethnic Studies courses but applicable across curricula.<br>•    Learn the basics of Smithsonian Learning Lab, a Webby Award-winning platform for users to create and share digital resources with students and a growing national network of educators.<br>•    Explore instructional materials created by educators for Ethnic Studies courses that include digital museum resources and inquiry-based strategies, and are available on the Smithsonian Learning Lab.<br></p> <p>The collection can be copied and adapted for use in your own classroom. </p><p>To browse published Learning Lab content created from the <em>Supporting the Innovative Teaching of High School Level Ethnic Studies Courses in Texas</em> project, see <a href="https://learninglab.si.edu/search/?f%5B_types%5D%5B%5D=ll_collection&st=%23EthnicStudies&s=&page=1">https://learninglab.si.edu/search/?f%5B_types%5D%5B%5D=ll_collection&st=%23EthnicStudies&s=&page=1</a>.  Click on each individual tile to explore its associated collection.<br></p> <p>This collection was co-created with <a href="https://learninglab.si.edu/profile/8" target="_blank">Ashley Naranjo</a>.  This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.</p> <p>#EthnicStudies<br></p> <p></p> <p></p>

<p>This teaching collection helps students to look closely and think critically by examining Kat Rodgriguez's <em>Immokalee Statue of Liberty</em>. In 2000 members of the Coalition of Immokalee Workers (CIW) in Florida carried this statue on a two-week, 230-mile march for “dignity, dialogue, and a fair wage.” The CIW brought together diverse, interracial groups including agricultural workers, environmentalists, and community organizers, to negotiate for better working conditions and higher wages in the agricultural industry. The statue represents liberty, diversity, inclusion, and liberal rights, and seems to asks us to examine our ideas of national identity. <br></p> <p>This collection prompts students to consider both the Immokalee Statue of Liberty and the Statue of Liberty at Ellis Island, and our changing notions of liberty. Included here are </p><ul><li>the statue</li><li>a suggested Thinking Routine, "See, Think, Wonder," from Harvard's Project Zero Thinking materials</li><li>a bilingual video with Smithsonian National Museum of American History curator Margaret Salazar-Porzio</li><li>two poems - "I, too, am America" by Langston Hughes, which was featured on the Immokalee statue's original pedestal, and "The New Colossus" by Emma Lazarus, which is featured on a bronze plaque on the pedestal the Statue of Liberty at Ellis Island, after which the Immokalee statue is reimagined</li><li>a discussion/writing prompt</li><li>supporting digital content from the National Museum of American History<br></li></ul> <p>For use in Social Studies, Spanish, English, and American History classes<br></p> <p>#LatinoHAC #EthnicStudies</p> <p>This collection supports Unit 1: Intersectionality of Economics, Politics, and Policy, of the Austin ISD Ethnic Studies Part B course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. </em></p> <p><br><br></p> <p></p>