<p>This topical collection contains information about the Smithsonian's Caribbean Indigenous Legacies Project: Celebrating Taíno Culture, with links to the Heye Center exhibition, "Taíno : Native Heritage and Identity in the Caribbean," and to a related public program/webcast, "Taíno: A Symposium in Conversation with the Movement," from the National Museum of the American Indian. </p> <p><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_facebook at300b" title="Facebook"></a><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_twitter at300b" title="Twitter"><span class="at-icon-wrapper"></span></a></p> <p><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_reddit at300b" target="_blank" title="Reddit"><span class="at-icon-wrapper"></span></a></p> <p><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_google_plusone_share at300b" target="_blank" title="Google+"><span class="at-icon-wrapper"></span></a></p> <p><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_google_classroom at300b" target="_blank" title="Google Classroom"><span class="at-icon-wrapper"></span></a></p> <p><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_pinterest at300b"></a><a href="https://www.addthis.com/bookmark.php?v=300" class="addthis_button_tumblr at300b" target="_blank" title="Tumblr"><span class="at-icon-wrapper"></span></a></p> <p> <a href="http://www.addthis.com/bookmark.php?v=300" class="addthis_button_email at300b" target="_blank" title="Email"><span class="at-icon-wrapper"></span></a></p>

<p>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. </p><p>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 &amp; 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."</p><p><br /><br /></p>

<p>This teaching collection guides  viewers through a close looking exercise to explore American artist Edward Reep's painting of a shrine in Bologna, Italy, based on photographs and notes from his time as a combat artist in Italy during World War II. The collection is set up for students to look closely at the painting using Harvard's Project Zero Thinking Routine "See, Think, Wonder," and then to consider the historical and political context of the time, as well as the artist's personal experiences in Italy during WWII, in order to better understand Reep's homage in painting to the thousands of Italian Resistance fighters and citizens who lost their lives fighting against the Nazi occupation during World War II. The activity concludes with another Project Zero Routine from the Global Thinking series, "The 3 Y's."</p> <p><br /></p>

<p>This student activity explores Luis Cruz Azaceta's "Shifting States: Iraq" using two Project Zero Thinking Routines to help students think critically and globally.  The work is a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.</p> <p>Included here are 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, an array of prompts and Learning Lab tools, and an assignment. This collection is adapted from a larger teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( <a href="http://learninglab.si.edu/q/ll-c/mBWHa8fHUy9vJsE5">http://learninglab.si.edu/q/ll...</a>), that includes extension activities. </p> <p><br></p> <p>Keywords: #LatinoHAC, Latinx, Latino, global competency, competencies</p>

This collection serves as a preview for the fourth 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 History colleagues Steve Velasquez and Lauren Safranek will discuss the making of the exhibition, "Many Voices, One Nation," and its accompanying educational website, "Becoming US." Together the exhibition and educational website aim to explore not only how the many voices of people in America have shaped our nation, but also to guide high school teachers and students in learning immigration and migration history in a more accurate and inclusive way.<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 serves as a preview for the third 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 /><br />The National Museum of African American History and Culture tells American History through an African American lens. Kinshasha Holman Conwill, Elaine Nichols, and Ariana Curtis will engage participants in an exploration of the cultural collections of the museum as markers of identity. A fuller description and presenter bios are included inside the collection.<br /><br /><br />Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.<br /><br /><br />#MCteach</p>

<p>This Learning Lab collection was made to complement the presentation, "Digital Storytelling with Museum Objects in the Smithsonian Learning Lab," at the <a href="https://www.dcc.ac.uk/events/research-data-management-forum-rdmf/rdmf20-rdm-and-data-sharingopenness-arts-virtual-forum">RDMF20: RDM and Data Sharing/Openness in the Arts conference</a> on 3 June, 2020.  The conference is hosted by the University of Edinburgh's Digital Curation Centre, a world-leading centre of expertise in digital information curation with a focus on building capacity, capability and skills for research data management.   </p> <p>During the workshop,  co-facilitated by <a href="https://learninglab.si.edu/profile/24977">Dr. Antonia Liguori</a> (Loughborough University, UK) and <a href="https://learninglab.si.edu/profile/212">Dr. Philippa Rappoport</a> (Smithsonian Office of Educational Technology), participants will be introduced to both the Learning Lab and Digital Storytelling (DS) as platforms to explore museum objects in relation to data sharing and openness in the arts. This session will demonstrate a variety of techniques to incorporate personal experiences in the exploration and use of museum resources, and will share how the Smithsonian Learning Lab can be used to access digital resources, build learning experiences, and cultivate collaboration and community over distance. </p> <p>We will explore artwork from an exhibition at the National Portrait Gallery in Washington, DC, <em><a href="https://artsandculture.google.com/exhibit/IgLygJNprGf3JA%20and%20https:/npg.si.edu/exhibition/eye-i-self-portraits-1900-today">Eye to I: Self-Portraiture as an Exploration of Identity</a></em>), which compels viewers to consider how self-portraits reflect an artist’s identity through what is revealed and concealed. We will look specifically at the <em>Eye to Eye </em>artworks from the context of social distancing and unrest in the time of Covid-19 as a prompt to make personal connections.  </p> <p>After an introduction to the Smithsonian Learning Lab and previous experiences with Digital Storytelling within that environment, participants will be engaged in discussions about:  </p> <ul><li>how Digital Storytelling can supplement and inform ontologies and metadata to extract meanings from museums' digital collections and therefore activate data to inform curatorial practice in museums; </li><li>how Digital Storytelling can enhance the educational values of museums’ objects and stimulate multiple contexts of understanding and co-creation; </li><li>how digital technology, applied not necessarily in museum spaces, can connect local communities to the museum, and in particular how Digital Storytelling could facilitate this discourse by engaging hard to reach audiences. </li></ul> <p>You will find in this collection: </p> <ul><li>a short icebreaker activity using exhibition images to start shifting from a cognitive appreciation of art to a personal connection to museum objects; </li><li>some examples of annotated objects that demonstrate the functionality of the Learning Lab; </li><li>some examples of digital stories made by other educators during previous Digital Storytelling workshops 'embedded' in the Learning Lab; </li><li>a description of the Digital Storytelling process; </li><li>workshop participants' reflections;  </li><li>supplemental resources.  </li></ul> <p><br></p> <p>#DigitalStorytelling</p>

<p>This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the presentation. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom. </p><hr /><p><a href="https://ignite19.sched.com/event/Oscu/curating-digital-museum-resources-for-the-classroom" target="_blank">Curating Digital Museum Resources for the Classroom</a>  </p> <p>Texas Association for Supervision and Curriculum Development Ignite 19 Conference: Transforming Curriculum with Technology (June 2019)</p><p><em>Smithsonian educators are initiating a collaborative education program with Texas curriculum developers and local museums to develop instructional materials relevant to K-12 Humanities and Ethnic Studies. The Smithsonian Learning Lab platform allows users to create and share locally relevant digital resources both in classrooms and with a growing network of educators across the country. Learn more about how you can leverage digital resources from the Smithsonian and your local museums for increased access and impact.</em></p><hr /><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.<br /></p><p>#EthnicStudies</p> <p><a href="https://ignite19.sched.com/event/Oscu/curating-digital-museum-resources-for-the-classroom" target="_blank"></a><br /></p> <p><a href="https://ignite19.sched.com/event/Oscu/curating-digital-museum-resources-for-the-classroom" target="_blank"></a></p>

<p>This collection asks students to explore the importance of national symbols to our cultural, political, and collective identity. By examining symbols that are meant to reflect our highest ideals as a nation - the Statue of Liberty, the American flag, the Star Spangled Banner, the Battle Hymn of the Republic, and other cultural artifacts - and their many interpretations, students will consider difficult questions facing us today: Who is included? Who decides? Why and how do people use national symbols as a way to protest? How have our notions and ideals of liberty changed over time?</p> <p>Included here are </p> <ul><li>images of the artifacts and supporting objects</li><li>three suggested Thinking Routines - "See, Think, Wonder," "Think, Feel, Care," and "The 3 Ys" - from Harvard's Project Zero Artful and Global Thinking materials<br></li><li>supporting interpretive videos, podcasts, and articles</li><li>a discussion/writing prompt</li></ul> <p>For use in Social Studies, Spanish, English, Social Studies, Ethnic Studies, and American History classes<br></p> <p>#EthnicStudies #LatinoHAC </p> <p></p>

<p>This teaching collection helps students to look closely and think critically by using three Thinking Routines to explore the cultural relevance of one family's baseball-related objects from an exhibition at the National Museum of American History, "¡Pleibol!: In the Barrios and the Big Leagues." The exhibition seeks to document the history of Latino culture through the lens of baseball, and explores baseball not only as a pastime close to the hearts of many people in many communities, but also for Latinos as a place to advocate for rights and social justice. <br></p> <p>Included here are the objects themselves, a bilingual video with curator Margaret Salazar-Porzio, three suggested Thinking Routines - "See, Think, Wonder," "The 3 Y's," and "Picture Writing" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, and supporting digital content about the exhibition. At the close of the activity, students are guided to examine a personal object of their choice and tease out the story it tells.</p> <p>For an extensive teaching collection created by the Smithsonian Traveling Exhibition Services as a companion resource for the traveling exhibition, "¡Pleibol! In the Barrios and the Big Leagues / En los barrios y las grandes ligas," see <a href="https://learninglab.si.edu/collections/pleibol-in-the-barrios-and-the-big-leagues-pleibol-en-los-barrios-y-las-grandes-ligas/bohbJm2MXuqjdHmY">https://learninglab.si.edu/collections/pleibol-in-the-barrios-and-the-big-leagues-pleibol-en-los-barrios-y-las-grandes-ligas/bohbJm2MXuqjdHmY</a>.</p> <p>For use in Social Studies, Spanish, English, and American History classes</p> <p>#LatinoHAC #EthnicStudies</p> <p><br></p> <p><br></p>

<p>Art, Creative Writing, and Public Speaking: A Portraiture Workshop for the ELL Classroom</p> <p><em>Our Lives as Art</em></p> <p>This collection includes instructions and documentation of a replicable art-based program for English Language Learners (ELLs). The information included can be adapted for high school students and speakers of any language, including native English speakers. Activities were designed to foster in participants important skills such as visual literacy, public speaking, creative writing, art appreciation, collaborative learning, and advocacy, and also to develop empathy, confidence, and self-esteem. </p> <p>The collection was created by Beth Evans (National Portrait Gallery), Micheline Lavalle (Fairfax County Public Schools Family Literacy Program), and Philippa Rappoport (Smithsonian Office of Educational Technology). </p> <p>Keywords: ESL, ESOL, portraits, migration, immigration, stories, identity, monologues<br></p> <p>#NPGteach  #FamilyLiteracy  #FamilyLit  #FCPSFamilyLiteracy</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>