<p>This teaching collection is designed to be used in the Frost Art Museum's "Exploring Latinx Artists from the Frost Art Museum Collection" workshop on November 6, 2018, to guide participants in a looking activity and to demonstrate the range of tools available in the Learning Lab. </p><p>It 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">http://learninglab.si.edu/q/ll...</a>) , which aims to help students think critically and globally using two Thinking Routines to explore the painting. 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, a contextual video featuring the artist himself, three suggested Thinking Routines - "Colors, Shapes, Lines," "The 3 Y's," and "Headlines" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, three other works by Azaceta in the Smithsonian collections, and an array of prompts and Learning Lab tools.</p> <p>For use in Social Studies, Spanish, English, American History, Art History classes</p> <p><em>This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center</em>.<br /></p> <p><br /></p> <p>#LatinoHAC</p>

<p>This student activity explores Luis Cruz Azaceta's "Shifting States: Iraq" using Project Zero Thinking Routines to help students think critically and globally.  The work is a metaphorical representation of political unrest 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, several  Thinking Routines from Harvard's Project Zero Visible Thinking and Global Thinking materials, an array of prompts and Learning Lab tools and support, as well as a sample training assignment. <br><br></p>

<p>Joseph Stella (1877-1946) was an Italian born American Futurist painter. He is best known for his renditions of industrial America.</p><p>Included in this collection are some his works from the collections of the Hirshhorn Museum and Sculpture Garden, the National Portrait Gallery, and the Smithsonian American Art Museum, with oral history interviews from the Smithsonian Institution Library and the Smithsonian Archives of American Art. You can find other works by searching the collections. </p><p><br /></p>

<p>This collection is a standalone flashcard or online activity designed to generate discussion for Ethnic and Area Studies classrooms and workshops. The collection includes:</p> <ul><li>images to spark discussion</li><li>questions to guide you in considering and selecting objects</li><li>a word document template that educators can use to edit (or create from scratch) and print flashcards with images and descriptions on opposite sides of each flashcard.</li><li>the Learning Lab Getting Started Guide</li></ul> <p>This collection was co-created with Maritza De La Trinidad, Laura Esparza, Francisco Guajardo, Chris Milk, <a href="https://learninglab.si.edu/profile/9">Tess Porter</a>, <a href="https://learninglab.si.edu/profile/212">Philippa Rappoport</a>, and Elizabeth Salinas, and serves as a preview of the Learning Lab platform and springboard for discussion during the <em>Exploration of Ethnic Studies</em> workshop, held online with the City of Austin Parks and Recreation Department, <em>Academia Cuautli,</em> Texas State University, the Museum of South Texas History (MOSTHistory), and the University of Texas Rio Grande Valley's (UTRGV) <em>Historias Americanas </em>program during academic year 2020-2021.<em> </em>The collection can be copied and adapted for use in your own classroom. </p> <p>This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.<br></p> <p>#EthnicStudies #HistoriasAmericanas</p> <p>Keywords: TEKS</p> <p></p>

<p>This collection is a topical collection guiding students to a fascinating trove of content from the Faris and Yamma Naff Arab American Collection at the National Museum of American History, with discussion questions from Project Zero's Global Thinking routine, "Step In, Step Out, Step Back," to help them explore the content. Also included is additional content from the Smithsonian Transcription Center that students can explore and volunteer to transcribe. By volunteering with the Transcription Center , students would help transcribe these stories of early Arab-America immigration, and contribute to our collective knowledge of Arab American History.</p> <p>The Faris and Yamma Naff Arab American documents the immigration and assimilation of mostly Christian Syrian-Lebanese who came to America at the turn of the twentieth century. The immigrants were predominately-small land-owning peasants and artisans from the village of Syria and Lebanon. It was in these Syrian communities created by Arab immigrants that Dr. Naff sought interviews, photographs and personal papers.<br></p>

<p>This teaching collection helps students to look closely and think critically by exploring an Ecuadorian boat seat, the first object donated to the National Museum of African History and Culture, and how this tangible object represents the survival and transmission of intangible cultural heritage in the African diaspora. The seat belonged to Débora Nazareno, a descendant of enslaved Africans in Ecuador, and is engraved with Anansi, a popular spider figure in West African folklore. The boat seat was gifted to the museum by her grandson, Juan Garcia Salazar, a renowned Esmeraldan historian. </p> <p>Included here are the objects itself, a bilingual video with curator Ariana Curtis, two suggested Thinking Routines - "See, Think, Wonder" and "Unveiling Stories" - from Harvard's Project Zero Thinking and Global Thinking materials, and supporting digital content about the museum display, Maroon communities, Anansi, the oral tradition.</p> <p>For use in Social Studies, Spanish, English, and American History classes<br /></p> <p>#LatinoHAC </p>

<p>This collection includes activities to enable critical conversations in the classroom in an atmosphere of mutual trust and respect. The collection supports the "Identity and Narrative" first section and the "Transformation and Change" fourth section of the District of Columbia Public Schools course, "Critical Conversations," and can also be used in a variety of courses, including Ethnic and Area Studies, Social Studies, English/Composition, Media and Technology, and History. It addresses the following content standards: </p> <ul><li>Understand the importance of one’s identity as it relates to their place in history and influence in transforming today’s society.</li><li>Examine and identify master narratives and counter-narratives relating to individual and other affinity groups.</li><li>Evaluate the complexities and factors that influence and dictate identity formation.</li><li>Identify and analyze their social, ethnic, racial, and cultural identities and examine societal perceptions and behaviors related to their own identities.</li><li>Identify and analyze the issues and root causes that currently affect the DC community. </li><li>Create solutions that combat injustices within the DC community. </li><li>Understand how critical consciousness can lead to action.</li></ul> <p>The collection is split into seven sections of activities and resources that build on each other but can also be used modularly. It includes a range of suggested activities aimed to develop in students visual literacy skills, empathy, confidence, and self-expression, and introduces users to the five-step Digital Storytelling process: briefing and story-circle (here these are the "close-looking" and "considering representation" activities); writing; recording; editing; and sharing. The final suggested activity asks students to reflect on their own lives and how they can be agents for change in their own communities. These suggested activities are detailed on the left side panel of each section heading tile. They should open up directly so that you see the descriptions, but if not, click on the paper clips to open them.</p> <p>The materials and methodology for this collection reflect my work in heritage education and community engagement at the Smithsonian Office of Educational Technology (OET) and as a college instructor in Russian culture and folklore, as well as work specifically in Digital Storytelling, which I have been practicing since having had the pleasure and good fortune of being introduced to it by <a href="https://learninglab.si.edu/profile/24977" target="_blank">Dr. Antonia Liguori </a>(Loughborough University, UK) when she was a Smithsonian Fellow at OET in 2018. Dr. Liguori's research project, "Storying the Cultural Heritage: Digital Storytelling as a tool to enhance the 4Cs in formal and informal learning," explored the use of Digital Storytelling in combination with the digital resources of the Smithsonian Learning Lab. (You can read more about that project <a href="https://repository.lboro.ac.uk/articles/conference_contribution/Digital_storytelling_in_cultural_and_heritage_education_Reflecting_on_storytelling_practices_applied_with_the_Smithsonian_Learning_Lab_to_enhance_21st-century_learning/9319391" target="_blank">here</a>, and click on "Conference Proceedings, pages 63-75.) Also reflected here is work from two multi-year, ongoing, inspiring program partnerships: in Family Literacy Engagement with Micheline Lavalle of the Fairfax County Public School Family Literacy Program and Beth Evans of the National Portrait Galery, and in Educator Professional Development and Digital Storytelling with Professors Sara Ducey, Jamie Gillan, and Matthew Decker of Montgomery College.</p> <p>Digital storytelling is very special. I hope you can experience the magic of it in your classroom. Please do share your experiences on the Padlet at the end of the collection.</p> <p>#EthnicStudies #MexicanAmericanStudies #DigitalStorytelling</p> <p><br></p> <p><br></p>

<p>This collection explores the notion of hyphenated Americans, through the story of one man, William Kennedy, an American of Irish descent, born in New York in the late 19th century, who went on to win the Boston Marathon in 1918. Bill's nephew, in writing about his uncle, said, "When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans." What did he mean?</p> <p>To aid discussion, included in this collection are images, a cartoon, several articles, a story fro WBUR, and one thinking routine from Harvard's Project Zero Global Thinking - "Step In, Step Out, Step Back" - to "encourage learners to take other people’s perspectives, recognize that understanding others is an ongoing process, and understand that our efforts to take perspective can reveal as much about ourselves as they can about the people we are seeking to understand."</p> <p>This collection complements chapter 6 ("The Flight From Ireland") of Ronald Takaki's <em>A Different Mirror for Young People: A History of Multicultural America, </em>and supports Unit 2: What is the history?, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. <br /></p> <p>#EthnicStudies</p> <p><br /></p>

<p>This collection complements Unit 5 of the EdX course, <em><a href="https://www.edx.org/course/teaching-with-the-smithsonian-addressing-21st-century-challenges-in-the-community-college-classroom" target="_blank">Teaching with the Smithsonian: Addressing 21st-Century Challenges in the College Classroom</a></em><em>. </em>It includes resources to support the session presentations by artist Hung Liu and curator Dorothy Moss of the National Portrait Gallery, discussing the exhibition, <em>Portraits of Promised Lands.</em></p> <p>#MCTeach #EdXTeach</p>

<p>Students use a Global Thinking Routine to explore both a portrait and a work of literature that together offer a  rich view of the Chicano experience in the American southwest in the middle of the 20th century. </p> <p>This teaching collection features Gaspar Enríquez's portrait of Rudolfo Anaya. It is the first commissioned portrait by the National Portrait Gallery of a Latino sitter by a Latino artist. Both artists address the Chicano experience and confluence of cultures in the American southwest.</p> <p>Included here are the portrait, a bilingual video with National Portrait Gallery curator Taína Caragol, the "Step In - Step Out - Step Back" Thinking Routine from Harvard's Project Zero Global Thinking Strategies, two other works by Gaspar Enríquez, and some links to National Portrait Gallery supporting materials. </p> <p>Teachers and students can pair the portrait and read Rudolfo Anaya's coming of age novel "Bless Me Ultima," first published in 1972 and reflecting Chicano culture in rural New Mexico in the 1940s, to gain a deeper understanding of the Chicano experience in the American southwest.</p> <p>#LatinoHAC #EthnicStudies<br /></p>

<p>This collection comes from a family festival at the National Museum of the American Indian that explored uses of leather in Native communities - literally from the hunting and tanning of deer and their hides, to their use in ritual and everyday life. The collection includes demonstrations of deer-hide tanning, moccasin making, bead working, instructions to make a leather pouch and a daisy chain bracelet, and an interview and performance by Lawrence Baker and the White Oak Singers.</p>

<p>This collection serves as an introduction to the opening panel of the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “Facing the Complex, Multiple Challenges of the 21st Century." Four Smithsonian staff members will present at the session, including Ashley Peery and Kerri Dean of the National Museum of Natural History, Ellen Lupton of the Cooper Hewitt Smithsonian Design Museum, and Katrina Lohan of the Smithsonian Conservation Biology Institute's "Earth Optimism" initiative. Their bios, presentation descriptions, and other resources are included inside.<br><br>As you explore these resources, jot down any questions you have for the presenters. It is sure to be a fascinating and fruitful seminar series!<br><br>#MCteach</p>