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Philippa Rappoport

Lead, Education and Engagement
Smithsonian Office of Educational Technology
Smithsonian Staff

I work in education and engagement, teacher professional development, and outreach at the Smithsonian Office of Educational Technology (OET), and have a particular interest in developing and producing trainings, programs, teaching techniques, and platforms that foster deep learning and contribute knowledge to improve practices in museum and preK-16 education and engagement. At OET over the last decade+, I created digital assets for schools, families, and new immigrant English Language learners to complement teacher professional development and pan-Smithsonian programming, including Learning Lab teaching collections, YouTube videos with tradition bearers, a handmade family stories book-making website, and online heritage tours.

Philippa Rappoport's collections

 

Exploring the Cultural Markers of Identity

<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>
Philippa Rappoport
12
 

Exploring the History of Rice Cultivation in the United States

<p>This collection serves as a preview for the fifth of six seminar sessions in the 2020 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “Humans and the Footprints We Leave: Climate Change and Other Critical Challenges." </p> <p>The National Museum of African American History and Culture tells American History through an African American lens. After a welcome and introduction to the museum by Deputy Director Kinshasha Holman Conwill, STEM Education Specialist Christopher W. Williams will engage participants in an exploration of the history of rice cultivation in the United States, and how enslaved West Africans used indigenous knowledge and technology to turn rice into the first globally exported cereal grain from the U.S. <br></p> <p>Resources included in this collection have been recommended by the presenters for participants to explore before the seminar session itself. A fuller description and presenter bios are included inside the collection.<br></p> <p>#MCteach</p>
Philippa Rappoport
10
 

Exploring Time, Memory and History Through Portraiture

<p>This collection serves as a preview for the second of six seminar sessions in the 2022 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “Social Justice in the time of Pandemic."<br><br>Dorothy Moss and Briana Zavadil White will discuss two National Portrait Gallery exhibitions: <em>Hung Liu: </em><em>Portraits of Promised Lands </em>and <em>Struggle for Justice, </em>as well as educational strategies for the classroom. </p> <p>Resources included in this collection have been recommended by the presenters for participants to explore before and after the seminar itself.<br></p> <p>#MCteach</p>
Philippa Rappoport
31
 

From Deer to Dance: How-to Demonstrations and Informational Videos

<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>
Philippa Rappoport
9
 

From One Artist to Another: "Rudolfo Anaya" by Gaspar Enríquez

<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>
Philippa Rappoport
11
 

How to Make a Ti Leaf Lei: Demonstration video, children's stories, dances, and contextual images

<p>Lei making is an important part of Hawaiian culture. These twisted strands are worn on important occasions and given as gifts of welcome. In this collection you'll find a demonstration video by Mokihana Scalph, as well as performances of children's stories, dance performances, and images of leis and ti leaves, to give context to the performances.</p>
Philippa Rappoport
9
 

"Hyphenated Americans": When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans

<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>
Philippa Rappoport
9
 

Identity, Narrative, Transformation, and Change: A Learning Resource in support of "Critical Conversations" (a DC Public Schools course)

<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</p> <p><br></p> <p><br></p>
Philippa Rappoport
46
 

“I Didn’t Believe I Could Be Brave”: How the Smithsonian Uses Stories to Amplify Voices and Build Community

<p>The Smithsonian Institution, the world's largest <strong><a href="https://www.si.edu/museums">museum</a></strong>, <strong><a href="https://www.si.edu/educators">education</a></strong>, and <strong><a href="https://www.si.edu/ResearchCenters">research</a></strong> complex, is 175 old this year. The Institution was founded in 1846 with funds from the Englishman James Smithson (1765–1829), a chemist and mineralogist who left his estate to establish in the United States an institution dedicated to “the increase and diffusion of knowledge.” Today, the museum includes nineteen museums and study centers and the National Zoo, with two more museums created by Congressional legislation just this past year.<br></p> <p>The Smithsonian Institution is committed to telling a full and inclusive history of America, and to catalyzing important conversations on issues affecting our nation and the world. This includes well-known and lesser-known stories. It includes curatorial voices, voices reflected in the collections, and visitor voices. As Smithsonian Secretary Lonnie G. Bunch III said in introducing the Institution's new <em><a href="https://www.si.edu/raceandoursharedfuture">Our Shared Future: Reckoning with Our Racial Past </a></em><a href="https://www.si.edu/raceandoursharedfuture">initiative</a>, “At a moment when our country is in crisis, we the Smithsonian have a responsibility to help our nation move forward. To transform our understanding of race and racism. To amplify the voices of the communities we serve. To bring people together across different backgrounds, races, experiences, and beliefs. To create a space for all Americans to recognize how much they have in common: shared history, shared heritage, shared hopes for the future.”<br></p> <p>This collection was created to offer an introduction to the many ways the Smithsonian Institution uses stories to increase and diffuse knowledge, amplify voices, and build community, to share at the <a href="https://storytellingacademy.education/dst2021-conference-announcement-24-hour-online-marathon-in-june/" target="_blank">Digital Storytelling Conference 2021</a> in June 2021. This collection includes just a sampling of the amazing work, research, education, and engagement happening across the Institution. Please reach out to us at <a href="mailto:learning@si.edu">learning@si.edu</a> if you would like help or guidance using the Learning Lab or incorporating museum digital content into your storytelling or educational engagement. </p> <p></p>
Philippa Rappoport
38
 

Interpreting Content from the Smithsonian Transcription Center: Oral Interviews from the Faris and Yamma Naff Arab American Collection

<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>
Philippa Rappoport
6
 

Introductory Activity to Generate Discussion about Ethnic Studies and Digital Museum Resources (#EthnicStudiesY2)

<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>
Philippa Rappoport
44
 

Introductory Activity to Generate Discussion about Mexican American Studies and Digital Museum Resources (#EthnicStudiesY2)

<p>This collection is a standalone flashcard or online activity designed to generate discussion for Mexican American 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, Gilbert Flores, Francisco Guajardo, Liz Lopez, Chris Milk, Aurelio Montemayor, <a href="https://learninglab.si.edu/profile/9">Tess Porter</a>, <a href="https://learninglab.si.edu/profile/212">Philippa Rappoport</a>, Veronica Rodriguez, Liliana Saldaña, and Elizabeth Salinas, and serves as a preview of the Learning Lab platform and springboard for discussion during the <em><strong>MAS Digital Archives: Integrating digital cultural resources in your curriculum </strong></em>workshop, held online with the University of Texas at San Antonio's Institute of Texan Cultures and Mexican American Studies Program, the Intercultural Development Research Association, and the Smithsonian Office of Educational Technology, as well as the <em>Exploration of Ethnic Studies</em> workshop, held online with 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>#MexicanAmericanStudies #EthnicStudies #HistoriasAmericanas</p> <p>Keywords: TEKS</p> <p></p>
Philippa Rappoport
43