<p>As we continue to read "The Grapes of Wrath," I'd like you to consider the way in which California represents the "American Dream." How has this changed over time? Has California always lived up to its image? Consider who has access to dreams and opportunities in California at any given time. </p><p>After you look through the collection, choose one of the following assignments to complete and submit your assignment using the "Submit File" option that is part of the last resource. Hint: you may want to take notes and/or save images as you are browsing the resources here. </p><p>Possible assignments:</p><p>1) Create a timeline of "Opportunities Gained and Lost" in California using at least 8 images from the collection. For each image, identify who is gaining or losing an opportunity in this instance, and what kind of opportunity is being referenced. Remember this is a timeline and will need to be in chronological order by year. Complete your timeline with an image that you have found (from the Learning Lab or an outside resource) that represents California today.</p><p>2) Would you argue that "California is a land of dreams"? How could you change that statement to make it more accurate? Write an essay defending your statement that references at least 4 images from this collection. You may want to do some additional research to supplement your essay.</p><p>Tags: point of view, change, continuity, cause, effect, Dust Bowl, drought, migrant, migration, chronology, Steinbeck</p>

<p>This collection includes items that will help you understand the conditions that led to the growth of slavery and the ways in which enslaved persons resisted slavery. <br /><br />Guiding Questions:</p> <ol><li>Why did slavery become increasingly important, especially in the Southern colonies?</li><li>How did "slave laws" support the system of slavery?</li><li>What does it mean to "resist" slavery? </li><li>How did white slave-owners respond to such actions? </li><li>Is maintaining a distinct cultural heritage a form of resistance? Why or why not? </li><li>How do religion, art, and music encourage resistance?</li></ol><p>You will answer your group's assigned question using at least 3 pieces of appropriate evidence from the collection included here. </p> <p><br /></p> <p><br /></p> <p><br /></p>

<p>The West has always held a special place in American culture. In 1893, Frederick Jackson Turner wrote what is known as the "frontier thesis," arguing that our sense of democracy and hard work has been shaped by experience of survival and growth along the frontier. More than a century later, Americans still idolize the cowboy image and are fascinated by the train robbers, saloons, and violence of the era. How accurate is our mental picture of the "Wild West"? What were the realities of life on the frontier in the late 19th and early 20th century? What was lost and what was gained as America closed out the frontier? Most importantly, why has the West continued to fascinate Americans and play such a prominent role in popular culture?</p> <p>This learner resource includes images, artifacts, and movies that deal with the concept of the American West.  Students will want to read Turner's essay and answer the attached questions. Then, they will focus on choosing images and ideas to include in a movie trailer or poster advertisement that presents a more accurate image of turn of the century western life.</p>

<p>Did you know that quilts are also historical artifacts? Use this collection to learn more about how curators investigate quilts to learn about their origins, and then explore a variety of different quilts that tell us important things about the time in which they were made and the crafters who made them. Finally, make your own quilt depicting an important historical moment. </p><p>tags: quilt, craft, activity, review</p>

<p>This is a topical collection about American life and politics in the 1980s. Resources in this collection might be helpful to students and teachers working on projects about the decade. It is not meant to be completely comprehensive, but rather includes highlights of the Smithsonian's collection spanning art, popular culture, social trends, leadership, and technology.</p><p>Teachers and students might copy and adapt this collection to suit their needs; highlighting a specific aspect of life in the 1980s and adding annotations and additional resources.</p><p>tags: Eighties, Reagan, George H. W. Bush, rap, detente, Vietnam, politics, decade, Cold War, Olympics, boycott, space shuttle, star wars, Reaganomics, trickle-down</p>

<p>This collection of artifacts, photographs, texts, and historical markers is intended to help students explore the history of the Mormon religion in America. </p><p>Each of these items is intended to spark inquiry, following the process below: </p><ol><li>Students should choose one artifact on which to focus. </li><li>Have them use the artifact analysis PDF (last resource) to begin their study of the artifact. </li><li>Next, have students generate questions about the artifact? What do they wonder about? What does it tell them about the Mormon religion or its history within the United States? </li><li>Have students complete some general research on their artifact that will help their classmates piece together the story of the Mormon experience.</li></ol><p>As a collaborative project, students should use the PBS Forced Migrations map/timeline as a model for a class map/timeline of their own. </p><ol><li>Project an image of the map on a class whiteboard or create your own basic outline using large paper. </li><li>Have each student present their research findings. The main questions they should answer are: What does it represent about the Mormon experience? Where would the artifact they chose be placed (geographically and in terms of chronology)? </li><li>Students should then place place their image on the map with significant dates noted. </li><li>After all groups have presented, review the narrative of the Mormon experience with the class. What would they identify as critical moments in Mormon history? What questions do they still have?</li></ol><div>Tags: religion, Moroni, Joseph Smith, Brigham Young, Mormon, New York, Utah, Illinois, gold plates, inquiry</div>

A collection of artifacts showing how the ancient Greeks have influenced the modern world, combining both ancient Greek artifacts and modern objects and images. In some cases, the collection is incomplete and more modern examples could be identified. This is noted with some text and questions. Teachers might review this presentation with students, challenging them to identify modern examples that connect with the ancient objects that they see. Teachers are encouraged to ask students to compare and contrast, noting how time has changed certain concepts or ideas (e.g. our democracy is far more inclusive than Greek democracy was, although we use a representative democracy, not a true democracy.) Finally, teachers might consider using this activity as a precursor to further research on a specific topic addressing how the ancient Greeks continue to influence the modern world. Useful after students have had some introduction to the history and culture of Greece.

This is a topical collection of women's suffrage postcards that could be used to supplement lessons on the women's rights movement and/or gender equality. They are also excellent practice in artifact analysis. Some questions to consider: -What do these postcards tell us about the arguments for and against women's suffrage? -Why are so many of the postcards focused on geography? -Who do you think each postcard is meant to appeal to?

<p>This collection includes a brief overview of Daoism, Confucianism, and Buddhism. It focuses on the story of Laozi and his ideas about the Dao and the balance between yin and yang. It includes two short passages from the Dao de Jing, assessment questions throughout, and a final task where students create their own collection about Daoism.</p><p>Tags: Dao, Confucius, Tao, Buddha, Laozi, China, religion, philosophy</p>

<p>Earl Hines embodies the innovator mindset because he was experimental, collaborative, resilient and resourceful. He invented a new style of playing the piano and became well-known for his work with other jazz musicians. As you look through this collection, try to find more examples of his innovator mindset. </p><p>For more on the characteristics that make up an innovator, look at the Heinz History Center website. You can even take a quiz and find out what innovator you are most like:</p><p><a href="http://www.heinzhistorycenter.org/education/school-programs-k-12/steam/innovator-match-up">http://www.heinzhistorycenter.org/education/school...</a></p><p>tags: Pittsburgh, Chicago, jazz, segregation, music</p>

This learner resource includes artifacts and archival documents regarding the 1980, 1984, and 1988 Olympics. Students will explore these materials in order to develop an understanding of how the Olympics were used as a platform for the United States and the Soviet Union to display political ideals during the Cold War. Comprehension and analysis questions are embedded throughout. Tags: Wilson Center, Cold War, Olympics, hockey, Miracle on Ice, boycott, Afghanistan, Soviet Union, USSR, Communism

The Soviet launch of Sputnik did much more than simply send a satellite into space. The announcement that the USSR had successfully launched a satellite that orbited the Earth was used to dramatize Soviet scientific superiority and set into motion a series of actions and statements by U.S. politicians designed to manage the public's fears and prevent the United States from falling behind. Guiding questions: -When it comes to military strength, which is more important: reality or perception? -How do the sciences impact national defense? -Why was a space program considered important and necessary for both the Soviet Union and the United States? -How and why do foreign events impact domestic politics and culture? Tags: Wilson Center, Cold War, Space Race, Sputnik, Technology, Soviet Union, USSR, Communism