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Kate Harris

Learning Lab Coordinator
Smithsonian Institution
Middle School (13 to 15 years old), High School (16 to 18 years old)
Teacher/Educator
Language Arts And English, Civics, Literature, Cultures, Economics, Social Studies, Geography, Writing, US History, Arts, Other :
Learning Lab Coordinator

I'm a history-lover, art fan, and bookworm. I taught high school history (U.S. History and World Religions) for ten years in North Carolina, teach currently in Pittsburgh, PA,  and am working to help teachers make the most of this new resource!


Kate Harris's collections

 

Iconic and Ironic? Depression-Era Photographs

<p>This collection includes three photographs by Farm Security Administration artists that use language and image to create an American scene in the late 1930s-early 1940s. The first has become an iconic image of the Great Depression by Margaret Bourke-White, although it has a more specific history that users will learn about. Students will be asked to consider why the first image became so closely linked with the Great Depression, how the artist and author used irony to make a statement, and how different groups may have experienced the Depression in different ways. After reading a passage from Bud Not Buddy (by Christopher Paul Curtis) and answering reflective questions, students will write their own passage about one of the remaining photographs.</p><p>Essential Questions:</p><p>-How do these artists use images and language to create rich portraits of America?</p><p>-In what way do these images suggest divisions or unity within America during hte 1930s and 1940s?</p><p>Tags: Bud Not Buddy, Margaret Bourke White, Dorothea Lange, Ben Shahn, Farm Security Administration, soup kitchen, bread line, hobo, hoboes, comparison, irony, descriptive writing</p>
Kate Harris
6
 

3-D Resources from the Smithsonian

<p>This collection provides an introduction to the 3D resources available from the Smithsonian Institution. All of the items in this collection are videos showing 3D models or sharing the process of creating such materials. To explore the models directly in a 3D viewer, download file information, and discover tours and other educator resources, please visit <a href="http://3d.si.edu" target="_blank">3d.si.edu</a>.</p><p>Models of interest to K-12 teachers might include:</p><ul><li>Apollo 11 command module</li><li>Amelia Earhart's flight suit</li><li>Liang Bua (archaeological site where <em>homo floriensis</em> was discovered)</li><li>Funerary bust of Haliphat (from Palmyra)</li><li>Jamestown burial sites and artifacts</li><li>David Livingstone's gun</li><li>Porcelain dishes and other home items in the Freer Gallery of Art (from Asian cultures)</li><li>Killer Whale Hat</li><li>Whale and dolphin fossils</li><li>Cosmic Buddha</li><li>Woolly mammoth skeleton</li><li>Wright Brothers flyer</li><li>Gunboat Philadelphia</li></ul>
Kate Harris
19
 

3D Technology and Repatriation of the Kéet-S’aaxw

<p>This student activity introduces students to the concept of repatriation of cultural heritage items to the tribes to whom they belong, and the ways that museums and Native American groups are now using 3D technology to aid in the process. A killer whale hat, or kéet-s'aaxw, was requested to be repatriated by members of the Tlingit tribe. The Smithsonian Institution, under the repatriation provisions of the National Museum of the American Indian Act, did so. In the years following, the clan's leader decided that it might be beneficial to 3D scan the image in order to preserve its details and protect it in case of loss or fire. Having this data allowed the museum to create an accurate replica to be used for educational purposes, and provided the tribe with peace of mind. Learn more about this story and other cases of repatriation and replication in this collection which includes a 3D model and tour, video, website, and images of objects that have been part of the process. </p> <p>Essential Questions include:</p> <ul><li>How does the current process of repatriation reflect a change in traditional relationships between museums and indigenous groups?</li><li>What kinds of guidelines should be used to determine which objects should be repatriated?</li><li>What benefits does 3D technology provide for museums and Native American tribes? Can you envision other scenarios where 3D technology might play a similarly beneficial role?</li></ul><p>Tags: Native American, American Indian, Tlingit, repatriation, replication, 3D technology, whale hat, indigenous, rights, change over time, museums, anthropology</p>
Kate Harris
10
 

Wounded Knee, Past and Present

<p>Wounded Knee is often portrayed as the closing point of the wars between Native Americans and the United States government in the late 19th century. However, the place also marks a moment of historic protest. This collection can be used to explore the importance of place in protest movements as well as the history of violence and resistance for indigenous people in the United States. </p><ul><li>How should the site of Wounded Knee be remembered?</li><li>Why did the activists choose to occupy Wounded Knee? What is the significance of that place?</li><li>How were the actions of the American Indian Movement activists similar or different to their ancestors? Consider motives, strategies, and successes, and partnerships.</li></ul><div>tags: Sitting Bull, Oglala, Sioux, Lakota, occupation, massacre, DAPL, Dakota Access, Red Cloud, Kicking Bear, Ghost Dance, cavalry</div>
Kate Harris
9
 

The Fight to End Apartheid

<p>This is a topical collection of resources related to the fight to end apartheid. Teachers and students can use this collection to explore strategies used to fight against apartheid as well as famous leaders in the fight. Strategies include economic sanctions, boycotts, and divestment, raising awareness through artists and musicians, nonviolent protest, armed resistance, and external political pressures on the South African government. This is a work-in-progress based on the digitized materials within the Smithsonian Learning Lab's collection--it is not meant to be wholly definitive or authoritative. Think of it as a starting point for further inquiry!</p><p>Possible student activities include:</p><p>-researching one strategy of resistance and/or one well-known leader in depth.</p><p>-drawing comparisons between political organizations and movements like the ANC, PAC, Black Consciousness Movement, and United Democratic Front.</p><p>-creating a timeline of resistance to apartheid.</p><p>-debating the use of armed resistance and "sabotage."</p><p>-interviewing adults who may remember the end of apartheid.</p><p>-drawing comparisons between the civil rights movement in the United States and the anti-apartheid movement.</p><p>-choose 1-3 events and make a case for them as turning points in the fight against apartheid. What makes these events so significant?</p><p>tags: apartheid, South Africa, Mandela, Tutu, Huddleston, Soweto, townships, Sharpeville, Defiance Campaign, Biko</p>
Kate Harris
28
 

Sorting Activity New Deal Organizations: Relief, Recovery, or Reform?

<p>First, review the images in the collection and the information provided with each, then determine which New Deal organization it is representing. Think about whether that organization is a good example of relief, recovery, or reform. At the end of the collection, you will be asked to sort the images into categories and answer some evaluative questions.</p> <p><br /></p> <p>tags: Great Depression, FDR, Roosevelt, New Deal, Agricultural Adjustment Act, Tennessee Valley Administration, 1930s, sort</p><p><em>#historicalthinking</em></p><p><br /></p>
Kate Harris
23
 

What stories do artifacts tell?

<p>This student activity asks students to develop a story about a mystery artifact, editing and adjusting their narrative as they discover more information. Students will develop historical thinking skills while learning more about the experience of living in a specific time and place.</p> <p>tags: Japan, internment, incarceration, Manzanar, World War II, World War 2, WW2, Executive Order 9066, Roosevelt, FDR</p> <p><em>#historicalthinking</em></p><p><br /></p>
Kate Harris
12
 

Ekphrastic Poetry Lesson

<p>According to <a href="https://www.poetryfoundation.org/resources/learning/glossary-terms/detail/ekphrasis" target="_blank">the Poetry Foundation</a>, "An ekphrastic poem is a vivid description of a scene or, more commonly, a work of art. Through the imaginative act of narrating and reflecting on the "action" of a painting or sculpture, the poet may amplify and expand its meaning"</p><p>This collection is based on a lesson plan from the Smithsonian American Art Museum, which guides users through the process of using artwork to inform and inspire poetry. Strategies for developing original poems, sample ekphrastic (art-inspired) poems, and suggested artworks are included to stimulate thinking.</p><p>tags: creative writing, art, poetry, poems</p>
Kate Harris
9
 

Creative Questions about the Great Wall

<p>This collection highlights the Creative Questioning thinking routine from Project Zero. Students will watch a video clip about the Great Wall of China and generate questions they have about the topic. Then, they will use the question starters to improve and expand upon their questions. Finally, they will choose one of their questions as the starting point for further research.</p><p>tag: Great Wall, China, military, inquiry</p>
Kate Harris
6
 

The Ramayana

<p>This teaching collection and student activity includes the resources necessary to teach an EDSITEment lesson on the Ramayana where students read closely to find examples of the Hindu concept of dharma. </p><p>Guiding questions are:</p><ul><li>What is <em>dharma</em>?</li><li>How does the <em>Ramayana</em> teach <em>dharma</em>, one of Hinduism's most important tenants?</li></ul><p>tags: Hinduism, Hindu, India, dharma, Ramayana, rama, epic, Vishnu</p>
Kate Harris
11
 

Look for the Helpers: Analyzing Social Movements

<p>Mr. Rogers is quoted as saying, “When I was a boy and I would see scary things in the news, my mother would say to me, "Look for the helpers. You will always find people who are helping." This collection will give students a framework to "look for the helpers"--the people who are trying to change society for the better during difficult times. Students will be introduced to a variety of strategies and tactics used in social movements, and consider how these might apply to an area of their own interest.</p><p>Included is a chart listing possible strategies for social movements that encourages students to find examples of tactics/strategies from the collection and determine the goals of each.</p><p>Opportunities for extension include:</p><p>Identify a social movement that relies on more than one strategy (most do). Can you create a "recipe" listing the various tactics used to create a successful movement?</p><p>Who is involved? Choose one of the examples from above to study further. Who was involved in that particular tactic or strategy? Consider different occupations (teacher, writer, church leader, student, mother) and also different demographics (gender, race, age, ethnicity, etc.)</p><p>What's missing? Are there strategies that you have encountered in your research that don't fit into this chart?</p>
Kate Harris
31
 

My Favorite Things

<p>In 2014-2015, artist and illustrator Maira Kalman created a personal collection that was displayed at the Cooper Hewitt, Smithsonian Design Museum. Her collection drew from across the Smithsonian museums and reflected a life story. Her inspiration and thinking is shared in the video resource that begins this collection, and some of the objects that she included (or similar ones) are shared.</p><p>Can you create your own collection of "favorite things"? What story would it tell? What people, places, and objects would it connect to? What emotions would it evoke?</p><p>tags: design, art, activity, personal, inspiration, creativity, biography</p>
Kate Harris
6