Social Studies teacher
Middle School (13 to 15 years old), High School (16 to 18 years old)
Language Arts And English, Civics, Literature, Cultures, Economics, Social Studies, Geography, Writing, US History, Arts, Other
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
The Irish Experience in Pittsburgh
<p>Created for the AIU3 workshop on 3/17/17, this topical collection includes images from Historic Pittsburgh (<a href="http://digital.library.pitt.edu/images/pittsburgh/">http://digital.library.pitt.edu/images/pittsburgh/</a>), the Smithsonian Collection, the records of the Ancient Order of Hibernians in the Detre Library and Archives, Heinz History Center, and additional web resources. This large group of documents is intended to be shaped and whittled into useful collections for individual classrooms. Teachers might consider linking the documents to themes like:</p><p>•Immigration</p><p style="margin-left:32px;">•Push and Pull factors</p><p style="margin-left:32px;">•Growth of social networks</p><p style="margin-left:32px;">•Assimilation</p><p style="margin-left:32px;">•Nativism</p><p style="margin-left:32px;">•Contributions (Political, Cultural, Military, Philanthropy)</p><p>•Industry in Western PA</p><p>•Labor Movement</p><p><br /></p><p>To make this collection your own, copy it and then use the edit feature to add and remove documents as well as contribute any annotations that might help your students. </p>
The History and Spread of Islam
This collection can be used by students to explore the founding, history, and spread of Islam. Includes short informational texts paired with artifacts from around the globe and some links to additional resources. Students are tasked with tracking the countries that are mentioned on a map, taking notes on how the religion spread, and how the religion may have changed as it spread to new areas and ethnic groups. There is a quiz to assess their understanding of these concepts at the end. The guiding questions for this collection are: 1) Where was Islam founded and where did it spread? 2) How did the religion spread from place to place? 3) How were the practices and the beliefs adapted by the people of different geographic areas?
The Five Pillars of Islam
<p>This collection includes artifacts and images that represent the Five Pillars of Islam. Students should complete the chart (included as the final resource) by first explaining what each pillar is. Then, after looking through the collection, they should identify an artifact that represents each one and explain why.</p><p>Tags: Islam, Muslim, religion, Muhammad, object analysis, practice, pilgrimage, hajj, fasting, Ramadan, Shahadah, zakat, tithe, salat, prayer</p>
The Emancipation Proclamation
<p>How did the writing of the Emancipation Proclamation reflect the political tensions of the time? This collection reviews the writing, impact, and legacy of the Emancipation Proclamation through videos, informational texts, and art. Students can work through the lesson independently and their understanding of the Emancipation Proclamation will be assessed via quiz questions. Students will be able to determine the short-term and long-term impacts of the Emancipation Proclamation.</p>
The Crusades of the Middle Ages
This collection includes resources for teachers looking for materials related to the Crusades. Students can gain insight into the weapons and nature of fighting in the Crusades by investigating the images included as well as the video on bows, while the essays and map will provide ample background information. Finally, a lesson plan from the Cooper Hewitt Design Museum explains how to design a marshmallow catapult or trebuchet!
The Concept of God in Hinduism
<p>This topical collection is meant to serve as a starting point to explore the concept of god in Hinduism. Students can review the images in the collection for clues to help them answer questions like:</p><p>-How are gods portrayed in relation to other gods, people, or animals?</p><p>-Do there seem to be one god or many gods? Do they seem to be male or female? </p><p>-What common symbols or poses are present? What do you think they mean? </p><p>-What kinds of powers do the god figures seem to have? In what ways are they like human beings and in what ways are they different? </p><p>The final resource in this collection is a video that gives insight into the Hindu concept of god. After exploring this collection, encourage students to choose one aspect of Hinduism that they would like to research further.</p><p>tags: India, religion, Brahma, Vishnu, Shiva, trimurti, Ganesh, avatar</p>
The Ancient Greeks Live On
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.
The Achievements of Ancient Mayan Civilization
This collection reviews the major achievements of the ancient Mayan civilization, including its great cities, use of writing, calendar, religious beliefs, art, and architecture. Resources are provided as a basis for student research. Several of the videos are available in Spanish and English and would be useful for a Spanish language teacher who wants students to research the Maya. Guiding questions to consider while reviewing this collection: 1) In what ways did observation of the sun influence multiple facets of ancient Mayan life? 2) Which elements of ancient Mayan life persist in Mayan culture today? 3) How are art, religion, and architecture seemingly intertwined in ancient Mayan culture? 4) What are the various theories about the demise of the ancient Mayans? This collection focuses on the achievements of the ancient Mayans; however, it is critical to remember that the Maya are a living people and continue to preserve old traditions while building new ones in the modern world. For those interested, here is a collection on the modern Maya: https://learninglab.si.edu/collections/the-maya-people-today/yKMyzCEPMadkGgA8.
Thanksgiving--A Reflection of a Nation
A learning resource for students about Thanksgiving. The images in this collection are different portrayals of the United States holiday of Thanksgiving. They are grouped in order of publication from 1863 to 1994. As you look through them and complete the activities, think about these three key questions:<br /> -How does the context in which the image is produced affect the result? Meaning, how does what is happening during the time period affect what kind of picture of Thanksgiving we see?<br /> -What do the images say about our national identity: who is a welcome part of the United States? What do we celebrate in this country?<br /> -Whose version of the Thanksgiving story is being told in these images?
Sputnik: Scientific Advances, Public Perception, and Political Priorities in the Cold War
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
Sports and the African-American Civil Rights Movement
Popular athletes can reflect the broader societal change that is going on around them; they can also be instigators of that change. This collection traces the African-American civil rights movement through the 20th century and touches on athletes like Jack Johnson, Jackie Robinson, and Muhammad Ali. Students can use the collection independently to learn about this subject and complete the timeline worksheet included at the end. Students will be asked to generalize about the civil rights movement during different time periods in American history, noting the shifts in focus, strategies, and success. In addition, they will draw parallels between events in sports history and the civil rights movement.
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>