This is a collection of teaching resources available on the topic of George Westinghouse as well as Westinghouse Electric Company (founded 1886) and its spinoffs (including the broadcasting company and nuclear energy company). Fun fact: During the 20th century, Westinghouse engineers and scientists were granted more than 28,000 US government patents, the third most of any company (https://en.wikipedia.org/wiki/Westinghouse_Electric_Company#cite_note-2009profile-14)

This assignment will help you respond to the question: How did the growth of railroads impact the economy, politics, and society in the period after the Civil War? As you work through the activity, you will want to complete the organizational chart with your analysis of each artifact or resource. When you are finished, write your essay response using information from your chart. You will submit the file to your teacher in the format they have requested.

This collection consists of advertisements created for the Container Corporation of America in the 1950s. Each advertisement pairs a quote from a "Great Idea of Western Man" with a work of original art. After reviewing the collection, students will create their own art work to reflect a "Great Idea" that they think is important and meaningful in the world today.

This collection teaches students about the changing role of women during World War II: their role in the workplace, increasing presence in the military, and participation in voluntary organizations that supported the war. Students should think about how these activities reinforced traditional notions of gender divisions while they also allowed women to experience new activities.

This collection provides an overview of immigration to the United States, but emphasizes the increased immigration during the Gilded Age. Students can complete the collection independently, keeping in mind the following guided questions: -Why have people been motivated to immigrate to the United States? -What challenges have immigrants faced while traveling to or after arriving in the United States? -What contributions have immigrants made to American society?

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?

This collection includes artifacts, stamps, political cartoons, portraits, and videos representing various long-term and short-term causes of the Civil War. Students could use the collection as the basis for a sorting activity: Which causes are long-term and which are short? Which represent economic, social, or political differences between the North and South? Can they be put in chronological order? Which show attempts at compromise and which show that violence was difficult to avoid? Additional teaching ideas are listed in the Notes to Other Users section.

This collection looks at the way artists have used art, literature, and architecture to memorialize the victims of the Holocaust and explores the questions around how an artistic work, memorial, or museum can try to convey an understanding of genocide. Questions to keep in mind as you observe each work: 1) What is the purpose of this memorial? Is it to honor, remember, educate others, or something else? 2) On what aspect of the Holocaust does this memorial focus? 3) What Jewish symbols are present? What national symbols are present? Are there human figures? Is it abstract? What other features do you notice about this memorial? 4) What is the setting of this memorial? How does that affect its purpose and design?

The period after the Civil War, known as Reconstruction, had lofty goals for reuniting the nation and preserving the new rights given to African-Americans. For a time, these goals were achieved and three important amendments were made to the Constitution. However, by 1876 Reconstruction was considered over and much of the progress that had been made was undone. This collection of detailed prints and cartoons highlight many different aspects of Reconstruction and asks students to consider the overall result of Reconstruction. Students can analyze each one using the embedded questions.

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.

The technology for radio communications advanced during World War I, but it wasn't until the 1920s that commercial broadcasting grew and everyone wanted a radio for their home. Radio had a huge impact on creating a "mass media" that bound together the nation. As students explore this collection, they will look for evidence proving that radio changed America in four different areas: -Politics -Entertainment and Sports -Religion -Advertising Possible assignments using this collection include: 1) Writing an essay evaluating the statement "Radio created a mass culture in America." 2) Researching a particular figure in radio's early history and sharing findings with classmates. 3) Creating a 1920s radio program that featured key people and trends from the decade. This could be recorded and shared in the form of a podcast. 4) Developing a chart comparing and contrasting the impact of radio with television or the internet.

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.