For each of the images in the collection, determine which New Deal organization it is representing. Think about whether that organization is a good example of relief, recovery, or reform. Some images can be used in more than one way, so be prepared to defend and explain your answers to the class.

This collection asks students to create their own exhibit on a controversial subject: the use of atomic weapons on Hiroshima and Nagasaki to end World War II. Students will create a collection that includes five items reflecting their answers to the following questions: -How should the bombings of Hiroshima and Nagasaki be remembered? -Was it necessary to drop the atomic bombs in order to end World War II? Students should consider both long-term and short-term effects in their responses.

How have political campaign strategies evolved over time? Use this collection of a variety of resources (artifact, poster, photograph, news article, video, and painting) to find an answer to the question. As you review the collection, take notes on the variety of issues, audiences, and tactics you see represented. Tags: politics, campaign, election, vote, ballot box, Kennedy, Nixon, 1960, Obama, 2008, 1956, Eisenhower, Ike, Nixon, Harding, Republican, Democrat, suffrage, Lincoln, 1860

This collection includes objects and artifacts representing life in as a miner. Students are challenged to write a creative story or narrative based on the objects in the collection, illustrating life at the time. The last two resources in the collection are a worksheet that teachers may use to frame the assignment and a grading rubric for the assignment. Tags: Pennsylvania, narrative, Pittsburgh, mining, miner, immigration, coal, worker safety, child labor

<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>

<p>This collection includes a variety of photographs taken by Lisa Law. Students will examine the photographs and a few artifacts and try to draw conclusions about the ways in which the commune or back-to-the-land movement challenged the norms of traditional United States society in the 1960s and 1970s. A link to an exhibit website is include and allows students to check their assumptions, and students are asked to compare elements of the counterculture with that of mainstream 1960s and 1970s culture. </p><p>Tags: counterculture, commune, hippie, granola, back to nature, communal living, co-op, cooperative, sixties, seventies, Woodstock, change over time, compare, ashram, silent majority</p>

<p>The clippings, paintings, and other items here will all help you develop an understanding of William H. Johnson's life and growth as an artist. First, read the biography in the first resource. Then, try to order the remaining collection items from earliest to latest, using clues from the informational text and the style and subject of each work. Once finished, review the progression you have created. How would you describe the evolution of Johnson's art? Can you connect changes in his art to world or personal events?</p><p>tags: Harlem, Federal Art Project, sorting, folk art, African-American, painter</p>

<p>This collection was created to align with with the Weikers Family collection and provides general context about life in Germany for a Jewish family in the 1930s and their eventual resettlement to the United States. The artifacts in the collection are not necessarily specific to the Weikers family, but give some idea of how others might have shared similar experiences. </p><p>Tags: Nazi Germany, Holocaust era, primary sources, Pittsburgh</p>

The 1950s were a period of post-war peace and prosperity. The growing economy and baby boom led to a culture of consumerism and growing Cold War tensions led to an embrace of all things American. This student activity includes a number of images reflecting the 1950s (most of them in postage stamp form). After investigating these images and evaluating how they support or challenge conformity, students are asked to research the counterculture that began to develop in the 1950s. The final assessment asks students to create a stamp image reflecting one of the people, events, or movements that pushed back against 1950s conformity. <br /><br /> Guiding questions:<br /> -What caused a sense of American conformity to develop in the 1950s? How was this feeling expressed?<br /> -What challenges to conformity existed in the 1950s?<br /> -Is it more "American" to conform or to rebel?

<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>

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 is a collection of shabtis, which were small images of people that had been cast with a spell and buried with notable ancient Egyptians. The spells were meant to get the figure to carry out manual labor or specific tasks in the afterlife. You may notice some shabtis carry a whip, indicating that they are "overseers" of ten laborers. As you look through these images, think about what kinds of characteristics they all have in common. What differences do you see? Pay attention to materials used to make them, size, and images or depictions on the shabtis.