<p>Larry Itliong (October 25, 1913- February 8, 1977) was a Filipino American labor organizer. Itliong immigrated to the United States in 1929 at the age of fifteen. He worked throughout the country as a farm laborer and in the salmon canneries of Alaska. In response to oppressive treatment of Filipino farmworkers, Itliong organized labor strikes. He contacted Cesar Chavez and asked Mexican farmworkers to join the strike with Filipino farmworkers. He believed that all workers had to stand together in their fight for justice. The National Farm Workers Association (NFWA) voted unanimously and Mexican farmworkers joined Filipino farmworkers in the Great Delano Grape Strike. A year later, AWOC and NFWA merged to become the United Farm Workers (UFW). The Delano Grape Strike lasted for five years. As director of the UFW, Chavez took the limelight, but co-founder and former assistant director Larry Itliong has been cast in the historical shadows.</p> <p>The media and sources in this collection can be used alongside the <em>National History Day SEARCH Historical Context Graphic Organizer</em> and the <em>Ethnic Studies Praxis Story Plot </em>from the Journey for Justice Teachers' Guide. Both resources help students think critically about Larry Itliong's life, accomplishments and activism and help provide context for the labor movement more broadly.</p> <p>#NHD #NHD2020 #EthnicStudies *This collection was created to support Unit 2: What is the history?, <em>Civil Rights Movements </em>of the Austin ISD Ethnic Studies Part A course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. </em><br /></p>

<p>Student activity collection analyzing the work of two very different Mexican American artists, identifying aspects of culture and exploring expressions about Latino experiences in art. Included in this collection, are five paintings highlighting Latino families, paired with observation and analysis questions and interviews with the artists, Carmen Lomas Garza and Jesse Treviño, as well as podcast analyses of the paintings from the museum's director. As a supplement, students could read a book by Garza depicting her childhood memories of growing up in a traditional Mexican American community, or lead a discussion comparing this artwork with other images of families found in the Smithsonian collections. #LatinoHAC</p>

<p>This collection includes a video interview and testimonial with Emilia Castañeda (April 10, 1926). Castañeda was a young Mexican American girl when she and her family were forced to leave their home and deported to Mexico from the United States in the 1930s. The interview includes a first-hand account of the impact of the federal government's forced removal of Mexican Americans.<br /></p> <p>Complementary resources to the short film include: Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting an oral history, and additional articles, videos and podcast files highlighting this history.</p> <p>Use this collection as an extension to the <a href="https://learninglab.si.edu/profile/35597" target="_blank">LA Plaza de Cultura y Artes</a>' collection, <a href="https://learninglab.si.edu/collections/unconstitutional-deportation-of-american-citizens-in-the-1930s/WHm3MycA4zt5JkAN#r" target="_blank">Unconstitutional Deportation of American Citizens in the 1930s</a>. *This collection was created to support Unit 1: Intersectionality of Economic, Politics and Policy, <em>Judicial Issues </em>of the Austin ISD Ethnic Studies Part B course.</p> <p>#EthnicStudies #BecauseOfHerStory<br /></p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Latino and Asian Pacific American Initiatives Pool, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center. </em><span></span> </p> <p>Keywords: unconstitutional deportation, Mexican Americans, repatriation, Great Depression, close listening </p> <p><br /></p>

<p>This collection presents three different <em>liberty bonds</em> primary sources dating from 1918: a postcard, sheet music/song, and a celebrity aviator's brochure. With these resources students will explore <em>L</em><em>iberty Bonds<span></span></em>, also called war bonds or liberty loans, which were essentially loans from the American people to the U.S. government to fund the Allies' involvement in World War I. Many public campaigns presented purchasing bonds as the patriotic way to support the war from the home front. Carefully chosen words and imagery conveyed this message and persuaded Americans to act quickly, through both subtle and direct messaging. </p> <p><u>Essential questions:</u> What role did Liberty Bonds play in financing the U.S. WWI effort? How did persuasive language techniques and visuals lead many Americans to see Liberty Bonds as part of their patriotic duty on the home front? </p> <p><u>Keywords:<span></span></u> primary source, secondary source, soldiers, World War I, Great War, Ruth Law, "What are you going to do to help the boys?", army, military, Uncle Sam, WWI, persuasion, advertising</p> <p>This collection was created in conjunction with the National Postal Museum's "My Fellow Soldiers: Letters from World War I" teacher workshop (July 19, 2017). It focuses on one of the many postcards from <a href="https://learninglab.si.edu/collections/my-fellow-soldiers-postcards-from-world-war-i/HPrCVWkR1wqjpK3k#r" target="_blank" style="background-color:rgb(63,63,63);">this topical collection</a> to demonstrate its use in the secondary classroom. #NPMTeacherPrograms<br /></p><p><em>#historicalthinking</em></p><p><br /></p>

This archived online conference features four of the portraits found in the National Portrait Gallery's "America's Presidents" exhibition, along with example strategies for how to use portraiture in the classroom, led by educator Briana Zavadil White. In this collection, we investigate portraits showcasing the use of symbolism, changes over time, use of color, and mass production of imagery. Presidential portraits included in this collection: George Washington, Abraham Lincoln, John F. Kennedy and Barack Obama.

<p>This teaching collection focuses on the surrealist artwork of Cuban artist, Cundo Bermúdez (1914-2008), entitled "Cinco Figuras" from the Patricia and Phillip Frost Art Museum's collections. By applying the Project Zero Visible Thinking Routine, "See, Think, Wonder" to the artwork, teachers can lead students in a discussion that allows them to make observations and support interpretations with details, while noting areas for further exploration. </p> <p>Additional resources are included in this collection to help contextualize the artist, his life and other related works. </p> <p></p> <ul><li>For more information about Project Zero routines and to add them to your own Smithsonian Learning Lab collections, please visit <a href="https://learninglab.si.edu/collections/project-zero-thinking-routines/oWYbEjpf19oxcFUp#r" style="background-color:rgb(63,63,63);">https://learninglab.si.edu/collections/project-zero-thinking-routines/oWYbEjpf19oxcFUp#r</a></li><li>For more artwork from the Patricia and Phillip Frost Art Museum's collections, please visit <a href="https://learninglab.si.edu/collections/latin-american-artists/aEFC5NX6L38A31L5">https://learninglab.si.edu/collections/latin-american-artists/aEFC5NX6L38A31L5</a></li></ul><p></p> <p>Keywords: surrealism, Latino, painting, symbolism, ladder, mirror, clock, five figures</p> <p>#LatinoHAC #VisibleThinking</p> <p><br /></p>

<p>This collection serves as an example of how you might create your own grouping of objects and visuals that inspire your own fashion choices, while also practicing research skills in mind mapping to improve your online search results.</p><p>Consider the following questions:</p><ul><li>What Smithsonian objects would you put in your closet? </li><li>What surrounds your closet? </li><li>What inspires your closet?</li></ul> <ol><li>Learn more about this #SmithsonianEdu Challenge prompt by reading this blog post, featuring collections created by three previous Cooper Hewitt National Design Award winners <a href="https://s.si.edu/EduChallengeCloset">https://s.si.edu/EduChallengeCloset</a></li><li>Try it out for yourself. How might mind mapping search terms provide unique search results and serendipitous finds for your own collection response? How can these objects inspire creativity? How can these visuals help tell a story? </li><li>Add <a href="https://learninglab.si.edu/search/?f%5B_types%5D%5B%5D=ll_collection&st=%23mysmithsoniancloset&s=updated_at_desc&page=1">#MySmithsonianCloset</a> to your collection description and it will be added to a growing list of collections in response to this prompt. </li></ol>

This topical collection includes fourteen narrated stories, many include visuals, as well. These stories could be used with young children to compare narrative arcs, identify key elements of storytelling, or simply for enjoyment of listening to short stories from around the world, including tales from the Chinese, Blackfoot, Ho Chunk, Cheyenne, Cree, Anikara, Iroquois, Painte, Popul Vuh, artist Romare Bearden's reimagined version of "Homer's Odyssey", Inka, Tlingit and Ghanaian (Asante, Ashanti).

<p>This collection was created to complement a National Art Education Association (NAEA) webinar, "<a href="https://virtual.arteducators.org/products/constructing-curriculum-with-the-smithsonian" target="_blank">Constructing Curriculum with the Smithsonian</a>"  (December 11, 2019) featuring resources from the National Museum of African American History and Culture, the National Portrait Gallery and the Smithsonian Learning Lab. </p> <p>The webinar features inquiry-based strategies in examining the American experience depicted through portraiture and unpacking the context of historical narratives communicated through art with students. </p> <p>This collection was created in collaboration with <a href="https://learninglab.si.edu/profile/436" target="_blank">Briana Zavadil White</a> (National Portrait Gallery) and Candra Flanagan (<a href="https://learninglab.si.edu/org/nmaahc" target="_blank">National Museum of African American History and Culture</a>).</p>

In this collection, we'll explore everyday objects and their impacts on society. Students can begin by reading an illustrated essay from the National Museum of American History highlighting objects that capture several pivotal moments in innovation. Included in this collection are the clock, the iPod, the bicycle and the cellular phone. What other objects have changed the way we lived?

In this activity, users will learn how to search and refine their search based on a specific prompt: "Pack a space lunch." Users will select a lunchbox from the National Museum of American History's collections and then consider 3-5 space food images from the National Air and Space Museum that they'd include in their lunch. Here, I've provided an example of what this might look like. Users can customize their included resources with the Learning Lab's annotation tools to provide context for their choices. Users can also experiment with reordering their images based on the logical order of the meal.

<p><em>Pecha Kucha </em>is a storytelling format for sharing information in a fast-paced setting (Japanese for "chit-chat"). In preparation for the City of Austin Parks and Recreation Department's workshop on the <a href="https://learninglab.si.edu/collections/digital-museum-resources-for-the-high-school-ethnic-studies-classroom-city-of-austin-parks-recreation/44WqBJtvMHyVXzFB" target="_blank"><em>Innovative Teaching of Ethnic Studies</em></a><em> </em>(Oct 30, 2019), educators, archivists, and researchers convened to learn more about relevant digital resources available for curriculum creation in Ethnic Studies coursework. </p> <p>The Oct 29, 2019 program included an Asian American community archivist at the Austin History Center; a Social Studies educator at the University of Texas, Austin; a professor and media producer in sharing relevant talks by African American scholars; a Mexican American Studies professional development coordinator; and an archaeologist and historian team combining oral histories with artifacts found in a recent dig. </p> <p>This thematic collection includes digitally-accessible resources that highlight the content shared by these experts. </p> <p>#EthnicStudies</p>