<p>This collection previews the fifth and final seminar of the 2017 Montgomery College / Smithsonian Institution Fellowship seminar series, <em>The Struggle for Justice</em>. Two National Portrait Gallery staff members will lead this event: David Ward and Briana Zavadil White.</p> <p>Resources and questions included in this collection have been chosen by the presenters for participants to explore and consider before the seminar itself. </p> <p>#MCteach</p>

<p>This collection previews the first seminar of the 2017 Montgomery College / Smithsonian Institution Fellowship seminar series, <em>A Journey Through the African American Lens</em>. Five National Museum of African American History and Culture staff members will lead this event: Kinshasha Holman Conwill, Dr. Rex Ellis, Dr. Jacquelyn Serwer, Dr. Michèle Gates Moresi, and Mary Elliott.</p> <p>Resources and reflection questions included in this collection have been chosen by the presenters for participants to explore, consider, and answer before the seminar itself. Fellows will be asked to discuss their answers to the reflection questions during the seminar. </p> <p>#MCteach</p>

<p>In this activity, students will analyze an artwork that celebrates the idea of Manifest Destiny and western expansion - Emanuel Leutze's 1861 mural study for <em>Westward the Course of Empire Takes Its Way</em>, the final version of which rests in the U.S. Capitol Building.  Through the use of two Project Zero Thinking routines - <em>What makes you say that?</em>, a Visible Thinking routine for interpretation and justification; and <em>Parts, Purposes, Complexities</em>, an Agency by Design routine for looking closely - students will consider what message this painting conveys, how choices made by the artist convey that message, as well as what perspectives are portrayed and what perspectives are missing.  After looking critically, students will watch a video and learn from senior curator Richard Murray how to read this painting and what messages/images they may have missed.</p> <p>This activity can be used as an entry point or supplement in studying westward expansion, the idea of Manifest Destiny, how public perspectives are shaped, and more.  Resources to extend this activity include: a website about the final mural located in the U.S. Capitol Building and a Smithsonian American Art Museum lesson plan about both the mural study and the final mural.</p> <p><em>Keywords: Emanuel Gottlieb Leutze, manifest destiny, westward expansion</em></p>

<p>In this activity, students will analyze a portrait of Lili'oukalani (1838-1917), the last monarch of the Kingdom of Hawaii.  Queen Lili'uokalani came to the throne after her brother's death in 1891 and ruled until 1893 when, to avoid bloodshed, she surrendered to a coup led by American business leaders.  Opportunities to learn more include other portraits of Lili'uokalani, including one taken when she was 15, an article about her life and the annexation of Hawaii, and more.</p> <p>This activity can be used as an entry point into studying Lili'uokalani's life and achievements, Hawaiian annexation, Hawaiian history and culture, and more.  This activity opens with questions from the National Portrait Gallery's<em> "Reading" Portraiture Guide for Educators</em> and ends with a Project Zero Think / Puzzle / Explore routine; the full portraiture guide and routine instructions are located at the end of the collection.<br /></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></p> <p>Keywords: liliuokalani, hawai'i, polynesian, pacific islander</p> <p>#APA2018 #BecauseOfHerStory</p>

<p>Objects are time capsules; they embody values, aspirations, or problems of a particular time and place and mark a stage of technological evolution. This student activity examines voting machines used in U.S. elections over more than a century. Looking closely and understanding the historical objects’ design evolution will inform students’ design of new machine intended to overcome barriers to voting in today's elections. </p> <p>The first five images are voting machines from the late 1800s to the early 2000s. Students will explore their parts, purposes, and complexities, then read the Washington Post article "Broken machines, rejected ballots and long lines: voting problems emerge as Americans go to the polls." Finally, students will design (and may prototype) a voting machine.<br /></p> <p>This collection incorporates two Project Zero Agency by Design routines: <em></em><a href="https://learninglab.si.edu/collections/agency-by-design-voting/xf6JuBhCB1u29e8h/#r/517111">Parts, Purposes, Complexities</a>, a routine for looking closely; and <a href="https://learninglab.si.edu/collections/agency-by-design-voting/xf6JuBhCB1u29e8h/#r/517112">Imagine If...</a>, a routine for finding opportunity. Questions in each routine are open-ended and should be used to spark peer discussion in small groups or as a class. For more information on how to use and facilitate each routine, see their resource tiles at the end of the collection, as well as the <a href="http://www.agencybydesign.org/">Agency by Design website</a>.</p> <p><em>Keywords: vote, voter, maker, making </em></p>

<p>This teacher's guide provides portraits and analysis questions to enrich students' examination of Edgar Allan Poe, an American poet and author known for his stories of mystery, horror, and the macabre. Includes the video "Defining Portraiture: How are portraits both fact and fiction?" and the National Portrait Gallery's "<em>Reading" Portraiture Guide for Educators, </em>both of which provide suggestions and questions for analyzing portraiture.  </p> <p>Consider:</p> <ul><li>What do these portraits have in common? How are they different?</li><li>How are these portraits both fact and fiction?</li><li>How do these portraits reflect how Edgar Allan Poe wanted to be seen, or how others wanted him to be seen? Consider for what purpose these portraits were created (such as the photograph, the stamp, the painting, etc.).</li><li>Having read one of his works, does the portrait capture your image of Edgar Allan Poe? Why, or why not?</li><li>If you were creating your own portrait of Edgar Allan Poe, what characteristics would you emphasize, and why?</li></ul><p>Keywords: boston, massachusetts, ma, baltimore, maryland, md, allen, gothic, raven, tell tale heart</p>

<p>This topical collection includes resources related to Asian Pacific American artists, including individuals who work in photography, sculpture, painting, installation art, video art, landscape design, furniture design, jewelry and architecture. This collection includes portraits of the artists, artwork, articles, videos with experts, and related Smithsonian Learning Lab collections. </p> <p>Teachers and students may use this collection as a springboard for classroom discussions including biographies of Asian Pacific American artists, art analysis, and historical context. This collection is not comprehensive but rather provides a launching point for research and study. </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> </p> <p>Keywords: Nam June Paik, Korean American, Roger Shimomura, Japanese American, Maya Lin, Vietnamese American, CYJO, Cindy Hwang, Isamu Noguchi, Yasuo Kuniyoshi, Akio Takamori, George Nakashima, visual art<br /></p> <p>#APA2018</p>

<p>This teacher's guide uses stamps, photographs, paintings, objects, videos, and music to explore the history and culture of Minnesota, Land of 10,000 Lakes. In the classroom, these resources can be used by students to investigate two essential questions: How do you define Minnesota as a place? What does it mean to be a Minnesotan? </p><p>Supporting questions and activity implementation ideas are located under this collection's Information (i) button.<br /></p>

<p>This topical collection gathers teaching resources on Inka architecture, focusing on building methods and architectural symbolism in Cusco, capital of the Inka Empire. These resources explore the symbolic layout of Cusco as well as the architecture of five specific structures: Saqsaywaman (upper temple of the sun), Hatunrumiyoc (a wall, once part of the palace of Inka Roca), the Qorichanka (lower temple of the sun), and the Double Jamb Doorway (a sacred entryway). Includes video interviews with archaeologists, interactive 3D models, and the exhibition website for "The Great Inka Road: Engineering an Empire." Resources also explore the continuing importance of these structures in Cusco today, both in terms of environmental stability and continuing cultures.</p> <p>Keywords: inkan, inca, incan, archaeologist, stonework, continuing legacy, peru, symbol, religion, ancient civilization, world history, culture, cuzco, andes, saksaywaman, qurikancha, archaeology, pre-columbian, latin america, south america, ruins</p>

<p>In this student activity, learn the process and religious significance of Ancient Egyptian mummification through analysis of objects associated with tombs and funerary rituals. </p><p>Big ideas: Why and how did the Ancient Egyptians practice mummification? How does their religion effect their material culture?<br /></p><p>Includes artifacts, multiple choice and discussion questions, and opportunities to learn more through a reading-level appropriate article and a webcast. Encourages cross-cultural comparison of Afterlife concepts. Resources for learning more about the subject, through videos and articles, are located at the end of this collection.</p> <p>Keywords: mummies, mummy, archaeology</p>

<p>In this activity, students will explore what life was like during the Great Depression through the perspectives of multiple artworks. After using looking strategies to examine six paintings, students will write a short essay comparing and contrasting these artworks while considering what art can reveal about life in particular time periods.</p><p>Big Ideas: </p><p></p><ul><li>How did perspectives regarding life during the Great Depression differ during that historical period</li><li>How can you see these differing perspectives through artwork created during the historical period?</li></ul><p></p> <p>Keywords: Public Works of Art Project, Federal Arts Project, Works Progress Administration, New Deal</p>

<p>In this student activity, analyze how and why iconic symbols of America, such as the Capitol Building and the United States Seal, were inspired by Greek and Roman art and architecture.  </p> <p>Explores the big ideas:</p> <p></p> <ul><li>How were symbols of America influenced by those of Ancient Greece and Rome? </li><li>What might this desire to associate America with historic, successful democracies say about early American hopes for their new nation?</li></ul><p></p> <p>Includes: architecture, a seal, portraiture, a video, a primary source letter, discussion questions, and an opportunity to learn more through the full digitized text of "The Ruins of Palmyra," a publication that heavily inspired early American neoclassical architecture.</p> <p>Keywords: greece, symbolism, classic, classical</p>