<p>This topical collection includes yearbooks, magazines, letters, official announcements, and other important documents from the Japanese American Incarceration era.  It is one in a series of collections, each containing different types of resources, about the Japanese American Incarceration; see also <a href="http://learninglab.si.edu/q/ll-c/gCGyk6eEyx7hGU4a">Japanese American Incarceration: Images of Camp Life</a>, <a href="http://learninglab.si.edu/q/ll-c/D1atcYAXArxq55uY">Japanese American Incarceration: Camp Objects</a>, and <a href="http://learninglab.si.edu/q/ll-c/219EPFjW3g1MKqND">Japanese American Incarceration: Articles and Videos about Inmate Experiences</a>.</p> <p>In February 1942, following the bombing of Pearl Harbor, President Roosevelt signed Executive Order 9066 and authorized the imprisonment of approximately 75,000 Americans of Japanese ancestry and 45,000 Japanese nationals in incarceration camps.  This order was not rescinded until 1945. </p> <p>Teachers and students may use this collection as a springboard for classroom discussion; for example, what documents reveal about the restrictions placed on Japanese American families while they were incarcerated. 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: internment camp, world war ii, ww2, wwii, rohwer center high school yearbook, magazine, newsletter, isamu noguchi, calendar</p>

<p>This topical collection includes photographs and inmate-created artwork of life in Japanese American Incarceration camps.  It is one in a series of collections, each containing different types of resources, about the Japanese American Incarceration; see also <a href="http://learninglab.si.edu/q/ll-c/yqzp7FXFJtCqPsik">Japanese Incarceration: Publications, Letters, and Other Documents</a>, <a href="http://learninglab.si.edu/q/ll-c/D1atcYAXArxq55uY">Japanese American Incarceration: Camp Objects</a>, and <a href="http://learninglab.si.edu/q/ll-c/219EPFjW3g1MKqND">Japanese American Incarceration: Articles and Videos about Inmate Experiences</a>.</p> <p>In February 1942, following the bombing of Pearl Harbor, President Roosevelt signed Executive Order 9066 and authorized the imprisonment of approximately 75,000 Americans of Japanese ancestry and 45,000 Japanese nationals in incarceration camps.  This order was not rescinded until 1945.</p> <p>Teachers and students may use this collection as a springboard for classroom discussion; for example, how these images may reveal experiences of children and teenagers growing up in the camps. 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: internment camp, Akio Ujihara, Yosh Kuromiya, world war ii, ww2, wwii, Jerome, Arkansas, Heart Mountain, Wyoming, Rohwer, Manzanar, California, Gila River, Arizona, Amache, Colorado, Tule Lake, Topaz, Utah, Minidoka, Idaho </p> <p>#APA2018 </p>

<p>This collection focuses on Dong Kingman (1911-2000), an American watercolorist best known for his urban and landscape paintings, magazine covers, and scenery work for multiple films. Dong Kingman was born in Oakland, California, to Chinese immigrants and moved to Hong Kong when he was a child. There, he studied both Asian and European painting techniques before returning to the United States during the Great Depression. Artwork in this collection includes works created for the Works Progress Administration, the NASA Art Program, and Time magazine. Also included is a short documentary, directed by two-time Academy Award winner James Wong Howe, and Dong Kingman's obituary from the New York Times.</p> <p>This collection is not comprehensive but rather provides a launching point for research and study. <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: chinese american, china<br /></p> <p>#APA2018<br /></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 collection features resources (photographs, portraits, documents, articles, and videos) about the Second Red Scare (1947-57), a period of anti-communist fear, also known as "McCarthyism," that spread through American life at the beginning of the Cold War.  Resources include key people, such as Joseph McCarthy, Edward R. Murrow, Alger Hiss, and Ethel and Julius Rosenberg, letters documenting a university's requirement that faculty affirm they were not members of the Communist Party, individuals targeted by House Un-American Activities Committee, and more.</p> <p>This collection provides a launching point for further research and should not be considered comprehensive.</p> <p>Keywords: communism, anti-communism, anticommunism, HUAC, HCUA, hollywood blacklist, ray cohn </p>

<p>This topical collection contains portraits and artwork that depict or were created by Asian Pacific Americans. Leslie Ureña, National Portrait Gallery Assistant Curator of Photographs, curated this group of resources from the National Portrait Gallery’s ever-expanding collections. A list of the museum’s collections on this topic is included as the second resource.  <br /></p> <p>Teachers and students may use this collection as a springboard for classroom discussion; for example, this collection may inspire students to conduct research about other Asian Pacific American artists and individuals. This collection is not comprehensive, but rather provides a launching point for further 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> <br /></p> <p>Keywords: portraiture, photograph, sculpture, article, primary source, painting, poster, letter</p> <p>#APA2018</p>

<p>This collection previews the third seminar of the 2017 Montgomery College / Smithsonian Institution Fellowship seminar series, <em>American Democracy in the Trump Age</em>. Harry Rubenstein, Curator and Chair of the Division of Political History at the National Museum of American History, will lead this event.</p> <p>Resources and questions included in this collection have been chosen by the presenter for participants to explore, consider, and answer before the seminar itself. </p> <p>#MCteach</p>

<p>This collection previews the second seminar of the 2017 Montgomery College / Smithsonian Institution Fellowship seminar series, <em>The Native American Struggle for Treaty Rights and Tribal Sovereignty.</em> Three National Museum of the American Indian staff members will lead this event: Mark Hirsch, David Penney, and Colleen Call Smith.</p> <p>Resources included in this collection have been chosen by the presenters for participants to explore 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>This teacher's guide provides portraits and analysis questions to enrich students' examination of Langston Hughes, an American poet, novelist, playwright, and activist. 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.  Also includes "The Music in Poetry" lesson plan and website, which connect the rhythm of blues stanzas to Langson Hughes' poetry and may be used as a lesson extension.</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 they wanted to be seen, or how others wanted them to be seen? Consider for what purpose these portraits were created.</li><li>Having read one of his poems, does the portrait capture your image of Langston Hughes? Why, or why not?</li><li>If you were creating your own portrait of Langston Hughes, what characteristics would you emphasize, and why?</li></ul><p>Keywords: missouri, mo, poetry, jazz, blues</p>

<p>This teacher's guide provides a portrait and analysis questions to enrich students' examination of Eudora Welty, a Pulitzer Prize-winning author known for her evocative novels and short stories set in the American South. 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.  Also includes a video and blog post that look closely at this portrait, as well as a related article about Mississippi's new writers trail that may be used as a lesson extension.</p> <p>Consider:</p> <ul><li>How is this portrait both fact and fiction?</li><li>How does this portrait reflect how Eudora Welty wanted to be seen, or how others wanted her to be seen? Consider for what purpose this portrait was created.</li><li>Having read one of her stories, does the portrait capture your image of Eudora Welty? Why, or why not?</li><li>If you were creating your own portrait of Eudora Welty, what characteristics would you emphasize, and why?<em></em></li></ul><p>Keywords: mississippi, ms, story, optimist's daughter, writer, #BecauseOfHerStory</p>

<p>This teacher's guide provides portraits and analysis questions to enrich students' examination of William Faulkner, an American author and Nobel Prize laureate. 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 they wanted to be seen, or how others wanted them to be seen? Consider for what purpose these portraits were created (such as the caricature, stamp, etc.).</li><li>Having read one of his stories, does the portrait capture your image of William Faulkner? Why, or why not?</li><li>If you were creating your own portrait of William Faulkner, what characteristics would you emphasize, and why?</li></ul><p>Keywords: mississippi, ms, the sound and the fury, writer</p>