<p>Explore outer space and land on the moon with astronauts Neil Armstrong, Buzz Aldrin, and Michael Collins. </p> <p>#NPGteach</p> <p><strong>Keywords:</strong> Apollo 11, astronauts, moon, outer space, NASA, rocket, Neil Armstrong, Buzz Aldrin, Michael Collins</p>

<p>Meet the Arab Americans who shaped the history, development, and culture of the United States of America from 1900-present. Use this collection to celebrate Arab American Heritage Month and embrace Arab American voices in your classroom year-round!</p> <p>#NPGteach</p>

<p>Meet the Asian Americans and Pacific Islander Americans who shaped the history, development, and culture of the United States of America. Use this collection to celebrate Asian American and Pacific Islander Heritage Month and embrace AAPI voices in the classroom year round.<br></p> <p>#NPGteach<br></p>

<p>This Learning Lab complements a National Portrait Gallery custom student program for American University's Fall 2020 course, CORE-107 Complex Problems Seminar: Death Penalty Perspectives. </p> <p>Students will analyze and discuss portraiture relating to capital punishment in the United States.</p> <p>#NPGteach</p>

<p>This portrait timeline spotlights portraits of individuals who shaped the history, development, and culture of what is now the United States of America between the years 1860 and 1877.</p> <p>#NPGteach</p> <p>Keywords: Civil War, Abolition, Emancipation Proclamation, Dred Scott Decision, Mason Dixon Line, North, South, Union, Confederacy, Sectionalism, Reconstruction, Suffrage, Thirteenth Amendment, Fourteenth Amendment, Fifteenth Amendment, Senators, Presidents</p>

<p>Collisions in Portraiture highlights the ways in which artists and sitters use portraiture to reveal what happens when cultures collide. By analyzing portraiture, students will consider how cultural collisions are visualized from the nineteenth to twenty-first centuries. Students will explore the powerful contributions to the history and culture of the United States through portraiture.</p> <p><strong>Objectives:</strong> After completing this lesson, students will be better able to: </p> <ul><li>Examine how modern and contemporary artists use portraiture to reveal aspects of a sitter’s individual, community/cultural, and national identity. </li><li>Identify key components of a portrait and discuss what one can learn about the sitter through these components. </li><li>Discuss the artistic choices that portrait artists make and consider how such decisions can reveal the artists’ viewpoints and also influence the viewers’ understanding of the sitters’ identity. </li><li>Use the museum’s collection as a gateway to investigating and exploring of the visualization of colliding cultures.</li></ul><p>#NPGteach</p> <p><strong>Keywords</strong></p> <p>Portraiture, Collisions, Harriet Tubman, Civil War, Stonewall, Roger Shimomura, Chief Joseph, Robert Rauschenberg, United Farm Workers</p>

<p>Learn about trumpeter, composer, and modern jazz pioneer Dizzy Gillespie. Then create a colorful poster to advertise your own concert.</p> <p>#NPGteach</p> <p><strong>Keywords:</strong> Dizzy Gillespie, music, trumpet, composer, jazz, posters, concert</p>

<p>Learn how Dolley Madison shaped the role of first lady of the United States (the wife of a U.S. president) by serving as a trusted friend and hostess (someone who entertains people) to important guests at the White House.</p> <p>#NPGteach</p> <p><strong>Keywords:</strong> Dolley Madison, First Lady, White House</p>

<p>Learn about civil rights leaders Dolores Huerta and César Chávez and the Aztec symbolism in their portrait.</p> <p>#NPGteach</p>

<p>This portrait timeline spotlights individuals who shaped the history, development, and culture of the United States of America between the years 1954 and 1980.</p> <p>#NPGteach</p> <p>Keywords: Civil Rights Movement, Segregation, Brown vs. Board of Education, McCarthyism, Space Race, 1950s, 1960s, 1970s, </p>

<p>This Learning Lab complements,  "Expanding Roles of Women," an interdisciplinary curriculum guide, featuring portraits from the Smithsonian’s National Portrait Gallery exhibition,<em> Out of Many: Portraits from 1600 to 1900. </em>The portraits are used as entry points to teach about the history of women in America during this time period. This collection serves as a home base, organizing the following components: (1) Background Essay and Timeline; (2) Reading Portraiture 101; (3) Lesson Plans; (4) Assessments; (5) Teaching Posters; (6) Additional Resources; (7) Curriculum Guide; and (8) Videos for Educators.</p> <p>Throughout these Learning Lab collections, students will examine not only the portraits’ subjects and artists but will also gain insight into the larger historical time period in which the subjects lived. By studying the exhibition’s portraits, students will be able to understand how the women in these portraits lived and located agency. Furthermore, students reflect on the present by considering how women today continue to make changes in society. <br></p> <p>Educators will come to this Learning Lab collection from a wide range of disciplines and grade levels and can use the activities and resources as they see fit. The materials have been developed toward middle school social studies classes to allow teachers to scaffold lessons and add extension activities as needed. This Learning Lab collection was designed to be integrated with flexibility. It can be used in order, as single-time activities, or in various combinations to support existing topics in the curriculum.</p> <p>#NPGteach<br></p>

<p>In this Learning Lab collection, professionals featured in the Smithsonian’s National Portrait Gallery exhibition,<em> Out of Many: Portraits from 1600 to 1900 </em>are used as entry points to teach about the history of the women's work.<br></p> <p>In the nineteenth century, women increasingly took on roles in public life. During the early Republic, Sarah Weston Seaton, the wife of a newspaper publisher, became a consummate host of political elites in her Washington, D.C., home. Women artists, such as Sarah Miriam Peale and Mary Cassatt, painted commissioned portraits of powerful individuals and ordinary scenes of domestic life, respectively. Writers like Charlotte Perkins Gilman advocated for fundamental shifts in women’s economic and social power. According to Gilman, women’s labor should not be restricted to the domestic sphere. Rather, they deserved the freedom to pursue professions outside of the household. In this collection, students will study women’s entrance into the professional sphere, where they set forth their ideas through the arts, public speaking and events, and campaigning.</p> <p>In addition, students will examine not only the portraits subjects but will also; gain insist into the larger historical time period in which the subjects lived, understand how the women in these portraits lived and located agency, and reflect on the present by considering how women continue to make changes in society.</p> <p>This collection contains three lessons that highlight themes relating to women and work: "Reading Portraiture: Claim, Support, Question," "Engaging History: Valuing the Work of Women," and "Connections to the Present: Tracking a Journey in the Public Eye." </p> <hr> <p><strong>Reading Portraits: Claim/Support/Question</strong></p> <p>Students will gradually uncover Mary Cassatt’s life through the “Claim, Support, Question” strategy from Reading Portraiture 101. They will enter the lesson by analyzing the portrait without knowing the identity of its subject or any background information.</p> <p>As more evidence is revealed to students, they will make truth claims about who they think Mary Cassatt was. Second, they will use evidence to support or question their claims. Students will then synthesize all the evidence they have examined in a written reflection on Mary Cassatt’s life and values. Teachers will conduct a class discussion about what they have learned. To supplement this history, Sarah Miriam Peale and Edmonia Lewis will be introduced as the predecessor to and contemporary of Cassatt, respectively. Students will have the opportunity to explore additional professional women artists from the nineteenth century to the present through a variety of extension activities.</p> <p>Essential Questions</p> <ul><li>What can a portrait tell us about someone’s life?</li><li>How can historical evidence help us make inferences about a person’s story?</li></ul> <p>Objectives </p> <ul><li>Students will interpret the message an artist conveys through their self-portrait.</li><li>Students will analyze and synthesize visual and written evidence to draw conclusions about their claims</li></ul> <hr> <p><strong>Engaging History: Valuing the Work of Women</strong></p> <p>Students will explore the portraits and lives of Sarah Weston Seaton and Charlotte Perkins Gilman. Working in groups, students will identify the spaces these women carved out for political and creative work in a society that largely relegated them to the home.</p> <p>Seaton, the wife of a prominent Washington, D.C., newspaper editor, was a keen observer and host of political life in the early Republic—all while raising eleven children.</p> <p>Born in 1860, over seven decades after Seaton, Gilman shunned the confines of nineteenth-century domesticity. Instead, she pursued a robust career as a writer, lecturer, and artist, often addressing the topic of women’s unacknowledged economic contributions. </p> <p>Even with their considerable racial and class privilege, Seaton and Gilman grappled with the restrictions and expectations of their times: marriage, child-rearing, running a household, and entertaining guests, among myriad other duties. By examining</p> <p>Seaton’s and Gilman’s portraits and related primary sources, students will determine which activities counted as labor for these women.</p> <p>Essential Questions</p> <ul><li>What counts as work?</li><li>What kind of work is valued in your society? What kind of work is undervalued?</li><li>How do women locate agency, even when they are held back by a society’s norms?</li></ul> <p>Objectives </p> <ul><li>Use primary sources to infer the conditions of women’s lives and livelihoods.</li><li>Prepare a claim about women and work that is based on primary sources.</li></ul> <hr> <p><strong>Connections to the Present: Tracking a Journey in the Public Eye</strong></p> <p>In this lesson, students will learn about contemporary women who have played prominent roles in American politics and culture.</p> <p>To what extent do these women, especially those with proximity to power, draw on their lived experiences to fuel their platforms? By focusing on a living first lady, students will outline how women in power navigate life in the public eye.</p> <p>Essential Questions</p> <ul><li>How does prior experience shape a life in public service?</li><li>Which biographical factors inform the aims of women in politics?</li></ul> <p>Objectives </p> <ul><li>Track the biography of a first lady and study how prior life experiences shaped her life in the White House.</li><li>Summarize key findings from web-based research; categorize research and make judgments.</li></ul> <hr> <p>#NPGteach #OutOfMany</p> <p>Keywords: Professionals, Mary Cassatt, Women Artists, Sarah Miriam Peale, Edmonia Lewis, Impressionists, Impressionism, Working Women, Sarah Weston Seaton, Charlotte Perkins Gilman, Phillis Wheatley, Anne Catherine Hoof Green, Betty Friedan, First Ladies, Hillary Clinton, Laura Bush, Michelle Obama, Melania Trump, Web Research, Primary Sources, Claim/Support/Question</p>