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Found 552 Collections

 

Bracero Program: Unveiling Stories

In this activity, students will examine photographs documenting the Bracero Program, the largest guest-worker program in US history. Started in 1942 as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million contracts were awarded.

Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs tell about the experiences of braceros in this program, and the impact of these stories in multiple contexts. Additional resources (primary sources, a digital exhibition, and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».

Keywords: mexican, immigration, work, migration, migrant workers, agriculture, reform, politics, government, leonard nadel, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, California, Arizona, New Mexico, Texas, Arkansas, 1940s, 40s, 1950s, 50s, 1960s, 60s

#LatinoHAC #EthnicStudies

Tess Porter
37
 

Bracero Program: Step In, Step Out, Step Back

In this activity, students will examine a painting of Mexican guest-workers, known as braceros, involved in the Bracero Program (1942-1964), the largest guest-worker program in US history.  Started as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million work contracts were awarded. 

Using a Project Zero Global Thinking Routine - "Step In - Step Out - Step Back" - students will examine the perspectives of those depicted in the painting, consider what it means to take the perspectives of others, and explore avenues and methods to learn more about Braceros. Resources for learning more about the Bracero program are located at the end of the collection and include: Bittersweet Harvest, a digital exhibition about the Bracero Program; the Bracero History Archive, which includes oral histories, objects, and more; and a Learning Lab collection of photographs documenting the Bracero Program.

Keywords: laborer, immigration, work, migration, migrant workers, agriculture, reform, politics, government, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, 1940s, 40s, 1950s, 50s, 1960s, 60s

#EthnicStudies

Tess Porter
6
 

Exploring Systems - for teachers

Systems can be vast or miniscule. They can be man-made or occur in nature. A system can be simple or complex but all systems are have various parts. Each of the parts have functions within the system and each system has its own function (what a part or system is used for is called its function)

In this collection, students investigate a variety of systems by viewing and reading about them. 

This collection can be used in the classroom as students explore the crosscutting concept of systems and system models across a variety of science disciplines. The collection can also be used in a design thinking course or unit or as students undertake engineering projects and explore processes and systems.

This collection is designed for students to use independently either in class or on their own. The collection can also be used as a small group or whole class activity driven by discussion instead of writing.

The task is provided in the first slide in the collection. Extension activities can be applied to the task. One extension is included in the task slide and prompts students to use the Learning Lab to seek out their own example of a system and explain its parts and functions. A more interactive class based extension might be for students to circulate and look for a partner/partners who chose the same system or can find a way to make connections between two or more different systems that they chose. Partnerships/teams can then compare the parts/functions that they have identified and prepare to share with the larger class community.



sara gottlieb
36
 

Identity

English 12 unit 

Focus on "Identity" and transition to "Conformity" and the response of the individual to environmental sources that might seek to suppress individuality

#SAAMteach

Marie Meyer
15
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Molly Boehler
15
 

Exploring Systems

Systems can be vast or miniscule. They can be man-made or occur in nature. A system can be simple or complex but all systems are have various parts. Each of the parts have functions within the system and each system has its own function (what a part or system is used for is called its function)

In this collection, you will investigate a variety of systems by viewing and reading about them. 

The task is provided in the first slide in the collection. The second slide includes a checklist/rubric for student self-assessment and for teacher use in guiding assessment of the task.

sara gottlieb
36
 

Design with Empathy: Michael Graves Case Study

This collection is designed to explore the essential question: How do designers understand and experience the needs and wants of stakeholders? 

It looks into the design with empathy approach used by Michael Graves to design and test the Prime TC wheelchair for use in a hospital environment.  

Objectives:

  • Examine methods for developing empathy for your stakeholders  
  • Gain familiarity with the design process 
  • Understand what the steps of the design process might look like in application 

Unpacking Questions: 

  • What kind of things did the designers research?
  • What methods did they use to research and document primary data? 
  • Who worked with the designers on this project? What value did this add to the project perspective?
  • Which stakeholders did the design specifically accommodate? 
  • How were stakeholder needs prioritised?
  • What were the main issues the designer was trying to combat? 
  • List the steps of the design process evident in the case study.


Jasmine Kassulke
22
 

Interpreting Early American Portraiture through Pocahontas

This lesson is to be completed in the final days of our Early American literature unit.  Students have been tasked with creating an "Early High School Journal" to mimic the different styles of readings we have completed.  The final task of the journal will be to create an author's portrait page based on the tone and characters they have adopted for their project. 

#NPGteach

Leslie Reinhart
7
 

Men of Change: Power. Triumph. Truth.

In an upcoming exhibition, titled Men of Change: Power. Triumph. Truth., African American changemakers will be highlighted to illustrate their outstanding legacy and contributions. These individuals are icons often rendered invisible by a country, yet uplifted by a major culture. The following images showcase the legacy of men and women featured in the exhibition, illuminating their greatest works, interactions with the community, and so forth. Ever individual, whether featured in the exhibit or Learning Lab, affirm the power of the African American journey and, ultimately, the American experience. 

As you navigate throughout this Learning Lab, take notice of the various sections the Men of Change are divided into; such as Storytellers, Myth-breakers, Fathering, Community, Imagining, Catalysts and Loving.

#NHD2020

#BreakingBarriers

Smithsonian Institution Traveling Exhibition Service
69
 

Ruth Law: Breaking Barriers in Aviation and the War Effort

This topical collection of resources and analysis strategies can be used as a brainstorming tool to support student research on the National History Day (#NHD) 2020 theme of  "Breaking Barriers in History". This collection focuses on primary and secondary sources on the accomplishments and contributions of aviator, Ruth Law. 

#BecauseOfHerStory #NHD #NHD2020

Tags: Ruth Bancroft Law Oliver, aviator, world records, flight, military, World War I, women's history

Ashley Naranjo
36
 

How Did We Get Here?: Introduction to Flying Machines

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
8
 

What does it Mean to Be a Scientist?: The Scientific Method and Taking Good Notes

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
9
 

African Americans and the Fourth of July

In celebration of the Fourth of July, this Learning Lab considers the day’s meaning in the history of the African American community and their nation. 

Take some time to explore the objects, images, documents and media that explore the Fourth of July in relation to the African Americans from the Revolutionary War to the modern day. Questions to deepen exploration are embedded into each of the squares. 

Keywords: nmaahc, African, American, Fourth, July, 4th, slavery, enslavement, freedom, Revolutionary, War, British, Independence, celebration, Douglass, Washington, Founding, Fathers, declaration


NMAAHC Education
19
 

American Flag/Washington DC Flag Lesson, One or Two Part

With this collection, students will use a version of the Zoom In thinking routine to analyze several flags with an eye toward creating their own flag at the end of the lesson.

The Guiding Questions used in this lesson are:

-How did the United States flag change over time?

-Why do countries feel that it's important to have a single flag?

The Big Idea for this lesson is:

Simple symbols, like the those presented on flags, can represent a lot about a country's past and what makes that country unique.  

In this lesson, students will begin by exploring the collection and answering, using the quiz tool,  the questions embedded about the two early versions of the American flag.  The questions push students to analyze each flag, consider how versions of the American flag changed, and think critically about how symbolism can be used in a flag to represent unique and/or historical aspects of a country. 

Once students have completed the quiz questions, the teacher will call them together to discuss  the evolution of the American flag and what the elements of the flag's current and former designs represent.  The teacher will then turn the class's attention to the Washington DC flag and reiterate that its design was taken from George Washington's English ancestry.  Using this as another example of a flag drawing upon elements of history, the teacher will  make the point that the DC flag hasn't changed in appearance in over 80 years.  

The class will brainstorm what they feel are the most important and/or interesting aspects of DC history based on what they have studied.  They will then brainstorm symbols that could be used to abstractly represent elements of DC's unique past, status, and culture.  

Once a number of good ideas have been generated, each student will have the chance to create their own version of the DC flag, either modifying the exiting version of creating a completely new design.  On the draft sheets will be a checklist that focus's students attention on the  most important aspects of any flag, namely its symbolism and its connection to the history of the place it represents.  

If the teacher wishes to make this a longer activity featuring multiple drafts, he or she can consider looping in the art teacher to discuss concepts of sketching and design.  

#LearnwithTR



Peter Gamber
5
 

U Street Riots Two Part Lesson

These six images give a glimpse of the damage done during the 1968 riots on U street following the assassination of Dr. Martin Luther King.  The images are all attributed to Scurlock Studios, which students will study more in depth in a separate collection.  

The two day lesson centered around this collection begins with a gallery walk.  The Guiding Question for this lesson are:

-What can primary source photographs tell us about an event in history?

-How did the 1968 riots change Washington DC?


The Big Idea for this lesson is:

One event can have lasting effects on the history of a place.

 Each student will have a packet featuring  six 'See, Think, Wonder' pages, and a final page titled 'Gallery Walk Debrief.'  On Day 1, computers will be set up at six tables throughout the classroom, with all computers on a given table showing one of the six images in the collection.  At the teacher's direction, student partnerships will have 3-5 minutes to stop at each station and fill out one of the 'See, Think, Wonder' pages.  

At the conclusion of the gallery walk, student will meet with their partner for approximately 3 minutes to discuss the important question on the last page of their packet: 'Based on the images you viewed, how do you think the riots on U Street changed Washington DC?'  Once students have discussed, they will have approximately 5 minutes to write at least two sentences in response to this question.

On Day 2 of the lesson, the teacher will use a projectable screen in the class room  to walk through the interactive Washington Post article about the 1968 riots, allowing time to pause and watch each embedded video and answer any pressing questions.  

At the conclusion of the article, students will spend approximately 5 minutes at their tables discussing how their understanding of the 1968 riots has changed or expanded based on the Washington Post piece.  The teacher will then lead a discussion that should convey, at the very least, the following points:

-The U Street riots were widespread and caused major damage to areas of the city including but not limited to the U Street Corridor.  

-Many business' in DC were forever wiped out because of the riots and entire neighborhoods took, in some cases, decades to fully recover.

- Martin Luther King's death served as the final straw for many African Americans both in DC and around the country who had long been suffering under the crippling effects of segregation, discrimination, and racism.  

- Following the 1968 riots, most white people left the city.  

Following the teacher discussion, students will have approximately 5 minutes to write down an answer to the single question on the worksheet titled Washington Post Article Debrief:  After viewing the Washington Post article about the 1968 riots, what new information did you learn about how the 1968 riots changed Washington DC?

#LearnWithTR




Peter Gamber
10
 

Wounded Knee, Past and Present

Wounded Knee is often portrayed as the closing point of the wars between Native Americans and the United States government in the late 19th century. However, the place also marks a moment of historic protest. This collection can be used to explore the importance of place in protest movements as well as the history of violence and resistance for indigenous people in the United States.

  • How should the site of Wounded Knee be remembered?
  • Why did the activists choose to occupy Wounded Knee? What is the significance of that place?
  • How were the actions of the American Indian Movement activists similar or different to their ancestors? Consider motives, strategies, and successes, and partnerships.
tags: Sitting Bull, Oglala, Sioux, Lakota, occupation, massacre, DAPL, Dakota Access, Red Cloud, Kicking Bear, Ghost Dance, cavalry
Kate Harris
9
 

Daniel Boone and American Ginseng: Truth and Legend

Who was Daniel Boone? Was he more than a stereotypical tough frontier hero? Explore Daniel Boone and his relationship to the valuable native plant, ginseng, through this collection and activities. 

Daniel Boone was a historic person who spent much of his adult life blazing trails through the American wilderness.  Opening the wilderness allowed Boone and others to exploit its many rich resources, including the profitable plant, American ginseng.  It also rose Boone to the status of  American legend, becoming known as someone who braved hardship and danger to bring the earth's resources, like ginseng, to the market.  The legend of Daniel Boone and his "lost" ginseng illustrates the way such stories can reflect historical fact and circumstance.  They can become exaggerated or distorted through being passing along by many story tellers over time, and now even via the internet. Therefore, history and fiction become intertwined. 

Although Boone has come and gone, wild ginseng is still searched for and gathered in the mountainous regions that Boone frequented. Learn more about Daniel Boone's adventures and American ginseng throughout this collection. 

To continue to learn more about Daniel Boone and his efforts to explore the wilderness, visit the learning lab collection titled "The Wilderness Road" .

Julia Eanes
25
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Leslie Reinhart
15
 

Spacesuits: Working Under Pressure

A collection of articles, images and videos about the function and necessary components of a spacesuit.

#MCteach

Virginia Miller
19
 

Portrait Analysis: Norman Mineta

In this activity, students will analyze a portrait of Norman Mineta (b. 1931), a U.S. politician and the first Asian American to hold a post in the presidential cabinet, serving as Secretary of Transportation and Secretary of Commerce under President George W. Bush. The son of Japanese immigrants, Mineta and his family were incarcerated in the Heart Mountain camp in Wyoming under Executive Order 9066 during World War II.

This activity can be used to build students vocabulary in discussing visual elements of a portrait or as an entry point for studying Norman Mineta's life and achievements, U.S. history, and more.  Questions from the National Portrait Gallery's "Reading" Portraiture Guide for Educators and a Project Zero See-Think-Wonder routine guide the student inquiry.  The complete guide and instructions are located at the end of the collection. To learn more about other Asian Pacific American activists and leaders, visit this collection: https://learninglab.si.edu/collections/asian-pacific-american-activists-and-leaders/MR1jszd7YDA7gujx#r

This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.

Keywords:  internment; Japanese American; Nisei; San Jose, California

#APA2018 #EthnicStudies

Ashley Naranjo
10
 

“Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050”

This Learning Lab collection was made to guide participants  during the Digital Storytelling workshop “Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050””, a two-day event organised by the Storytelling Research Team at Loughborough University, UK, and hosted in the London campus at Here East on the 6th and the 7th of August as part of the East Education Summer School at Here East in Queen Elizabeth Olympic Park.

During the workshop, designed and facilitated by Dr Antonia Liguori, museums objects will be used to trigger stories about a day in East London in 2050.

Participants will 

  • learn how to use the cloud-based video-editing software WeVideo to make their own digital story;
  • explore the variety of museums digital resources available online;
  • experiment with storyboarding techniques for creative writing;
  • learn how to record and edit an audio file;
  • be supported in the selection of images and the production of a short video;
  • reflect on the 5-step Digital Storytelling process;
  • increase visual literacy through close looking at art.

Digital stories work best when there are rewards for both the storyteller and the viewer. Stories are always told from the perspective of the storyteller and for maximum benefit, it is vital to carefully choose the right story to tell.  All necessary information will be given during the workshop, but to maximise opportunities, participants need to bring with them an object or a photo that connects them to the place where they live now and/or to their idea about how this place could change in the future.

This workshop is also the final event of the EOOL project and aims to showcase the methodology applied in this EU funded project to explore its potential in other formal and non-formal education contexts.

Antonia Liguori
36
 

The Pullman Porters and the Railcar: Nexuses of the Great Migration

The Pullman Porters and the railcar were carriers of hope during the era known as the Great Migration. Pullman Porters were employed by George Pullman who created the nation’s first luxury railcar and made his home in Chicago, Illinois. During the Great Migration, hundreds of thousands of African Americans sought greater employment and housing opportunities in northern cities like Chicago, Pittsburgh, and New York. They traveled to the North primarily on railcars though segregated from white passengers and in less comfortable conditions. The Pullman Porters were pillars in the Black community and made positive impacts on African American migrants, entrepreneurs, and social causes effecting the Black community.  

This collection displays the story of the Pullman Porters and demonstrates the railcar as a nexus of the Great Migration. A restored Pullman Palace railcar, Southern Railway No. 1200, is now housed at the National Museum of African American History and Culture. 

Keywords: Pullman Porters, George Pullman, Railcars, The Great Migration, NMAAHC, African American History, American History

Le'Passion Darby
13
 

Coral Reefs and Climate Change

Explore coral reefs and climate change through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.

Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM


Smithsonian Center for Learning and Digital Access
42
 

Volcanoes

Explore volcanic eruptions and their effect on rock formations through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.

Keywords: plate tectonics, seismic activity, geologist


Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM


Smithsonian Center for Learning and Digital Access
28
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