Skip to Content
  • Language
  • End User
  • Educational Use
  • Time Required
(117)
(336)
(415)
(366)
(442)
(5)
(197)
(148)
(87)
(283)
(134)
(184)

Found 453 Collections

 

Zoology Introduction: Observing Pandas

This lesson plan teaches innate and learned animal behavior by having students watch videos of Bao Bao, the Smithsonian National Zoo's panda, and answer questions about her behavior in the videos. The videos range from Bao Bao as a newborn to her first birthday and have quiz questions connected to them to help students better understand how to observe animal behavior. There is a hand out for students to read while watching the videos to better help them answer questions. There is also a chart attached that can be used by the teacher to write down the behavior of Bao Bao in each video in fifteen second increments. This teacher lesson plan can also be adapted to be used as a class assignment, if needed. 

Christina Shepard
13
 

Yup'ik Parka: Object Analysis

This introductory student activity explores the Yup'ik gut parka, a type of garment created from the intestines of sea mammals to protect sea hunters from wind, rain, and stormy seas. The Yup'ik, native to Alaska and coastal Canada, used these not only for hunting but also spiritual occasions, such as religious ceremonies. Collection includes: two parkas, one for hunting and one for ceremonies; a map of the geographic boundaries of the Yup'ik before the arrival of Euro-American settlers; and a video of modern Yup'ik discussing the traditional process of creating these garments and the importance of conserving and continuing this tradition today.

Collection can be used as an introductory activity to an investigation of: Yup'ik culture, Yup'ik relationships to their environment, Arctic cultures, Native American innovations, or the importance of continuing traditions.

Keywords: eskimo, native american, american indian, sea mammals, gutskin, conservation, yupik

Tess Porter
5
 

WWI Propoganda

This collection focuses on some of the propaganda posters that were used during WWI,

SHERRI KELLER
8
 

WWI Propaganda

This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.

Essential questions include:

  • What are the four main goals of the government during World War I?
  • Why and how did propaganda creators target specific audiences with their messages?
  • What are the effects of changing the medium or form of propaganda on how it might be received?

Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect

Kate Harris
14
 

WWI Propaganda

Anna Parker
16
 

WWI Propaganda

This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.

Essential questions include:

  • What are the four main goals of the government during World War I?
  • Why and how did propaganda creators target specific audiences with their messages?
  • What are the effects of changing the medium or form of propaganda on how it might be received?

Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect

Lisa Major
32
 

WWI Propaganda

This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.

Essential questions include:

  • What are the four main goals of the government during World War I?
  • Why and how did propaganda creators target specific audiences with their messages?
  • What are the effects of changing the medium or form of propaganda on how it might be received?

Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect

Edward Elbel
30
 

WWI Propaganda

This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.

Essential questions include:

  • What are the four main goals of the government during World War I?
  • Why and how did propaganda creators target specific audiences with their messages?
  • What are the effects of changing the medium or form of propaganda on how it might be received?

Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect

Adam Baer
20
 

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
 

Women's Suffrage in Idaho

Idaho was among the first states to grant women the right to vote. In this collection, we examine the journey to passing the law allowing women to vote, social views of the roles of women, as well as the similarities and differences between Idaho's women suffrage movement and the nationwide suffrage movements. 

Idaho State Museum
32
 

Women in Baseball and the Post Office

Issues of gender inequality have had profound effects on all aspects of American society and its many institutions. In conjunction with the National Postal Museum’s upcoming exhibition Baseball: America’s Home Run, this collection will assist teachers in examining this issue with their students through two important institutions of the 20th Century: Major League Baseball and the United States Postal Service. The collection explores this essential question: How was the changing status of women in American society during the late 19th and early 20th centuries represented in professional baseball and the United States Postal Service? In small groups, students will discuss this underlying question through the variety of resources in this collection, examining the historical access women have had to these institutions, their divergent experiences compared to their male counterparts, and how women have historically been depicted on USPS stamps. Some supporting questions to scaffold inquiry can be found in the “Notes to Other Users” section.

National Postal Museum
31
 

Women in Baseball and the Post Office

This collection explores this essential question: How was the changing status of women in American society during the late 19th and early 20th century represented in professional baseball and the United States Postal Service. In small groups, students will discuss this underlying question through the variety of resources in this collection, examining the historical access women have had to these institutions, their divergent experiences compared to their male counterparts, and how women have historically been depicted on USPS stamps. Some supporting questions to scaffold inquiry can be found in the “Notes to Other Users” section.

Jessica Rosenberry
28
 

Women in 1950s America

A learning resource to help develop students' ability to analyze an image and form an argument. The images in this collection are different portrayals of women in the United States during the 1950s. As you look through them, have your students think about these three key questions:

-What is being shown in the image?

-How is the woman represented in the image? Use concrete details from the image.

-Does the image compare to modern representations of women? Why or why not?

The collection ends with a quiz that can either be used as assignment to gauge the students' ability to pull together their analysis into a conclusion or a class discussion.

Alexander Graves
7
 

Why Move West?

Each resource symbolizes a reason why Americans chose to move west.  For each one, complete the following activity:

1) Source it: Is it a primary or secondary source? Who made it? When was it made? What is the author's purpose (PIE)? Hint- click the i on the left side of the screen to learn more about the source.

2) Identify at least 4 details that you see in the image.

3) Why would this resource motivate people to move West? Use a specific detail that you saw to prove your point.

Michelle Moses
9
 

Why Move West?

Each resource symbolizes a reason why Americans chose to move west.  For EACH one, complete the following activity:

1) Source it: What is it? Who made it? When was it made? What is the author's purpose/why was it made? Hint- click the i on the left side of the screen to learn more about the source.

2) Identify at least 3 details that you see in EACH image.

3) Why would this resource motivate people to move West? Use a specific detail that you saw to prove your point.

Terri Duncan
12
 

Who May Enter? Ellis Island and Angel Island Experiences

During this experience you will follow in the steps of immigrants whose immigration story took them to Angel Island and Ellis Island providing you a window into who came to the United States, why they came, the immigration process, their acceptance or denial as well as their legacy. You will find student instructions for each section on the arrow slide dividers. Click on each for instructions.  #APA2018

Throughout this experience consider the 3 Ys:

  1. Why might this snapshot of Angel Island & Ellis Island matter to me?
  2. Why might it matter to people around (family, friends, fellow students, community)
  3. What might it matter to the world?

---

Quotes / Poems to consider:

Angel Island Written on the walls in Chinese

I am distressed that we Chinese are
in this wooden building
It is actually racial barriers which cause
difficulties on Yingtai Island.
Even while they are tyrannical they still
claim to be humanitarian.
I should regret my taking the risks of
coming in the first place.

This is a message to those who live here not
to worry excessively.
Instead, you must cast your idle worries to
the flowing stream.
Experiencing a little ordeal is not hardship.
Napoleon was once a prisoner on an island.

Ellis Island

"Well, I came to America because I heard the streets were paved with gold. When I got here, I found out three things: first, the streets weren’t paved with gold; second, they weren’t paved at all; and third, I was expected to pave them." Italian Immigrant

"Island of Hope, Island of Tears"



Merri Weir
33
 

Who is Frances Mary Albrier?

This is a collection of items belonging to, or about, Frances M. Albrier. Although an important female leader and activist during the mid-20th century, many students may not have heard of Ms. Albrier. Encourage students to act as history detectives, exploring the collection to determine why this woman's belongings are in the collections of the Smithsonian.

Some questions to consider:

  • What are Albrier's main accomplishments? What types of occupations did she have?
  • Based on these, what values do you think were important to her?
  • How does Albrier's life reflect major changes for women during the 20th century? Changes for African-Americans?
  • What do these items tell us about challenges facing African-American women in the mid-century?
  • What remains unknown about Albrier based on this collection? Where else could you go to look for more information?
  • Look at an encyclopedia entry for Ms. Albrier. Are there any events mentioned not covered in this collection? What might be a good item to add in order to better show her life?


tags: activism, civil rights, union, labor, voter registration, 60s, world war II, shipyards, WW2, nursing, Red Cross, National Council of Negro Women, Nigeria, independence, peace, moral rearmament

Kate Harris
15
 

Who Belongs in Massachusetts? The Story of Immigration

This collection is to support our 4th grade unit on immigration. 

Our unit makes use of the Massachusetts Department of Education's lesson "America's Salad: The Story of Immigration to Massachusetts" and includes trips to the Tsongas Industrial History Center in Lowell for their program "Yankees and Immigrants" and to the Edward Kennedy Institute for the American Senate for their program "Pathways to Citizenship"

In class, we will explore why people leave their country, where they choose to settle (with a particular focus on Lowell, Massachusetts), and how they are welcomed. Students will explore how

#tcslowell

#APA2018

#immigration #Massachusetts

Laura Lamarre Anderson
28
 

What's Your Style?

This collection and extension assignment explores artistic styles, style evolution and asks students to reflect on their own style  preferences.


Elizabeth McKemy
16
 

What's in a name?

This collection is based on a lesson in Bruce Lesh's "Why Won't You Just Tell Us the Answer?" and on a Smithsonian National Museum of American History lesson (both cited fully below). In this lesson, students will evaluate primary source material in order to develop an appropriate name for the site of the 1876 battle at Little Bighorn River. This collection allows students to explore the following questions:

  • Why do different interpretations of history develop? How do they change over time?
  • When thinking about conflicts in history, whose perspectives are valued and remembered?

tags: Custer, Sitting Bull, Crazy Horse, Little Big Horn, continuity, change over time, perspective, historiography, point of view, Native American, indigenous, American Indian, Sioux, Greasy Grass

Kate Harris
18
 

What were the causes of U.S. imperialism?

This collection examines the causes of U.S. imperialism at the turn of the century through the lens of two political cartoons. Students will investigate both cartoons and develop a definition of imperialism based on what they find.

Kate Harris
4
 

What stories do artifacts tell?

This student activity asks students to develop a story about a mystery artifact, editing and adjusting their narrative as they discover more information. Students will develop historical thinking skills while learning more about the experience of living in a specific time and place.

tags: Japan, internment, incarceration, Manzanar, World War II, World War 2, WW2, Executive Order 9066, Roosevelt, FDR

#historicalthinking


Kate Harris
12
 

What Makes You Say That?: Civil War Photograph

Using the Project Zero Visible Thinking routine "What makes you say that?," students will investigate a photograph from the Civil War taken by the studio of Mathew Brady, one of the most prominent American photographers of the 19th century.  The Civil War was the first major war captured on camera and photographs, like this one, played a pivotal role in shaping public perceptions of the conflict.

This activity can be used as an entry point into studying soldiers' experiences during the Civil War, photography's effect on public perspectives about war, and more.  Resources to extend this activity include: a Smithsonian American Art Museum lesson plan investigating this and other photographs from the Civil War, a blog post discussing connections between Civil War photography and President Abraham Lincoln, a Smithsonian Magazine article about Civil War photographer Alexander Gardner, a Learning Lab collection on Alexander Gardner's Photographic Sketchbook of the War, and an article discussing the National Portrait Gallery's recent exhibition The Face of Battle: Americans at War, 9/11 to Now.

Keywords: photo, battlefield, inquiry strategy

Tess Porter
8
 

What Makes a First Lady?

In this collection, students will answer the question "What Makes a First Lady?" by comparing and analyzing images of various First Ladies. They will also think critically about their definition of the First Lady as compared to that of the President and the differences in medium (painting, photography, video) artists use to represent a First Lady. One of the final activities will require students to find an image of a First Lady not shown in the collection to test their definitions.

This activity is based on the "Reading Portraiture" Guide for Educators created by the National Portrait Gallery. The guide can be found at the end of the collection.

Alexander Graves
12
1-24 of 453 Collections