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Found 445 Collections

 

Re-Imagining Migration DC Seminar Series, 2019-2020: Session 1

What does it take to prepare our youth for a world on the move with quality?

This collection is the first in a series of four created to support the Re-Imagining Migration DC Seminar Series, held between December 2019 to March 2020. The seminar series is led by Verónica Boix Mansilla, Senior Principal Investigator for Harvard Graduate School of Education's Project Zero, and Research Director for Re-Imagining Migration, with in-gallery experiences provided by educators from the Smithsonian American Art Museum, the National Museum of American History, the National Portrait Gallery, the Smithsonian Center for Learning and Digital Access, and the National Gallery of Art.

This set of collections is designed to be dynamic. We sill continue to add material, including participant-created content, throughout the seminar series so that the collections themselves can be used as a type of textbook, reflecting the content, development, and outputs of the full seminar series. Please check back to the hashtag #ReImaginingMigration to see what we anticipate will be a growing body of materials to support educators as they strive to serve and teach about human migration in relevant and deep ways.

#ReImaginingMigration

Philippa Rappoport
23
 

National Art Education Association Webinar:

This collection was created to complement a National Art Education Association (NAEA) webinar, "Constructing Curriculum with the Smithsonian"  (December 11, 2019) featuring resources from the National Museum of African American History and Culture, the National Portrait Gallery and the Smithsonian Learning Lab. 

The webinar features inquiry-based strategies in examining the American experience depicted through portraiture and unpacking the context of historical narratives communicated through art with students. 

This collection was created in collaboration with Briana Zavadil White (National Portrait Gallery) and Candra Flanagan (National Museum of African American History and Culture).

Carol Mack
15
 

Curation...The Latest (and Equally Important!) C for Education

This collection is a curated collection of images that can be used with a lesson plan on curation. Each of the images has some possible connection to a social justice theme and the question asked by the creator of the collection is, "How might we approach conversations about curation and social justice?" Each of these images adds a unique and interesting dimension to a conversation about curation, the people whose stories are selected for view, and how those stories are empowered and/or disempowered by the stories that they are surrounded by. How do we make decisions about these topics? What do we do when we are asked to include in a curated collection pieces that change the story we might want to tell? How do we deal with the multi-faceted stories and sometimes contradictory stories of the people we select for our collections? 

It is important to ask these questions and have dialogues with students about how we come to our conclusions, make our decisions, and wrestle with these concepts. In a world of tweets and ever expanding stories/information it is important sometimes to talk about how we work with the realities of physical spaces where there isn't always enough wall real estate to highlight everyone all of the time. In those situations, how decisions are made, who is brought to the forefront (and who is not), and how our own beliefs/biases/views of the world play into those decisions all matter. 

How might you curate this collection in many ways? Who is still missing and why does it matter that we ask the questions at all? 

While this is intended to be a companion collection to a lesson on curation, the questions above may stand on their own. This collection is intended to be the beginning of a conversation, and not a stand alone collection; however, the lesson is also available in the collection as a downloadable PDF. 

#NPGTeach

Sean Wybrant
40
 

Culturally Responsive Teaching: A Guide for Urban Educators

This collection is designed to help teachers build their practice in terms of culturally responsive teaching and global competence.  The resources in this collection can be used to lead a professional learning series on this instructional framework and/or the instructional try-its can be used to embed culturally responsive teaching into practice.   As suggested in the Powerpoint template, a series on this topic could consist of six 35-minute sessions that occur on a weekly basis.   Included are five instructional try-its that teachers can use to expand the number of weeks dedicated to this learning series and/or implement in their classrooms as part of their action plan. 

Additional uses for this collection include 1) examining the global competence framework developed by the Asia Society and the role that thinking plays in learning and instruction, 2) exploring the social action approach of culturally responsive teaching (which matches almost exactly with the “take action” piece of the global competence framework) and 3) asking questions in order to understand the students’ lives and world views. Through the instructional try-Its, teachers can develop approaches and understandings that will help them empower their students as they learn to challenge the power structures that create inequities in access to power. 

Note for users: To find detailed information on applicability and use of each thinking routine included in the collection, be sure to click on the tab marked with a paperclip.

#goglobal

Maria Fernanda Garcia
54
 

Asian American Modernism

This collection is meant to build on two earlier collections, "Asian American Art: Emerging from the Shadows"  and "Asian American Artists and World War II" and to introduce the viewer to artists of Asian ancestry in America using Chang, Johnson & Karlstrom's text, Asian American Art: A History, 1850-1970 (2008), the Fine Arts Museums of San Francisco's exhibition catalog "Asian/American/Modern Art: Shifting Currents, 1900-1970" (2008),the vast resources of the Smithsonian Learning Lab, Project Zero's Global Thinking Routines and other resources.  This collection is part two of four that I have organized, chronologically, on Asian American Art.  The other three collections are "Asian American Art: Emerging from the Shadows",  "Asian American Artists and World War II" and "Asian American Contemporary Art".  It is my hope that these collections will serve as entry points to understanding the many contributions of Asian American artists in the U.S. from 1850 until the present time.

Visual art is a language that is socially and culturally constructed.  Socially constructed learning values diverse perspectives, engages with local and global experts, and employs inquiry, discovery and exploration to move students toward global citizenship.  Because the visual arts leverage the power of dialogue and debate to sharpen critical thinking, starting with the arts is a logical place to help students develop cultural intelligence.

Other purposes of these collections are to explore tangible and intangible cultural heritage; as well as jumpstart brave conversations about race, identity and immigration in the U.S. with teachers, tutors of English Language Learners and others who are interested in becoming cultural leaders in our public schools.

As Gordon H. Chang and Mark Dean Johnson state in the introduction of the exhibition catalog, "Asian/American/Modern Art: Shifting Currents, 1900-1970" (2008):

"Forty years ago there were no Asian Americans.  There were Chinese, Japanese, Koreans, Filipinos, and others of Asian ancestry in the United States, but no 'Asian Americans,' as that term was coined only in 1968.  This population was commonly seen as foreign, alien, not of America.  Their lives and experiences were not generally accepted as part of the fabric of the country, even though Asians had begun settling here steadily in the mid-nineteenth century.

Then, in the late 1960s, as part of the upsurge in the self-assertion of marginalized communities,  'Asian America' emerged to challenge the stigma of perpetual foreignness.  'Asian American' was a claim of belonging, of rootedness, of pride and identity, and of history and community; it was also a recognition of distinctive cultural achievement"  (Chang, Johnson, 2008).

#APA2018

Rubina Pantoja
18
 

Mexican Art & U.S. History: Carmen Lomas Garza

This collection will provide an opportunity for students to analyze artwork, read background information, and connect art with historical events. At the heart of this activity is artwork created by Latino artist Carmen Lomas Garza. These paintings reflect the experiences of Garza's family and Latino life in 1980s America. In addition to image analysis, teachers could extend an opportunity for students to identify and discuss connections between Garza's art and the Mexican American experience from the 1960s to the present. This collection includes:

  • A timeline of U.S.-Mexican American relations
  • Video/audio of Reagan signing the 1986 Immigration Reform Control Act
  • And an overview of immigration reform via ABC-CLIO (requires subscription). 

#ethnicstudies #LISDSS

Texas Essential Knowledge and Skills Connections #TEKS

  • 24A describe how the characteristics of and issues in U.S. history have been reflected in various genres of art, music, film, and literature;

Rubina Pantoja
24
 

Domingo Ulloa's

This teaching collection helps students to look closely and think critically by examining Domigo Ulloa's painting, Braceros, and historical documentation related to the bracero program, a series of short-term labor contracts from 1942-1964 in which an estimated two million Mexican men came to the US to work on farms and roads. The collection prompts students to consider the program from a variety of perspectives, including individual, collective, social, economic, and political.  

Included here are the painting, a bilingual video with Smithsonian American Art Museum (SAAM) curator E. Carmen Ramos, four suggested Thinking Routines - "See, Think, Wonder," "Step In, Step Out, Step Back," "The 3 Y's," and "Think, Feel, Care" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, supporting digital content from the National Museum of American History, and a blogpost from SAAM of two DC student's written responses to the prompt, "What Domingo Ulloa's Braceros Means to Me." 

For use in Social Studies, Spanish, English, and American History classes

#LatinoHAC #EthnicStudies

This collection supports Unit 1: Intersectionality of Economics, Politics, and Policy, of the Austin ISD Ethnic Studies Part B course.

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


Rubina Pantoja
10
 

Mexican Art & U.S. History: Carmen Lomas Garza

This collection will provide an opportunity for students to analyze artwork, read background information, and connect art with historical events. At the heart of this activity is artwork created by Latino artist Carmen Lomas Garza. These paintings reflect the experiences of Garza's family and Latino life in 1980s America. In addition to image analysis, teachers could extend an opportunity for students to identify and discuss connections between Garza's art and the Mexican American experience from the 1960s to the present. This collection includes:

  • A timeline of U.S.-Mexican American relations
  • Video/audio of Reagan signing the 1986 Immigration Reform Control Act
  • And an overview of immigration reform via ABC-CLIO (requires subscription). 

#ethnicstudies #LISDSS

Texas Essential Knowledge and Skills Connections #TEKS

  • 24A describe how the characteristics of and issues in U.S. history have been reflected in various genres of art, music, film, and literature;

Angela King
24
 

American Animal Conservation

DRAFT: What stories do the animals on the American Trail at the Smithsonian's National Zoo? Students will use the Project Zero Global Thinking Routine Unveiling Stories to uncover and consider the complexity around conservation. I asked students to consider more than just what is the initial stories. I wanted to know what they thought the human and world stories might be. With the success of these animals I wanted students to also consider what the new and untold stories that might remain. This thinking routine is a great way to explore the complicated stories of the gray wolf, bald eagle, beaver, brown pelican, California sea lion, common raven, North American river otter, and wood duck. #goglobal

Ellen Rogers
40
 

Using Authentic Resources: American Council on the Teaching of Foreign Languages 2019

This collection gathers resources to help language students understand how art reflects culture, increase their language proficiency, and develop global competence and 21st century skills.  This collection includes artwork relevant to exploring and learning about cultural topics, guiding questions to help with lesson planning, Project Zero Global Thinking Routines, and the Sustainable Development Goals. 

The second resource in this collection gives instructions for use and was specifically created to guide participants' collection development during the presentation People, Place, and Time: How Art Reflects Culture - Smithsonian Collections.  A collection containing the full presentation slides is available here.

This presentation was given at the American Council on the Teaching of Foreign Languages (ACTFL) 2019 Annual Convention and World Languages Expo on November 23, 2019. Presenters: Marcela Velikovsky (Bullis School), Tess Porter (Smithsonian Center for Learning and Digital Access), and Vicky Masson (Norwood School).

Vicky Masson
31
 

What does it mean to be human in the Anthropocene?

This collection was designed to serve as a bridge between the high school biology units of evolution and ecology as students explore the evolution of humanity through both a biological and moral lens.  Students will use Project Zero Thinking Routines to examine various artifacts from the Smithsonian Museum of Natural History as they grapple with answering the overarching question: What does it mean to be human in the Anthropocene?  #GoGlobal

What does it mean to be human in the Anthropocene? : Students answer/revise their initial answers to the overarching question after gaining additional knowledge from various learning activities: 

  • Claim/Support/Question:  Students use the Claim/Support/Question thinking routine to frame their thinking around and grapple with this question.
  • Skull Analysis > Human Evolution Misconceptions: After the discussion on human evolution misconceptions, students can revise their thoughts on "what it means to be human" and begin to develop a class list on the characteristics shared by humans.
  • Constructing an Ancestral Timeline: After constructing their timeline, students will have gained additional an understanding of specific morphological and behavioral characteristics of humans. 

Using this Collection: 

  • Detailed suggestions on how to implement the learning activities are found in the "information" section of each of the Blue Activity Tiles as well as the Project Zero Thinking Routine Tiles.
  • Notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.  

Global Competence Connection:

  • Students will be challenged to “investigate the world” both in a modern and prehistoric sense as they explore this the resources in this collection.
  • One goal of this collection is to inspire students to take action as a result of considering the impacts that modern humans have had on the planet. 

Additional Questions Explored through this Collection:

  • What (specific behaviors, adaptations, etc.) allow species to survive?
    • This question can be highlighted during the skull sorting and analysis activities in order to help students review the concepts of adaptation, evolution by natural selection, etc. 
      • Extension: Teachers can project photos of these species in their natural environments and ask students to identify the adaptations that aid them in survival. This exploration can be used to explore full-body morphological differences between humans and non-humans.    
    • This question can also be explored as students analyze the Human Evolution Timeline Interactive. Teachers can ask students to compare and contrast the adaptations of various hominid species and propose ways in which these adaptations aided species to survive in their various environments. 
  • How have climatic changes impacted the survival of species over time?
    • This question can be presented as students explore the Interactive Human Evolution Timeline. The timeline presents data showing how the Earth's climate has fluctuated over the 8 million years of human evolution and highlights the fact that some of the most important milestones in human evolution occurred during the greatest climatic fluctuations. 
    • Teachers can use this exploration to foreshadow upcoming discussions of modern climate change.
  • How fragile is human life?
    • The Human Family Tree and Human Evolution Timeline interactives allow for thoughtful exploration of this question as they provide visualizations of hominid existence, individual species' lifespans in geologic time, and extinctions. 
    • Teachers can highlight the small amount of time that modern humans have existed in comparison to early humans as well as points in history that modern humans were faced with events that nearly caused extinction and ask students to grapple with the fragility of human life.  
  • Why do we matter as humans in the anthropocene?
    • This question serves as the bridge into the study of ecology and human impacts on the environment and challenges students to deeply consider their importance to their world. 


Aleah Myers
31
 

U.S. History: Code Talkers

The following collection contains a possible lesson plan with ideas on how to use the resources.  The collection consists of information that identifies the bravery and contributions of Native American Code Talkers.  

#EthnicStudies

Rick Bleemel
12
 

People, Place, & Time: American Council on the Teaching of Foreign Languages 2019

This collection serves as a companion to the presentation People, Place, and Time: How Art Reflects Culture - Smithsonian Collections given at the American Council on the Teaching of Foreign Languages (ACTFL) 2019 Annual Convention and World Languages Expo on November 23, 2019.  Targeted to language educators, this presentation explores how museum resources, Global Thinking Routines, and the Sustainable Development Goals can help students understand how art reflects culture, increase their language proficiency, and develop global competence and 21st century skills.  The presentation shares three case-study collections designed for the Spanish-language classroom: Night of the Dead by Alan CraneCaja De Memoria Viva II: Constancia Colón de  Clemente by Adrián Román, and Méndez v. Westminster 1947 

This collection includes presentation slides, links to the three case-study collections, museum resources, Project Zero thinking routines, examples of student work, and more. 

Presenters: Marcela Velikovsky (Bullis School), Tess Porter (Smithsonian Center for Learning and Digital Access), and Vicky Masson (Norwood School).

#Arago #Rafael Lopez #Spanish / English #Mexican-American #California #Latino Civil Rights #Empathy #Desegregation #Critical thinking #Curiosity #Stamps #LatinoHAC 

Vicky Masson
38
 

Teaching Critical Thinking through Art with the National Gallery of Art

The resources in this collection are pulled directly from the National Gallery of Art’s online course Teaching Critical Thinking through Art. Based on the popular Art Around the Corner professional development program for teachers in Washington, D.C., this five-unit online course provides everything you need to begin creating a culture of critical thinking and collaboration for any classroom, subject, or level. You do not need an art background or museum access to successfully integrate the course materials into your teaching. Your willingness to experiment with new teaching practices is all that is required.

Find demonstrations, lesson plans, and videos here on the edX platform! Now in English, Español, Français, and 简体中文

nga_mooc
11
 

Brainstorming (11/5/19)

Use this collection to help jumpstart your brainstorming process. As you examine how two designers went from brainstorm to final product, you'll practice three brainstorming strategies: 

- Generating as many ideas as you can 

- Keeping the flow going by saying "Yes, And..."

- Generating new ideas by combining 2 existing ideas

#designthinking


Joel Knopf
22
 

Representational, Abstract, or Nonrepresentational?

Introductory Activity: Print image cards for small group collaboration. Students will sort images into three categories:

  1. Representational Art (realistic imagery)
  2. Abstract Art (recognizable imagery that does not reflect actual appearance)
  3. Nonrepresentational Art (does not represent a depiction of the physical appearance of people or objects)

Formal Analysis Activity: 

Choose a few images to compare and contrast: How did the artist use line, shape, color, balance, repetition, or overall composition to convey

  1. The illusion of movement or rhythm
  2. Visual tension
  3. A mood or feeling


Jean-Marie Galing
25
 

Digital Museum Resources for the High School Ethnic Studies Classroom (City of Austin Parks & Recreation)

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Exploration of Ethnic Studies workshop at the  City of Austin Parks & Recreation Department on October 29-30, 2019. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom. 

This collection was co-created with Ashley Naranjo.  This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.

#EthnicStudies


Philippa Rappoport
52
 

Lessons in the Language of the Suffrage

__________________________________________________________________________________________________

19th Amendment: 

Women’s Right to Vote

Passed by Congress June 4, 1919. Ratified August 18, 1920

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.

Congress shall have power to enforce this article by appropriate legislation.


__________________________________________________________________________________________________

2020 marks the 100th anniversary of the 19th Amendment. 

The suffrage movement of the mid-nineteenth century, recognized today as the first wave of “feminism,” continues to influence and inspire the ongoing struggle for women’s rights. Many of the methods and strategies of our early pioneers serve not only as inspiration, but, as a model for effective communication that is still relevant today. 

“Man was given an eye for an ear.” 
  — Marshall McLuhan, The Medium is the Massage

The pioneers of the suffrage understood the power of the visual message. Their use of color, branded collateral, such as badges, banners, ribbons, and the promotion of their political messages, through the traditional means of posters and postcards, drew attention and created a precedent for protesting copied around the world by other political movements, including today. 

These pioneering women used simple language and ‘conversations’ in an attempt to educate people about the injustices of the legal system. These messages were often hand generated in a vernacular manner. The poster, in particular, proved informative, accessible, and an effective medium for the dramatization of a specific point of view. 

This collection serves as a brief visual research of language and methods of communication of the suffrage. Through a formal and conceptual investigation of hierarchy and composition using the timely messages of the suffrage, students will explore the process and historical method of poster making, the letterpress printing process. 


_________________________________________________________________________________________________

DESCRIPTION/PURPOSE: 

Students will explore the vocabulary of the Women’s Voting Rights Movement through a series of typographic letterpressed permutations. Students will identify and explore themes that are different, as well as those that have remained the same for any disenfranchised individuals in the United States. 

Each student is to choose one of the quotes provided in the presentation or find a relevant quote of the time. This will serve as the content for the typographic studies. Depending on the students’ concept for the poster, additional research and text may be required. 


_________________________________________________________________________________________________

PHASE 1: Typographic Interpretations

Design a poster representing one of the historic statements of the suffrage. Your poster can remind people of the amendment’s original purpose and importance and/or raise awareness about a particular issue related to the amendment. There are plenty of high profile issues in the news now that directly relate this amendment. Your audience is college students.

“ All typefaces serve fundamentally the same purpose: to communicate. The purpose behind the communication –
  for 
example, to inform, to entertain, or to persuade – is expressed, in part, by the typeface chosen. As the
  communication 
objectives change, so might the typeface.”   – Willi Kunz


Typographic Process and Checklist

1      review content – reading/understanding.

2      search for inherent structure/patterns/rhythms within the text.

3      develop preliminary plans for hierarchical structures.

4      sketches – create quick but meaningful “road maps” of your thoughts.

5      develop concepts of “center and support” configurations.  

6      construct preliminary, secondary & tertiary alignments.

7      form constellations that house sub-thoughts within the text (grouping info.).

8      consider/reconsider overall composition while thinking about “activating the edge.”

9      play against the viewer’s expectations.

10    legibility (clarity and efficiency in reading) vs. readability (pleasure and interest in reading)– Willi Kunz 


_________________________________________________________________________________________________

PHASE 2: Type & Image Interpretations

Learning Objectives:

+ Integrate text + image using the four methods described in the book Type, Image, Message by Skolos + Wedell
+ Recognize the design opportunities that come with using type as an image


Type, Image, Message by Skolos + Wedell
Separation, Fusion, Fragmentation & Inversion

Separation – when the type & image operate independently. Reinforce messages. Type spaces & image spaces.

Fusion – when the type and image blend to form a unit. Type & image connected by perspective—blend 2 plus things that aren’t usually associated. Conceptually connected. Political or poetic statement. Metaphor

Fragmentation – when the type & image disturb or disrupt each other. Torn, divided, uneven, disparate. Scale, color, complication. Unpredictable, random, animated, energized message.

Inversion – form of fusion when type & image trade places & the type takes on pictorial properties or the image takes on type qualities. Harmonious. Type as photo, or hyper-realistic. Letters as frames for images.


__________________________________________________________________________________________________

DELIVERABLES

• Two 14 by 17 inch letterpressed posters. One typographic solution. One type and image solution.
• Printed in 2- 3 color
• Quote selected must be included (but does not need to be the primary read)


__________________________________________________________________________________________________

Brenda McManus
Assistant Professor  | Art Department | Pace University-NYC   

Co-Founder
BRED | a collaborative design lab
www.brednation.com
Instagram: bred_letterpress


 

Brenda McManus
96
 

"Hyphenated Americans": When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans

This collection explores the notion of hyphenated Americans, through the story of one man, William Kennedy, an American of Irish descent, born in New York in the late 19th century, who went on to win the Boston Marathon in 1918. Bill's nephew, in writing about his uncle, said, "When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans." What did he mean?

To aid discussion, included in this collection are images, a cartoon, several articles, a story fro WBUR, and one thinking routine from Harvard's Project Zero Global Thinking - "Step In, Step Out, Step Back" - to "encourage learners to take other people’s perspectives, recognize that understanding others is an ongoing process, and understand that our efforts to take perspective can reveal as much about ourselves as they can about the people we are seeking to understand."

This collection complements chapter 6 ("The Flight From Ireland") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 2: What is the history?, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. 

#EthnicStudies


Philippa Rappoport
8
 

Facing Genocide: The US Response to the Holocaust

My aunt remembers sitting at the kitchen table as a child while her parents, my grandparents, read the Yiddish newspaper, Der Tag. Often one would start crying, saying, nishta ("gone"), "this one nishta; that one nishta," in response to the paper's lists of towns in Europe overrun by the Nazis. 

This collection examines the US response to the Holocaust, pairing historical documentation with four thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials - "Unveiling Stories," :Think, Feel, Care," "The 3 Y's," and "Circles of Action," - to prompt students to ask important questions about our individual and collective responsibility to humanity. 

Included here are photographs, documentation, and resources from the National Museum of American History and the United States Holocaust Memorial Museum (USHMM), including a teaching resource and USHMM's online exhibition, Americans and the Holocaust, which examines "the motives, pressures, and fears that shaped Americans’ responses to Nazism, war, and genocide." Examined with thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials, students will explore complex and deeply troubling issues that continue to have relevance today. 

This collection complements chapter 14 ("World War II and America's Ethnic Problem") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 1: Intersectionality of Economics, Politics, and Policy, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. 

#EthnicStudies


Philippa Rappoport
19
 

Activism and Change: Clara Lemlich and the New York Shirtwaist Strike of 1909

This teaching collection asks students to consider photographs and documentation about early 20th-century Jewish immigrant activist Clara Lemlich (1886-1982, leader of the International Ladies Garment Workers Union and founder of the Progressive Women’s Councils), in the larger context of New York's Garment Industry, the New York Shirtwaist Strike of 1909, and the 1911 Triangle Waist Factory fire. By pairing historical documentation with three thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials - "Step In, Step Out, Step Back," "Think, Feel, Care," and "Circles of Action," - the collection encourages students to explore complexity and perspective, and fosters a disposition to participate. 

Included here are photographs, documentation, and resources from the Jewish Women's Archive's Encyclopedia of Jewish Women, the Kheel Center for Labor-Management Documentation and Archives at Cornell University's Industrial and Labor Relations School, the Tenement Museum, and the National Museum of American History. 

This collection pairs well with chapter 11 ("Jews are Pushed from Russia") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 1: Intersectionality of Economics, Politics, and Policy, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. 

#EthnicStudies

Philippa Rappoport
16
 

Native American Beading: Examples, Artist Interview, Demonstration and Printable Instructions for Hands-on Activity

This collection looks at examples of bead work among Native American women, in particular Kiowa artist Teri Greeves, and helps students to consider these works as both expressions of the individual artist and expressions of a cultural tradition.

The collection includes work samples and resources, an interview with Ms. Greeves, demonstration video of how to make a Daisy Chain bracelet, and printable instructions.

Naomi Manzella
6
 

Digital Museum Resources for the High School Ethnic Studies Classroom (Irving Arts Center )

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Exploration of Ethnic Studies workshop at the Irving Arts Center on October 16, 2019. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom. 

This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

#EthnicStudies

Keywords: Ethnic Studies, Mexican American Studies, MAS

Philippa Rappoport
50
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