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Found 413 Collections

 

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
41
 

Sugar Pine Point Heritage (grades 1-2)

Image analysis of these photos can reveal how community life in the Tahoe area has changed over time, and with it so has the environment. This exercise can help students to understand how our lives are different from those who lived here in the past, and how they are similar. Students will also be able to differentiate between things that happened long ago and things that happened recently. This can provoke thought and discussion about how events from the past still have an effect on the landscape today. Simply click the paperclip in each image to see the questions or prompts pertaining to the time period in which the photo was taken.

Lake Tahoe Interpretation
12
 

A STEAM Approach to Understanding Bees

Explore bees' behavior and their role in pollination 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 by searching the Learning Lab for #SmithsonianSTEAM.

Keywords: animal, insect, plant adaptation, animal communication, flowers, pollen, honey, hive, engineering, entomologist, pollinator, colony, system


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

#SmithsonianSTEAM

Sandra Vilevac
61
 

AFRICAN COSMOS

Put the ARTS in STEM - From Egypt to South Africa, take a brief tour of the African Cosmos  and have your students discover the intersection of Art and Astronomy in the southern hemisphere.   Explore constellations only seen on the African continent.  See why the Goliath beetle became a symbol of rebirth for the Egyptian scarab.  Learn about celestial navigation by people and animals. 

Create Your Own Constellation!  



Deborah Stokes
73
 

Civil Rights: One Act - The 1968 Olympics

I created this small collection for my students to consider the roles of each individual in this photograph. When they engaged in the See, Think, Wonder thinking routine many of them wanted to know more about the white man wearing a medal and why he wasn't raising his fist. They generated many additional questions around this idea. I added the ESPN video to help the think more about the photo and its meaning. We had a class discussion that revisited their questions from the day before.

Ellen Rogers
8
 

Unveiling Stories: Children at Work

I created this collection to have my students understand better the role children played in the past. Considering how quickly I have to teach history to my 4th graders I wanted to rely on photographs to help orient the students into time and place. I focused on the late 1800s into the mid-1900s. The students in my class wanted to know more about children's lives during the time period we were learning about. The purpose of the collection is to push the students to think beyond what they immediately see and consider the bigger ideas captured in these photographs.

#goglobal

Students engaged in thinking routines during this activity:

See, Think, Wonder

  • What do you see?
  • What do you think?
  • What do you wonder?

Unveiling Stories

  • What is the story?
  • What is the human story?
  • What is the world story?
  • What is the new story?
  • What is the hidden story?

Ellen Rogers
15
 

Getting Started with Design Thinking

This collection allows students and teachers to gain an understanding of the Design Thinking process utilizing Cooper Hewitt learning lab resources as well other materials. 

#designthinking

Mary Marotta
48
 

Henry David Thoreau - Resources and “Walden: A Game"

Can a Video Game Capture the Magic of Walden? 

Henry David Thoreau’s

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Mary Marotta
11
 

Chinese immigration experience to Texas featuring Jim Eng's story

This collection includes resources about focusing on the story of Jim Eng (Ng San Wah) who immigrated to Texas when he was seven years old. Included are the various documents that he and his mom needed to immigrate and excerpts from his oral history are included.

Teachers and students may use this collection as a springboard for classroom discussions , such as those about immigration policy and/or discrimination. This collection is not comprehensive but rather provides a launching point for research and study. Documents are included to guide students through analysis activities of the documents, photos and oral history.

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

Keywords: chinese exclusion act, 1882,

 #EthnicStudies

Melanie Schwebke
29
 

Beyond Monarchs: Animal Migration

This collection starts with monarch butterflies and their migration. My hope was to remind the second graders about what they have already learned about monarchs. 

Once the students' background knowledge is activated then the students can participate in the Tuning In activity. Students will analyze the art piece using the Harvard's Project Zero Thinking Routine: See, Think, Wonder. 

Once the students have made their thinking visible then the class will find more out by learning about the art piece from the artist and learning about bird migrations. The students will engage in the Harvard Global Thinking Routine The 3 Ys.

To push the students beyond flying animals the Going Further section will expose the  students to migrations of animals on land, air, and see. The students will end this section using the Thinking Routine Think, Puzzle, Explore. Students can then have time to research about animals on their own.

Ellen Rogers
19
 

Stamp Design: Micro-Narratives

The postage stamp has a long and rich history within our visual culture. It is a carefully crafted micro-narrative, which often exhibits everyday representations or the spirit of a nation. A good micro-narrative can have a substantial impact in a quick timeframe. They often come from our shared culture – they are parts of stories we communicate, that mark our achievements, struggles, and understanding of our collective culture. They are concise and lead us quickly into making better sense of the world we are in and designing for. 

The postage stamp in its limited real estate, is a wonderful study of a carefully crafted micro-narrative. It can build a shared sense of national belonging amongst humans or a sense of tribalism through national identity. They are composed of three essential pieces of information in their design: subject, stamp value, and country of origin. The reference of the country provides context for the subject, which often reflects the country’s national and cultural identity.

This collection serves as a visual aid to expose and explore the design principles and techniques necessary to communicate a concise message within a restricted space. 

______________________________________________________________________________
CONSIDERATIONS: use of visual components in a formal, conceptual, and systematic method

TYPOGRAPHIC
The design and arrangement, or appearance of typeset matter.                            

+ Type as a system and vehicle for communication.                               

+ Type used as image, type as form, typographic color, typographic structure, typographic systems        and hierarchy, active white space as punctuation, tempo, and rhythm. 

IMAGE
A tangible or visible representation and/or a vivid or graphic representation or description.

+ Images used as a vehicle for communication and storytelling.   

+ Photographs, illustrations, and visual representations like icons, indexes, and symbols. Images
    used as type,  images used as form, images used as color, and images used as structure.                  

+ The Hierarchy of images, i.e. alpha, beta, infra.

FORM  
The shape and structure of something as distinguished from its material. Geometric and organic form, graphic simplification, patterns, textures, abstractions, reductions.    

+ Form used as type, form used as image, form used as color, and form used as structure. 

+ Form/counter investigations, navigation and direction, active white space. 

COLOR
A phenomenon of light or visual perception that enables one to differentiate otherwise identical objects. 

+ Color can be used in both a functional and symbolic role.

STRUCTURE
Something arranged in a definite pattern of organization. Grid systems, visual organizations, and compositions.     

+ Structure used as type, structure used as image, structure used as form, and structure used
   as color.

CONNECTIONS
Formal (syntax) and conceptual (semantics) connections.

CONTENT
Information to be communicated or “story being told.” Thematic cultural, social, and historical reflection. Conceptual story, metaphor, or message.  

______________________________________________________________________________
VOCABULARY

Semiotics - se.mi.ot.ics: a general philosophical theory of signs and symbols that deals primarily with their function in both artificially constructed and natural languages and comprises syntactic, semantics, and pragmatics.

• Semiotic theory is a branch of linguistics that has become a useful tool in two-dimensional design for understanding the relationships between the viewer/user, the form that conveys a message, and the message’s meaning.

Syntactics – syn.tac.tics: A branch of semiotics that deals with the formal relationship between signs or expressions in abstraction from their signification and their interpreters.

• Syntactic refers to the formal relationship among elements in a composition or among related forms. When analyzing a form for its syntactic qualities, you might ask yourself: Are all the parts of the form arranged to appear unified?

Semantics – se.man.tics: a branch of semiotics dealing with the relationship between signs and what they refer to and including theories of denotation, extension, naming, and truth: the meaning or relationship on meaning of a sign or set of signs.

• Semantic refers to the relationship between form and its meaning. When analyzing a form for semantic qualities, you should ask yourself: Does the form adequately reflect its meaning? Is the meaning singular or multiple, ambiguous or clear? Which of these is more desirable?

Pragmatics – prag.mat.ics: relating to matters of fact or practical affairs often to the exclusion of intellectual or artistic matters: Practical as opposed to idealistic.

• Pragmatic refers to the relationship between a form and its user. This aspect examines a sign when it is applied. When analyzing a form for its pragmatics, consider these questions: Is the form related to its context? Is it understandable in its context? 

• Excerpts from Introduction to Two-Dimensional Design: Understanding Form and Function by John Bowers, pg. 22 

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

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

Brenda McManus
77
 

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
 

Irish Music

This collection includes a wide range of Irish contemporary and traditional music in the Smithsonian collections, with two lesson plans for grades 3-5 from the Center for Folklife and Cultural Heritage.

#SmithsonianMusic

Robin McLaurin
15
 

Pocahontas: Comparing and Contrasting Portrayals

In this collection, we explore various portrayals of Pocahontas over 400 years. Students can compare and contrast two or more artistic renderings of Pocahontas, using the provided strategies and historical context with guidance from the teacher. By using portraits of the same sitter by different artists, students consider historical accuracy and changing cultural and historical perspectives. 

This collection was adapted from National Portrait Gallery educator, Briana White's collection, "Compare and Contrast Looking Strategy: Learning to Look with the National Portrait Gallery " and supplemented with the National Museum of the American Indian's Americans online exhibition. Sources for the approach include Compare and Contrast, the National Portrait Gallery's Reading Portraiture Guide and Project Zero's Artful Thinking Routines. 

#historicalthinking


Robin McLaurin
21
 

Analyzing an Oral History Interview: Luis Jimenez

This collection includes an oral history interview clip from the Smithsonian Archives of American Art, with Mexican American artist Luis Jimenez (July 30, 1940-June 13, 2006) from Texas. Students can use the oral history to explore the essential question: What is the purpose and value of oral histories in relation to understanding immigration issues?  A complementary teacher guide from the Blanton Museum of Art (Austin, TX) is available here: https://blantonmuseum.org/wp-content/uploads/2017/08/Critical-Analysis.pdf. Additional resources to the audio file include: Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting an oral history, and additional artworks, photographs, and videos highlighting Jimenez's life.

#EthnicStudies *This collection was created to support Unit 2: Culture and Resistance, oral history project assignment of the Austin ISD Ethnic Studies Part B course.

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

Keywords: family history, sculptor, close listening, vaquero

Ashley Naranjo
18
 

Larry Itliong: Breaking Barriers in the Labor Movement

Larry Itliong (October 25, 1913- February 8, 1977) was a Filipino American labor organizer. Itliong immigrated to the United States in 1929 at the age of fifteen. Itliong worked throughout the country as a farm laborer and in the salmon canneries of Alaska. In response to oppressive treatment of Filipino farmworkers, Itliong organized labor strikes. Itliong contacted Cesar Chavez and asked Mexican farmworkers to join the strike with the Filipinos. He believed that all workers had to stand together in their fight for justice. The National Farm Workers Association (NFWA) voted unanimously and the Mexicans joined the Filipinos in the Great Delano Grape Strike. A year later, AWOC and NFWA merged to become the United Farm Workers (UFW). The Delano Grape Strike lasted for five years. As director of the UFW, Chavez took the limelight, but co-founder and former assistant director Larry Itliong has been cast in the historical shadows. 

The media and sources in this collection can be used alongside the National History Day SEARCH Historical Context Graphic Organizer and the Ethnic Studies Praxis Story Plot from the Journey for Justice Teachers' Guide. Both resources help students think critically about Larry Itliong's life, accomplishments and activism and help provide context for the labor movement more broadly.

#NHD #NHD2020 #EthnicStudies *This collection was created to support Unit 2: What is the history?, Civil Rights Movements of the Austin ISD Ethnic Studies Part A course.

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

Ashley Naranjo
11
 

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
 

Breaking Barriers at the National Portrait Gallery

This Learning Lab collection has been created to support the 2020 National History Day theme, Breaking Barriers in History. Utilizing portraits and other resources from the National Portrait Gallery, this collection demonstrates the groundbreaking impact individuals had on American history.  The collection is organized according to spheres of influence, including: science; arts; labor; women's rights; media; athletics; civil rights; politics; and education. 

Be sure to check out the following at the end of the collection: 

-Reading Portraiture Guide for Educators highlights close looking strategies that can be used with the portraits listed

-Breaking Barriers In History Theme Book from National History Day 2020

#NHD2020 #NHD

#NPGteach

Briana White
154
 

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
 

Lives of Stars

Explore the life cycle of stars and learn about the connection between elements and space 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: supernova, electromagnetic spectrum, nuclear fusion, space, planetary science


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

#SmithsonianSTEAM


Smithsonian Center for Learning and Digital Access
28
 

Forensic Anthropology: What Bones Reveal

Explore what human bones reveal about the past 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: anthropology, archeology, archaeology, carbon dating, chemistry, data, heredity, evolution, carbon 14

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

#SmithsonianSTEAM

Smithsonian Center for Learning and Digital Access
46
 

Bees

Explore bees' behavior and their role in pollination 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: animal, insect, plant adaptation, animal communication, flowers, pollen, honey, hive, engineering, entomologist, pollinator, colony, system


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

#SmithsonianSTEAM

Smithsonian Center for Learning and Digital Access
61
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