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Found 374 Collections

 

Puerto Rico - Vejigantes

This collection provides a brief introduction to the Vejigante tradition practiced during the month of February in Puerto Rico, in observance/celebration of Carnival.

This collection was created by Smithsonian Early Enrichment Center faculty member. #SEECStories

Smithsonian Early Enrichment Center
8
 

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

Jessica Metzger
21
 

American Abolitionists

This collection is adapted from a collection created by Tess Porter - National History Day: Abolitionists.

In support of research related to American abolitionists, resources - including portraits, articles, primary source documents, videos, and websites - highlight four abolitionists profiled in American Experience film The Abolitionists and the National Youth Summit on Abolition: William Lloyd Garrison, Frederick Douglass, Harriet Beecher Stowe, and John Brown. Additional resources related to abolitionism and other important abolitionists are located at the end. Refer to each collection tile for summaries of individual resources.

By no means is this collection comprehensive; instead, it provides a launching point for further research.

Justine Thain
58
 

"The Suffragist" Classroom Videos

This collection contains supplemental artifacts and resources that connect to "The Suffragist" classroom videos and educators' guide.  

National Museum of American History
28
 

Conflict and Compromise: Japanese Incarceration during World War II (NHD @ the National Museum of American History)

This collection includes objects and resources related to Japanese Internment during World War II. Following the bombing of Pearl Harbor, President Roosevelt issued Executive Order 9066 through which tens of thousands of Americans of Japanese ancestry were moved into relocation centers. Additional resources can be found by visiting the National Museum of American History's online exhibitions at AmericanHistory.si.edu and History Explorer at HistoryExplorer.si.edu

Each National History Day collection from the National Museum of American History includes selected resources to support NHD projects under the 2018 theme - Conflict and Compromise. #NHD2018. This collection is by no means comprehensive, but should be used as a place of inspiration for new projects or source of additional information for ones already in the works.

#APA2018 #NHD

National Museum of American History
36
 

Conflict and Compromise: Religion in America (NHD @ the National Museum of American History)

This collection includes objects and resources related to Religionin Early America. The many peoples who called early America home represented a great variety of spiritual traditions. Additional resources can be found by visiting the National Museum of American History's online exhibitions at AmericanHistory.si.eduand History Explorer at HistoryExplorer.si.edu

Each National History Day collection from the National Museum of American History includes selected resources to support NHD projects under the 2018 theme - Conflict and Compromise. #NHD2018. This collection is by no means comprehensive, but should be used as a place of inspiration for new projects or source of additional information for ones already in the works. 

#NHD

National Museum of American History
32
 

Righting a Wrong: Japanese Americans in World War II

This collection includes objects and resources related to Japanese incarceration during World War II. Following the bombing of Pearl Harbor, President Roosevelt issued Executive Order 9066 through which tens of thousands of Americans of Japanese ancestry were moved into relocation centers. Additional resources can be found by visiting the National Museum of American History's online exhibitions at AmericanHistory.si.edu and History Explorer at HistoryExplorer.si.edu

National Museum of American History
41
 

Righting a Wrong: Japanese Americans in World War II

This collection includes objects and resources related to Japanese incarceration during World War II. Following the bombing of Pearl Harbor, President Roosevelt issued Executive Order 9066 through which tens of thousands of Americans of Japanese ancestry were moved into relocation centers. Additional resources can be found by visiting the National Museum of American History's online exhibitions at AmericanHistory.si.edu and History Explorer at HistoryExplorer.si.edu

National Museum of American History
47
 

Botanical Expressions

At the turn of the 20th century, the intersection of botanical study with design practice stimulated an array of plant forms and motifs in furnishings, glassware, ceramics, textiles, and more. Botanical Expressions reveals how designers, inspired by nature and informed by scientific knowledge, created vibrant new designs in America, Britain, France, and the Netherlands. Blossoming vases, plantlike stuctures, fanciful garden illustrations, and a diversity of vegetal and floral patterns reveal how nature and design dynamically merged.

An increasing number of designers, trained as botanists, advocated for the beauty and order of nature’s systems, colors, and patterns. Many manufacturers operated in proximity to gardens for natural study and stocked books of botanical illustrations as resources for their designers. These primary sources, on loan from Smithsonian Libraries, appear alongside the objects they influenced.

Since the 19th century, the garden was often seen as a refuge from industry and a natural source of plenty and pleasure. This history of botanical expressions in design illuminates a reflection on the critical role of nature within our world.

Cooper Hewitt Education Department
66
 

China's Terracotta Army: Information and Teaching Resources

This collection contains information and teaching resources on the Terracotta Army, a group of approximately 7,000 life-size terracotta figures created for the tomb complex of China's First Emperor, Qin Shihuang (259 – 210 BCE). Resources in this collection cover a wide range of topics, including: the discovery of the Terracotta Army, Emperor Qin Shihuang, the unification of China, Qin dynasty (221 – 206 BCE) spiritual beliefs, how the terracotta warriors were made, the different types of terracotta warriors, and the types of bronze weaponry found in the Terracotta Army pits. This collection also contains three interactives: a timeline of ancient Chinese history, a map of the tomb complex, and maps of battle formations in the Terracotta Army pits.

Objects found in Emperor Qin Shihuang’s elaborate tomb complex, which covers a total area of 17.6 square miles, make up the majority of surviving objects from this significant period in Chinese history.They are some of the best archaeological evidence researchers have for understanding the spiritual beliefs, military practices, and values of the ruler responsible for unifying China for the first time in its history. 

Authors of this collection are the Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery.

Tags: archaeology; archaeologist; ancient history; artifact; afterlife; funerary practices; burial; death; religion; military; soldier; sculpture; chinese; world history; asia; asian; xi'an; empire; terra cotta; qin shi huang; shihuangdi; shi huang di; earthenware; ceramics

Emperor Qin Shihuang's Terracotta Army
33
 

The Hexagon and Honey Bee in Design and Engineering

Exploring the hexagon in design and engineering, using the honey bee as a model.

Pamela Schembri
39
 

Fort Tejon

The Native Americans who lived in this area prior to the establishment of Fort Tejon are generally referred to as the Emigdiano. They were an inland group of the Chumash people. Unlike their coastal relatives, however, the Emigdiano avoided contact with European explorers and settlers, and were never brought into one of the missions or even incorporated into the Sebastian Indian Reservation. Once Fort Tejon was established, the Emigdiano often worked as independent contractors for the army, providing guides for bear hunts and delivering fresh fruits from their fields for sale in officers row. 

In 1852, President Millard Fillmore appointed Edward F. Beale to the position of Superintendent of Indian Affairs for California and Nevada, and sent him to California to head off further confrontation between the Indians and the many gold seekers and other settlers who were pouring into California. After studying the situation, Beale decided that the best approach was to set up a large Indian reservation at the southern end of the San Joaquin Valley and to invite displaced Indian groups to settle there. 

In order to implement his plan, Beale requested a federal appropriation of $500,000 and military support for the 75,000 acre reservation he had selected at the foot of Tejon Pass. Colonel Ethan Allen Hitchcock, commander of the Pacific Division of the U.S. Army, supported Beale's plan and agreed to set up a military post on or near the Indian reservation. The army was eager, in any case, to abandon Fort Miller (near Fresno, California) in favor of a more strategically advantageous site in California's southern San Joaquin Valley. 

In August 1854, Major J.L. Donaldson, a quartermaster officer, chose the present site in Canada de las Uvas. The site was handsome and promised adequate wood and water. It was just 17 miles southwest of the Sebastian Indian Reservation, and it was right on what Major Donaldson was convinced would become the main route between the Central Valley and Southern California. 

For almost ten years, Fort Tejon was the center of activity in the region between Stockton and Los Angeles. The soldiers, known as Dragoons, garrisoned at Fort Tejon patrolled most of central and southern California and sometimes as far as Utah. Dragoons from Fort Tejon provided protection and policed the settlers, travelers and Indians in the region. People from all over the area looked to Fort Tejon for employment, safety, social activities and the latest news from back east. 

Lori Wear
57
 

How did World War II affect West Africa?

World War II was a global conflict affecting all regions of the world, including West Africa. Africans from British and French colonies fought all over the world in the militaries of their colonizers. When Germany invaded France in 1940, Africans in French colonies  were divided between the Vichy government in West Africa and the Free French resistance in Central Africa. The currencies issued by the two separate governments illustrate this divide. 

NMAH and London School of Economics
5
 

How did new African countries use money to show their independence?

Starting in the late 1950s, African nations became independent from European colonial powers. They used their new currencies to demonstrate their sovereignty by replacing European heads of state with national leaders.  The new national coins and banknotes also depicted indigenous currencies like cowrie shells in Ghana and kissi pennies in Liberia, celebrating African cultural heritage. 

NMAH and London School of Economics
8
 

What did money look like under colonial rule in West Africa?

How did colonialism affect the lives and livelihoods of Africans? The kinds of money people used can provide some clues. This collection contains coins and notes introduced by the colonial powers which  Africans received in return for the sale of produce and used for paying taxes. It also includes cowrie shells, kissi pennies and manillas, which Africans often used to buy everyday goods in local markets despite colonial government policies banning them. 

NMAH and London School of Economics
12
 

NHD at NMAAHC Collection: Breaking Barriers in History

Welcome to the National Museum of African American History and Culture's Collection Connection Grid for National History Day 2020! Below is an assortment of selected documents, images, objects and videos that highlight the African American experience in relation to the 2020 NHD theme: Breaking Barriers in History. Use these items as inspiration for a project topic, or use the items to help expand your research on a topic you have already selected.  This collection is designed to be self-guided by students and educators participating in National History Day.

 #NHD2020

Keywords: African American, NMAAHC, National History Day, NHD, Collection, Connection, Grid, breaking, barriers, history, project, topic, ideas, 2020

National Museum of African American History and Culture
66
 

African American History Month Family Festival: Interviews, Performances, Highlights

This collections comes from a African American History Month family festival created to complement the exhibition, "The Black List." Included here are a gallery tour with curator Ann Shumard, and interviews with puppeteer Schroeder Cherry, guitarist Warner Williams, the Taratibu Youth Association Step Dance Group, silhouette artist Lauren Muney and collage artist Michael Albert.

Philippa Rappoport
7
 

Willi Smith

Willi Smith (1958-1987)

Willi Smith was an African American fashion designer whose street wear line known as WilliWear was and experiment of democracy in fashion. WilliWear designs were known to be bold, blurring the lines between high and low culture, and his work often involved collaborations with other artists and designers. The openly gay designer's career was cut short when he died in 1987 from complications to AIDS.

This collection is a representation of the March 2020 exhibition Willi Smith: Street Couture at the Cooper Hewitt Design Museum that features over 200 pieces from Smith’s work and career, including video, sketches, patterns, photographs, and garments.

Cooper Hewitt Education Department
66
 

Can you name #5WomenArtists?

This collection is my response to the National Museum of Women in the Arts in Washington, D.C.'s social media campaign asking, "Can you name five women artists (#5WomenArtists)?" The artists featured are Yayoi Kusama, Frida Kahlo, Barbara Kruger, Alma Thomas and Elaine de Kooning with short biographical notes, selected works and learning resources.

Anyone can create a collection on the Smithsonian Learning Lab. Here are some short tutorials to get you started: https://learninglab.si.edu/create. The Smithsonian Learning Lab can be a great research tool to learn more about your favorite artists, discover new artists and share collections of your favorites and new discoveries to provide inspiration for others. Discussion questions and additional sources of inspiration for exploring artists that may be new to you are provided at the end of this collection.

Tags: Women's History Month, Yayoi Kusama, Frida Kahlo, Barbara Kruger, Alma Thomas, Elaine de Kooning, #BecauseOfHerStory

Ashley Naranjo
70
 

The Iñupiaq People and Their Culture

By Beverly Faye Hugo (Iñupiaq ), 2009

(This is shortened version of a longer essay from the Smithsonian book Living Our Cultures, Sharing Our Heritage: The First Peoples of Alaska.)


Sea, Land, Rivers

There’s ice and snow, the ocean and darkness – darkness in the winter and twenty-four hours of daylight in the summer. Barrow was originally called Utqiaġvik (meaning, “the place where ukpik, the snowy owl, nests”). That’s where my people, the Iñupiat, have survived and lived, and I am doing as they have done. On the Arctic coast you can see vast distances in all directions, out over the ocean and across the land. The country is very flat, with thousands of ponds and lakes, stretching all the way to the Brooks Range in the south. It is often windy, and there are no natural windbreaks, no trees, only shrubs. Beautiful flowers grow during the brief summer season. The ocean is our garden, where we hunt the sea mammals that sustain us. Throughout the year some seasonal activity is going on. We are whaling in the spring and fall, when the bowheads migrate past Barrow, going out for seals and walrus, fishing, or hunting on the land for caribou, geese, and ducks.

Whaling crews are made up of family members and relatives, and everyone takes part. The spring is an exciting time when the whole community is focused on the whales, hoping to catch one. The number we are permitted to take each year is set by the Alaska Eskimo Whaling Commission and the International Whaling Commission. Whaling is not for the faint of heart. It can be dangerous and takes an incredible amount of effort – getting ready, waiting for the whales, striking and pulling and towing them. But the men go out and do it because they want to feed the community. Everyone has to work hard throughout the whaling season. People who aren’t able to go out on the ice help in other ways, such as buying supplies and gas or preparing food. You have to make clothing for them; they need warm parkas, boots, and snow pants.

We believe that a whale gives itself to a captain and crew who are worthy people, who have integrity – that is the gift of the whale. Caring for whales, even after you’ve caught them, is important. After a whale is caught and divided up, everyone can glean meat from the bones. Each gets his share, even those who don’t belong to a crew. No one is left out.

We are really noticing the effects of global warming. The shorefast ice is much thinner in spring than it used to be, and in a strong wind it will sometimes break away. If you are out on the ice, you have to be extremely conscious of changes in the wind and current so that you will not be carried off on a broken floe. We are concerned as well about the effects of offshore drilling and seismic testing by the oil companies. They try to work with the community to avoid problems, but those activities could frighten the whales and be detrimental to hunting.

 

Community and Family

Iñupiaq residents of Barrow, Wales, Point Hope, Wainwright, and other coastal communities, are the Taġiuqmiut, “people of the salt.” People who live in the interior are the Nunamiut, “people of the land.” The Nunamiut used to be nomadic, moving from camp to camp with their dog teams, hunting and fishing to take care of their families. They packed light and lived in skin tents, tracking the caribou and mountain sheep. My husband, Patrick Hugo, was one of them. For the first six years of his life his family traveled like that, but when the government built a school at Anaktuvuk Pass in 1959 they settled there.

 My parents, Charlie and Mary Edwardson, were my foremost educators. They taught me my life skills and language. When I came to awareness as a young child, all the people who took care of me spoke Iñupiaq, so that was my first language. Our father would trap and hunt. We never went hungry and had the best furs for our parkas. Our mother was a fine seamstress, and we learned to sew by helping her. My mother and grandmother taught us to how to care for a family and to do things in a spirit of cooperation and harmony.

I was a child during the Bureau of Indian Affairs era, when we were punished for speaking Iñupiaq in school. My first day in class was the saddest one of my young life. I had to learn English, and that was important, but my own language is something that I value dearly and have always guarded. It is a gift from my parents and ancestors, and I want to pass it on to my children and grandchildren and anyone who wants to learn.

 

Ceremony and Celebration

Nalukataq (blanket toss) is a time of celebration when spring whaling has been successful. It is a kind of all-day picnic. People visit with friends and family at the windbreaks that the crews set up by tipping the whale boats onto their sides. At noon they serve niġliq (goose) soup, dinner rolls, and tea. At around 3:00 P.M. we have mikigaq,made of fermented whale meat, tongue, and skin. At 5:00 they serve frozen maktak (whale skin and blubber) and quaq (raw frozen fish). It’s wonderful to enjoy these foods, to talk, and catch up with everyone at the end of the busy whaling season.

Kivgik, the Messenger Feast, was held in the qargi (ceremonial house). The umialgich (whaling captains) in one community sent messengers to the leaders of another, inviting them and their families to come for days of feasting, dances, and gift giving. They exchanged great quantities of valuable things – piles of furs, sealskins filled with oil, weapons, boats, and sleds. That took place until the early years of the twentieth century, when Presbyterian missionaries suppressed our traditional ceremonies, and many of the communal qargich in the villages were closed down.

 In 1988, Mayor George Ahmaogak Sr. thought it was important to revitalize some of the traditions from before the Christian era, and Kivgik was started again. Today it is held in the high school gymnasium. People come to Barrow from many different communities to take part in the dancing and maġgalak, the exchange of gifts. You give presents to people who may have helped you or to those whom you want to honor.  Kivgiq brings us together as one people, just as it did in the time of our ancestors.

Tags: Iñupiaq, Inupiaq, Alaska Native, Indigenous, Smithsonian Arctic Studies Center in Alaska

Smithsonian Arctic Studies Center in Alaska
20
 

Iñupiaq Lessons: Language and Culture

The Alaska Office of the Smithsonian’s Arctic Studies Center hosted an Iñupiaq language and culture seminar in January 2011, bringing together eight fluent speakers: Sylvester Ayek, Bernadette Alvanna-Stimpfle, Alvira Downey, Herbert Foster Sr., Willie Goodwin Jr., Jana Harcharek, Faye Ongtowasruk and Rachel Riley. They met for four days to discuss Iñupiaq cultural heritage objects in the Smithsonian exhibition Living Our Cultures, Sharing Our Heritage: The First Peoples of Alaska at the Anchorage Museum.

During the seminar, the Iñupiaq language was documented, including three different dialects, and language and culture teaching materials were written for use in schools and homes throughout Alaska and beyond. Six objects from the Smithsonian collections – with links below – are featured in the guide and lessons presented here. These resources pair with six video lesons that offer teachers, students, parents and lifelong learners access to Iñupiaq language and lifeways.

Tags: Alaska, Native art, museum, education, language, Indigenous, Iñupiaq, Inupiaq, Smithsonian Arctic Studies Center in Alaska

Smithsonian Arctic Studies Center in Alaska
14
 

Iñupiaq Language and Culture videos

The Smithsonian Arctic Studies Center hosted a language and culture seminar at the Anchorage Museum in 2011, bringing together eight fluent Iñupiaq speakers for four days to discuss cultural heritage objects from their region in the Smithsonian exhibition Living Our Cultures, Sharing Our Heritage: The First Peoples of Alaska at the Anchorage Museum. This video set presents a range of information about life in northwest Alaska for the Iñupiaq people: hunting tools used for living from the land and sea to ceremonial items used at celebrations and gatherings to everyday clothing to cultural traditions and values. The videos are in Iñupiaq with subtitles in English and Iñupiaq, for following along in both languages. An educational guide with six lessons is included below, along with links to objects discussed from the Smithsonian collections.

Tags: Alaska, Native art, museum, education, language, Indigenous, Iñupiaq, Inupiaq, Smithsonian Arctic Studies Center in Alaska

Smithsonian Arctic Studies Center in Alaska
16
 

The Corona's Cooling Power

The National Museum of African American History and Culture (NMAAHC) is the first museum on the National Mall to be recognized as a LEED Gold building due to its construction using renewable energy sources and locally-sourced building materials. LEED or Leadership in Energy and Environmental Design certifications are granted to buildings and other structures  that meet global standards in areas such as water use, energy efficiency, and use of sustainable materials. To minimize energy use, the architects and engineers designed the building to allow lots of natural light inside of the museum. The Corona, the ornamental bronze-colored metal lattice that covers the museum like a crown covers a head, helps to keep the museum cool by allowing some sunlight inside, but by blocking the rest. As a result, the museum uses less electricity for lights and air conditioning. 

But how does it work? Have your students complete the following experiment to find out!

National Museum of African American History and Culture
15
 

The NHD @ NMAAHC Collection Connection Grid 2017: Taking a Stand in History

Welcome to the National Museum of African American History and Culture Collection Grid for the 2017 NHD Theme!

Below are some objects and videos to help you explore the 2017 NHD theme: Taking a Stand in History. These objects will help you consider the perspective of the African American experience in history.

These objects may help you form an idea for a project topic or they may help to expand the narrative of your selected project. Click on the text icon for possible project connections and/or the hotspots to reveal object questions to spark your curiosity.

The artifact questions should encourage viewers to think and explore the history of the object or video on their own!

National Museum of African American History and Culture
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