Skip to Content
  • Language
  • End User
  • Educational Use
  • Time Required
(170)
(559)
(637)
(574)
(708)
(15)
(291)
(259)
(143)
(343)
(131)
(167)

Found 729 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
 

People, Place, and Time: How Art Reflects Culture - Collection 1 - Night of the Dead by Alan Crane

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Night of the Dead,” a lithograph by Alan Crane in the National Museum of American History. The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines. 

Students will investigate how the Day of the Dead is celebrated by Latin Americans and compare it to their own celebrations. Next, students  will create an interactive presentation using Flipgrid and write a monologue to reflect their learning from the point of view of one of the persons in the artwork. 

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool funds. The three collections highlight Latino history, art, and culture, and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

#National Portrait Gallery #Spanish #Global awareness #Empathy #Global connections #Global-mindedness #Curiosity #Cross-cultural skills #Day of the Dead #Worldview #LatinoHAC


Marcela Velikovsky
48
 

Cultural Communications: Making the Melting Pot a Reality

DRAFT  Language is the very first tool that we use to understand the ideas that we are trying to share. But what about the monuments, art, and songs that we have created to share our ideas with one another? This exploration will focus on how American culture founded on the mixing of ethnicities and experiences used the skills and talents of its members to reveal its faults and celebrate its wonder and imagination. This collection will explore the sights and sounds of those who were here before all others, the 1st Nation Peoples, and travel from that past to the lives of their descendants and the all who followed by coming to the shores of this country. This exploration will give students a way to examine the history of those around them, but also their place within this most extravagant quilt of this country.

  • The purpose of this activity is to give students a better understanding of the American Indian identity of the United States as foundational to understanding this land. From that foundation they will journey through the musical/dance expressions of the people who came to inhabit the US and through them the historical/contemporary realities and perspectives that make up our society.


Please follow the lesson plan laid out at the beginning of the collection to see the best way to use it. #goglobal

Sean Felix
48
 

Art & Resistance 2: Black Women Subjects Free from the Gaze

This lesson was crafted as part of an instructional unit for a college level English class with high school supports (IB DP Language A: Literature). 

The impetus for continuing to center our literature study in resistance stems from Toni Morrison's professional ethos that her "sovereignty & authority as a racialized person...be struck immediately" in her writing while  "...not  speak[ing] for Black people;...[but]..speak[ing] to and be[ing] among [black people]".  Her determination "to make sure that the white gaze was not the dominant one in any of [her] books" is an example of the importance and power of authentic creation.

#goglobal #andersonpetty #mgg #wissit2019 #tonimorrison #blackwomen

Sher Anderson Petty
76
 

China's Terracotta Army: Exploring Artistic Practices

In this activity, students will analyze figures from the Terracotta Army, made for China's First Emperor, Qin Shihuang (259 – 210 BCE), in order to explore the artistic practices of a newly unified China during the Qin dynasty (221 – 206 BCE). Students will explore the elements of art and principles of design used in the terracotta warrior figures before designing their own papercraft terracotta warrior.

The Terracotta Army, a group of approximately 7,000 life-size terracotta warriors and horses, was created for Emperor Qin Shihuang to form a small part of his elaborate tomb complex. These figures are significant not only because of their artistic realism, detail, and diversity, but also because of their rarity – the majority of surviving objects from this time period have been found in Emperor Qin Shihuang's tomb complex.

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; spiritual beliefs; military; soldier; sculpture; chinese; world; asia; asian; xi'an; empire; see wonder connect; project zero; visible thinking routine; strategy; maker; art making; papercraft; terra cotta; shihuangdi; shi huangdi; shi huang di; earthenware; ceramics

#visiblethinking

Emperor Qin Shihuang's Terracotta Army
20
 

The Wednesday Wars and the American Ideal

Resources to accompany a unit on the YA novel The Wednesday Wars by Gary Schmidt.

Tip Walker
15
 

Protest Then and Now

This collection includes images of different types of protests from the women's suffrage movement to contemporary issues. #ethnicstudies

Melanie Kirchhof
4
 

Art & Resistance: Frederick Douglass

Why art & resistance in a novel study of The Narrative of the Life of Frederick Douglass

  • This lesson may be used as a pre-reading activity for a study of the Narrative of the Life of Frederick Douglass.  My two year literature course begins junior year with the reading and interrogation of Douglass' Narrative.  
  • Students often have a limited view of the author, the historical context of 19th century America and especially the resistance against oppression and struggle for agency of racialized groups (like the kidnapped Africans who were stolen from their homes, trafficked and enslaved).  
  • This collection is designed to help students construct meaning around one of Douglass' many means of resistance to oppression by the careful curation of his image.

Why resistance?  

  • My rationale for centering our literature study on the concept of resistance was born from conversations with students last year that revealed their false beliefs that enslaved people (specifically the kidnapped and enslaved Africans trafficked and sold into the American Slave Trade) did not by and large resist.  There was large scale ignorance across all my classes of the scale of acts of resistance as well. 
  •  Additionally,I thought since my students are developmentally at a stage of differentiating themselves from their parents/ families (often looking like resistance to norms) that they would find relevance and resonance with a unit centered on resistance.

#goglobal #andersonpetty

Sher Anderson Petty
66
 

Exploring Social Justice with “One Life: Marian Anderson” and “In Mid-Sentence.”

This learning lab is rooted in exploring the concept of social justice and activism through biography and curation. This learning lab explores the power of one's narrative being shown through multiple artifacts in order to paint a bigger and more accurate picture of their role in social justice and activism. 

#NPG

Asia Stanislaus
36
 

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
 

1619 to the American Civil Rights Movement

This collection brings together the New York Times Podcast 1619 (Episode 1, "The Fight for a True Democracy") and Smithsonian resources to support my 7th graders as we begin our unit on the American Civil Rights Movement. Later in the unit, the students will read March, a graphic novel based on the experience of Congressman John Lewis during the Civil Rights Movement. In order for the students to understand why the Civil Rights Movement was necessary, they must first understand the history that led to it. This collection does not, by any means, provide a complete or comprehensive history. The podcast provides an historical overview and will serve as a jumping off point for further research. The visual artwork, poetry, articles, and films included at the end serve to provide additional perspectives and opportunities for exploration. The students will develop their own research questions inspired by the thinking they've done throughout this collection and may use the additional resources provided to begin their independent research. A PowerPoint lesson on developing research questions is included.

The collection is organized into five lessons, each following the same structure: Students will listen to a portion of the podcast and use Think, Puzzle, Explore to document their thinking and record questions for further research. They will also explore a piece of visual art using Ten Times Two and Unveiling Stories. The sixth lesson brings the students from history to the present and asks them to consider the 2014 artwork New Age of Slavery by Patrick Campbell using Ten Times Two and Unveiling Stories. 

#goglobal

Marissa McCauley
99
 

Manifesto

If you could say one thing to the world, what would it be? People have used manifestos throughout history to declare intent, action, and to persuade people to their point of view. This unit uses the Hirshhorn Museum and Sculpture Garden's "Manifesto: Art x Agency" exhibition to explore the ideas behind manifestos from famous art movements in art history in order to inspire students to create their own manifesto. Students will also explore other manifestos throughout history, literature, and present day. They will also analyze and critique manifestos to determine whose voices and choices are valued and represented.

#goglobal

Ashley Beck
45
 

Found Poems and Social Justice: Using Rosa Parks and other sources to create found poems about social justice

This collection includes portraits from the National Portrait Gallery, websites, links to Smithsonian Magazine articles, and other news articles all relating to issues of social justice. #NPGteach

Jan Rubenstein
26
 

The Soul's Expression: Identity, Individuality, & the Spirit in Visual Art

Art provides a pathway for individuals to express their inner self while also capturing the outer—this great wide world so intricate it's difficult to define.  Throughout history, humans have sought to  comprehend both their environment and their own inherent cultural uniqueness. This search has become symbolized in their artistic accomplishments and aesthetic heritage. Whether through representations of specific individuals and the human figure or awe-inspiring works of architecture, these art pieces are a window into the creative core of our past. 

In this collection, we will observe the ways in which the soul/spirit has been expressed in art, and how human creativity sheds light upon both individual and cultural identities and its varied interpretations throughout the ages. This collection is organized in three symbolic steps on a stone staircase entitled "The Stone Path of Eternity." To truly travel through each piece, I have included an image, a brief description of the work under information, and then, signified by the yellow (1) above, I've provided my own analysis and interpretation of the piece in its relationship to the collection theme. 

Through lingering through the "Stone Path of Eternity," which is represented by the first two tiles, we will from one stone to the next in seeking the many ways in which the soul's expression can be defined. 

In Stone Number One, "The Spirit's Encased Construct," we'll see how architecture and large-scale artistic projects merge to reflect both cultural identity and the individuality of their leaders through works from ancient Babylonia, Egypt, the Byzantine Empire and into the combinations made possible by the aesthetic  innovations of modern times. 

Shifting step to Stone Number Two, "Human Identity Immortalized in Matter," we delve into the ways in which the human figure is represented and what these images can share with us in terms of the varying levels, purposes, intentions behind the artist's created expressions and impact of depicting the Spirit on Earth. This idea is exemplified in creations ranging from the Paleolithic period to modern times, with examples from Egypt, Ancient Greece,  the Italian Renaissance and the 20th century popular culture. 

Finally, in Stone Number Three,"Individuals and Spirituality Entwine," we step into the door of the spirit directly, traveling through the many methods which cultures apply in trying to simultaneously convey and understand what realms are in union with and beyond this life.  Some cultures who address this idea in their artistic tradition are seen in instances of Egyptian art and work from ancient and Hellenistic Greece, as well as both the Italian Renaissance, Northern European Renaissance, and contemporary Western art. 

 The intended audience for this collection is just as varied as my subject matter. Those who might be drawn to this collection are people attracted to the enigmas of life and death, who have questioned their place in society and the mysteries this world has to hold, and are curious to know more about how, historically, cultures have related to these probing questions—for, as you will see, they certainly have existed as long as humans have walked the earth. No matter if you're in high school, college, or beyond formal education, I hope you will find my musings on these artworks and their meanings compelling and thought-provoking. 

Renowned artist and poet William Blake once wrote, "To see the world in a grain of sand, and to see heaven in a wild flower, hold infinity in the palm of your hands, and eternity in an hour."   From the most abstract art to the remarkably realistic, there is always an image of ourselves, in the an esoteric sense, waiting to be found within.  With its timeless method, Art seeks to create a definition for this all-encompassing and ever-evading essence and I hope to continue that quest with you as we explore this collection. #AHMC2019

Emma Geller
30
 

In the Eye of the Beholder: Looking at Women’s Portrayal in Portraiture During the Suffrage Movement

This collection uses portraits from the National Portrait Gallery's exhibition, Votes for Women: A Portrait of Persistence. These resources are intended to facilitate classroom discussion about how women were portrayed through art during the suffragist movement. Participants are encouraged to think about who creates portraits, what motivations may exist in their creation, how the portraits were used within the movement, and their potential impact, intended or not, on the suffragists' cause. 

Christy Ting
11
 

Art as Resistance (2)

  • How may art be a tool of resistance? 
  • How have  historical movements used art to further their causes? 
  • How might current movements use art to further their causes?
Sher Anderson Petty
16
 

Do symbols mean the same thing in every culture?

Plains Native people have always depicted star images on their clothing, tipis, and containers.

Formative Task: In a class discussion list three ways Western cultures think about stars. Use this collection to discover what stars mean to the Lakota and other Native people.

Summative Performance Task: Use the star quilt pattern to create a symbolic quilt that represents your school.


National Museum of the American Indian Education Office
15
 

Photography and News

Guiding Questions:

  • How much of a story can a photo tell? What are the limits?
  • Why do journalists take photos?
  • How is news photography different than other types of photography? What is photojournalism?

Time- 1-2 class periods with optional extension activities

This collection provides an opportunity for students to consider a first impression of news photos through careful image analysis. The initial viewing of the image is followed by reading historical newspaper articles or other primary sources about the event in question to compare their thinking with some context to their initial impressions. Images can be powerful and can greatly influence our impression of events, but without context, we can form inaccurate impressions based on our own biases. Students need to be careful and critical viewers of media as well as media creators. Images include events covered in history/social studies courses such as the Civil Rights Movement, Little Rock Nine, World War II, Japanese internment,  9/11, the Detroit Riots, the Scopes trial, women’s suffrage, Dolores Huerta and United Farm Workers, and the Vietnam War.

Day 1:

Warm Up/ Engagement:

Have students journal or a mind-map about the following questions:

  • How much of a story can a photo tell? What are the limits?
  • Why do journalists take photos?
  • What is photojournalism?
  • How is news photography different than other types of photography?

Have them do a Think-Pair-Share

Debrief as a whole group

As a whole group, discuss the photo of the female students who integrated Central High School in Little Rock. Do not show the caption to students. The global competency thinking routine, “Unveiling Stories,” is good to use for news or other current event photos because it allows students the opportunity to explore multiple layers of meaning.

Once students have discussed the image, show them the caption. Then give additional background on the Little Rock Nine. To review/background on the Little Rock Nine, consider exploring resources from Facing History and Ourselves. There is a New York Times article listed below as well.

Next, go back and look at photo with the caption and see how the initial understanding has shifted with the Connect-Extend-Challenge routine. This is a thinking routine that is great for connecting new ideas to prior knowledge.

Day 2

Have students read the article from the Click! Exhibit, “Photography Changes How We Read the World.”

After reading, lead students through the What Makes You Say That? Routine which encourages interpretation with justification and evidence.

Small Group Jigsaw activity

In pairs or small groups, assign one image in the collection to each group. Make sure they know they will present their findings to the whole class. Have them go through the “Unveiling Stories” routine with their new image. Give students 10 mins to record their thoughts and ideas on chart paper or sticky notes. Next, give each group the related primary source news article (listed below through ProQuest) or your choice of a primary source. Have students read the article together. Then, have them go back to the image and do the Connect-Extend-Challenge routine while visualizing their thinking on the same chart paper or with additional sticky notes.

Have each group share out and summarize their findings from their initial reaction to how their thinking changed after reading an additional primary source.

As a final debrief, make sure that students reflect on their learning from their image analysis.

A great reflection routine is “I used to think… Now I think…”. Have students complete this routine with the topic of photojournalism/news photography.

Extensions

Readings:

Audio:

Exhibit:

Project:

  • Report on an event with images and in writing  

Companion Article Sources on ProQuest Historical Newspapers:

For 9/11 Photos-

A CREEPING HORROR

KLEINFIELD N R

New York Times (1923-Current file); Sep 12, 2001;

ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. A1

For D-Day Photo:

Allies Seize Beachheads on French Coast, Invasion Forces Drive Toward Interior

By the War Editor of The Christian Science Monitor

The Christian Science Monitor (1908-Current file); Jun 6, 1944; ProQuest Historical Newspapers Christian Science Monitor (1908 - 2001) pg. 1

For Detroit Riot Photo:

Detroit Is Swept by Rioting and Fires; Romney Calls In Guard; 700 Arrested

New York Times (1923-Current file); Jul 24, 1967;

ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1

For Vietnam Withdrawal Photo:

A Farewell to Vietnam: 2 Flown Out Tell Story

New York Times (1923-Current file); Apr 28, 1975;

ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1

For Dolores Huerta Photo:

Farm Labor Law Chances Improve

By Susan Jacoby Washington Post Staff Writer

The Washington Post, Times Herald (1959-1973); May 2, 1969; ProQuest Historical Newspapers The Washington Post (1877 - 1998) pg. A24

For Little Rock Photo:

STUDENTS ACCEPT NEGROES CALMLY

By BENJAMIN FINE Special to The New York Times.

New York Times (1923-Current file); Sep 26, 1957;

ProQuest Historical Newspapers The New York Times (1851 - 2011)

For WWII/D-Day Photos:

PARADE OF PLANES CARRIES INVADERS

New York Times (1923-Current file); Jun 6, 1944;

ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1

For Scopes Trial Photo:

DEFENSE CASE IS OUTLINED

Special to The New York Times.

New York Times (1923-Current file); Jul 16, 1925;

ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1

For Women’s Suffrage March Photo: WOMEN PARADE FOR SUFFRAGE AT CAPITAL

The Christian Science Monitor (1908-Current file); Mar 3, 1913; ProQuest Historical Newspapers Christian Science Monitor (1908 - 2001) pg. 1

#visiblethinking


Allie Wilding
20
 

Photography and Image Manipulation

Guiding Questions:

What should a photograph look like?

Why might someone want to alter, change, or edit a photograph? What is the goal?

What are the ethical considerations regarding image manipulation?

Time- 1-2 class periods with optional extension activities

This collection includes images related to the topic of image manipulation and artistic photography, and includes a lesson plan for teachers as well as images and students activities related to media literacy across the curriculum. The collection of images and articles is designed to facilitate conversations around how and why images might be manipulated and for what purpose. Discussion questions and thinking routines allow for students to critically analyze the images as whole group and in small groups to consider why and how a photographer or artist might alter an image. Extension activities and resources are also included.

Day 1:

Warm Up/ Engagement:

What should a photograph look like?

Have students do a think-pair-share together addressing the question. Alternatively, this could be done as a silent chalk talk.

Debrief as a group.

Background:

Discuss:

Why might someone want to alter, change, or edit a photograph? What is the goal?

Have you ever altered or changed a photograph? How? Why? (Think Shapchat, Instagram, Photoshop, etc.)

Is it ever a problem to manipulate a photography? Why?

As critical viewers of media and images, students should always consider the audience and purpose of photographs. For example, an artistic photograph doesn’t have the same audience or purpose as a journalistic photograph.

Explain to students:

We’re going to look closely at the work of two photographers (Jerry Uelsmann and Robert Weingarten) to see how photographers might manipulate their images (digitally or otherwise), why they might do this, and the effect it has on the viewer.

Close Looking:

Lead students through a discussion of one of Uelsmann’s images by looking closely at one image as a group using the Visible Thinking routine, “See Think Wonder.”

Discuss the photographer’s likely message, audience and purpose of the image. Then have students consider how Uelsmann might have created the image.

Then, read an article about Jerry Uelsmann in Smithsonian Magazine, “Before Photoshop.”

Debrief the article and have students journal on their reactions to Uelsmann’s quote, “The camera is a license to explore.”

Alternatively, students can read and discuss the article,"Photography Changes What We Think 'Reality' Looks Like."

Have students share responses with the group as a closing activity.

Day 2

Warm-Up: Recap learning/connections from last class.

Explain that in today’s class we’ll consider the work of another artist and photographer, Robert Weingarten. Weingarten’s work is a “non-traditional” form of portraiture. Before looking at his images, have students brainstorm their ideas on what is a portrait. Students could engage in the 3-2-1 Bridge Routine on this topic.

Close Looking:

Lead students through a discussion of one of Weingarten’s  images by looking closely at one image as a group using the Visible Thinking routine, “Zoom-In.” After looking at the image as a whole, have students consider the image as as whole using the “Connect-Extend-Challenge” routine.

Weingarten’s portraits of Colin Powell and Celia Cruz are linked in the collection.

Discuss the photographer’s likely message, audience and purpose of the image. Then have students consider how Weingarten might have created the image.

After discussing the image, watch the video about Weingarten’s process.  

If time allows, group students into small groups to visually compare/contrast the works of Uelsmann and Weingarten on chart paper.

Exit Ticket:

How do these photographs change your understanding of photography and what can be done with images?

I used to think…

Now I think….

Possible Extension Activities:

Have students create a composite image (surreal landscapes or portraits)  inspired by Robert Weingarten or Jerry Uelsmann with their own photographs and Photoshop.

https://www.youtube.com/watch?v=MmwrWCMdYqI

Have students explore other historical images that have been manipulated (intentionally or unintentionally) that are included in the collection.

Article on historical image manipulation from the ClickIt Exhibit

Have students look at the ethical issues in digitally manipulating photographs

https://www.commonsensemedia.org/educators/lesson/retouching-reality-9-12

Have students consider other ways in which the evolution of technology has influenced the images we create.

Using Agency By Design, a design thinking framework, have students complete the following activities:

Parts-Purposes- Complexities Routine-- Digital Camera

Take-Apart Activity w/ digital cameras/analog camera

Have students research different topics in the history of photography including camera obscura, daguerreotype process, Muybridge and moving images, and Kodak.

Readings/Videos:

Additional reading on Uelsmann:

https://www.digitalphotopro.com/profiles/jerry-uelsmann-the-alchemist/

#visiblethinking

Allie Wilding
28
 

Paths to Perspective: How the Past Connects to Our Present

This lesson is inspired by Out of Eden Learn, the journey of Paul Salopek, and the idea that each person is an amalgamation of the people and events that came before them. These people and events include the nature of their birth, the lives of their parents, the experiences of their grandparents, the creation of the printing press, etc. The idea behind this lesson is, in its inception, to expose students to milestones in black history, and to use that rich history to challenge them to look into their past to see how they connect to larger events that came before them last week or even a century or millennia ago.

This lesson is especially crafted for Black History Month (though of course it can be used at other times) to have students from multiple ethnic backgrounds try to find a connection to the African American Experience in the United States. It removes students from an ethnic vacuum and asks them to see how the journey of others not like them has an impact on their, their family's and their country's history.

To begin your use of this collection please read the lesson plan at the beginning labeled Lesson Plan: Paths To Perspective. It is the full lesson for using this Learning Lab collection. You may use it in full or alter as you see fit for the needs of your class. It is by no means exhaustive, especially in terms of Project Zero ideas that can be used with the collection, but it is a good starting point for how to use this material in class.

#goglobal

Sean Felix
24
 

Santa Claus: Comparing Evolving Imagery and Text

This collection gathers depictions of Santa Claus from ads, paintings, photographs, stamps from 1837 to today. Also, includes analyses of his evolving image from the Smithsonian Magazine and the National Museum of American History blog. How does the description of Santa in the Christmas poem, "A Visit from St. Nicholas" compare with the images that follow? Includes a discussion question extension: How might you revamp Christmas stories to better reflect the time and country that you live in?

Keywords: Saint Nicholas, holidays, poetry

Ashley Naranjo
26
 

The Living Room War-How the Vietnam War changed American culture

Resources to exemplify how the war in Vietnam shaped the culture of our country, including art, book excerpts, song lyrics, op-eds, and stories about how even the Vietnam War memorial caused controversy.

#SAAMTeach

Amanda Dillard
12
1-24 of 729 Collections