Found 1,357 Learning Lab Collections
Images and symbols of the individuals who pioneered the art of organization in the face of injustice. This collection depicts those who engaged in the struggle for racial equality throughout the Civil Rights movement and the 20th Century
Students identify needs in their community and design a building to fit that need using Agency by Design framework and protocols. Designed for a collaborative unit with Environmental Science and Sculpture High School students.
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! Request Activity sheets for your classroom.
Submit your class constellations to our Student Gallery and be a part of your own school's online exhibition!
The Visual arts can be an entry point to literacy in the classroom. Use these objects in the collection of the National Museum of African Art to aid students to explore authentic African art works that inspired the Academy Award winning costume design of Ruth Carter in the blockbuster movie Black Panther. Students can develop visual vocabulary through close looking to describe mood, tone, atmosphere, and inference and explore cross-curricular and cross cultural connections. It allows them to really be creative and critical thinkers!
Images and symbols of countries that can be considered subjects for the study of transitional justice. Transitional justice relates to justice methods used to approach societies scarred by major human rights violations.
This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the presentation. 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.
Texas Association for Supervision and Curriculum Development Ignite 19 Conference: Transforming Curriculum with Technology (June 2019)
Smithsonian educators are initiating a collaborative education program with Texas curriculum developers and local museums to develop instructional materials relevant to K-12 Humanities and Ethnic Studies. The Smithsonian Learning Lab platform allows users to create and share locally relevant digital resources both in classrooms and with a growing network of educators across the country. Learn more about how you can leverage digital resources from the Smithsonian and your local museums for increased access and impact.
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.
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.
Get hungry while you explore the unique and delicious traditions of the Basque people through food.
Dolores Huerta: Revolution in the Fields/Revolución en los Campos shares the compelling story of legendary activist and leader Dolores Huerta (b. 1930) and the farm workers movement of the 1960s and 70s. It is a quintessentially American tale of struggle and sacrifice, of courage and victory.
As a complement to the exhibition, these educational resources explore Huerta's public life as an activist and co-founder of the United Farm Workers (UFW) and what led her to become a Latina civil rights icon. In her life as a communicator, organizer, lobbyist, contract negotiator, teacher and mother, Huerta's unparalleled leadership skills helped dramatically improve the lives of farm workers.
Users will broaden their understanding of the farm workers movement through a careful look at Dolores Huerta's significant - but often under-acknowledged - contributions. The exhibition and educational resources also explore how workers of different ethnic and racial backgrounds came together to empower the movement and how the arts played an essential role. In addition, users will come to understand Huerta's far-reaching impact and important legacy.
This collection is designed to extend students' thinking about acting to overcome systems of oppression after they read a memoir that focuses on social justice and activism. In our English program, students in 6th grade read I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousazai; in 7th grade, students read March: Book One by John Lewis; and in 8th grade, students read Persepolis: The Story of a Childhood by Marjane Satrapi. All use the Project Zero thinking routine "Think, Feel, Care" to explore Malala's, John Lewis's, or Marjane's reaction to the system of oppression they face in their story. To engage with the thinking routine, we ask the following questions:
Think: How does the character understand the system and her/his role within it?
Feel: What is the character's emotional response to this system and her/his position within it?
Care: What are her/his values, priorities, and motivations with regard to this system? What is important to her/him?
From there, students analyze the question: How does the character act on what is important to her/him in response to this system?
We use this collection and the "Think, Feel, Care" routine to look at how others have responded to and acted against different systems of oppression. After spending time with this collection, we end with the "Circle of Action" thinking routine to help us think about the potential for our own action against systems of oppression.
This collection could be used in conjunction with any unit that focuses on social justice or activism.
Understanding Haitian Culture though Art
This lesson will support teaching Haitian traditions and culture through the Frost Art Museum collections. It will also provide a look into cultural identity, Haitianite supported by research conducted by two FIU faculty members . The PowerPoint will expand on Haitian history and the notes will add talking points. The Miami Dade County Public School lessons support various investigations from the past to the present.
Connections to the Polish Black Virgin demonstrate the spread of culture and religious beliefs that traveled as countries were conquered.
Elementary Classroom Collection
See - Think - Wonder
This activity analyzes the stories told by photographs of the Resettlement Administration (RA) and Farm Security Administration (FSA) programs, which ran from 1935 to 1937 and 1937 to 1942 respectively. These photographs were taken to document the conditions and hardships experienced by Americans across the country during the Great Depression, as well as the success of relief services implemented by these two programs. Published widely in newspapers, magazines, books, and exhibitions, these photographs helped shape the public's perception and memory of this difficult time period.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will uncover the stories and perspectives portrayed by these photographs in multiple contexts, from the personal to the global. Additional resources (photographer interviews and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».
RA & FSA photographers included in this collection: Carl Mydans, Dorothea Lange, Arthur Rothstein, and Marion Post Wolcott.
Keywords: poverty, rural, urban, roy stryker, new deal, inquiry strategy, global competence, global competency, 1930s, 30s, dust bowl, photojournalism
In this activity, students will examine photographs documenting the Bracero Program, the largest guest-worker program in US history. Started in 1942 as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million contracts were awarded.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs tell about the experiences of braceros in this program, and the impact of these stories in multiple contexts. Additional resources (primary sources, a digital exhibition, and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».
Keywords: mexican, immigration, work, migration, migrant workers, agriculture, reform, politics, government, leonard nadel, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, California, Arizona, New Mexico, Texas, Arkansas, 1940s, 40s, 1950s, 50s, 1960s, 60s
In this activity, students will analyze photographs documenting the exodus of Bikini islanders from Bikini Atoll prior to Operation Crossroads, a pair of nuclear weapons tests and the first detonations of nuclear devices since the bombing of Nagasaki. These photographs were taken by Carl Mydans and were published in the LIFE Magazine article, "Atomic Bomb Island," on March 25, 1946.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs communicate about the experiences of the Bikini islanders and America's perspective on military advancement after WWII. They will also consider the perspectives presented by these photographs, in multiple contexts from the personal to the global. Additional resources (primary sources and the original article) and information on using this collection in the classroom can by found by clicking Read More ».
Keywords: atomic testing, atomic bomb, operation crossroads, bikini islands, bikini atoll, rongerik, able test, baker test, nuclear bomb, photojournalism, inquiry strategy, global competence, global competency, 1940s, 40s, 1950s, 50s, 1960s, 60s
This collection was designed to enable students to reflect deeply on their understanding of local and global human impacts on the planet and how they can inspire others to care about/collectively work to solve one of these issues. Students will use Project Zero Thinking Routines to examine various pieces of environmental art before they create their own visual call to action focused on the environmental issue that they care most about.
Global Competency Connection:
- This project was designed to be the culminating project in a high school Environmental Science class, thus it is the expectation that students have “investigated the world” as they explored environmental and social issues throughout the course.
- This project will incorporate a level of choice as students “communicate their ideas” on the environmental issue that resonated most with them.
- As a part of the project, students will share their campaigns with their teachers, peers, and families, and through this awareness raising thus “take action” on issues of global significance.
#GoGlobal #ProjectZero #EnvironmentalScience
<<This information is relevant to the Fall 2018 - Spring 2019 SSYAC Program.>>
SUPER IMPORTANT: When you click into the tiles, be sure to notice in the upper left hand corner if there is a "paper clip" icon. Clicking on the paperclip icon will lead to more information on a side panel. Some of the tiles will be website links or video links. Tiles marked as PDF or DOC are downloadable information. Within a tile, arrows at the bottom of the screen will navigate you between tiles.
Orientation for new members of the Smithsonian Secretary's Youth Advisory Council (SSYAC) for Fall 2018 - Spring 2019:
- About the Smithsonian Secretary's Youth Advisory Council (SSYAC) -- including forms and other important information
- About Secretary David J. Skorton
- About Smithsonian's past and present
- About Smithsonian Affiliate participants
- About Smithsonian operations, and policy information helpful to SSYAC members.
- Meeting Resources (relevant info related to upcoming meetings will be added closer to meeting dates).
KEYWORDS: teen council, student engagement
This collection shares the tools, weapons, and resources of Native Americans. The material in this collection shows the ability of the Native Americans to create and thrive using primitive technology, as well as their ability to adapt to foreign technology.
This collection also makes apparent how despite the lack of education and industrial progress of the Native Americans, they were able create weapons and tools that were not only effective in fighting off their technologically superior invaders, but even surpass them in the quality of some of their creations. This even led to the Europeans beginning to see value in the works of the Native Americans, and even to begin copying the styles of the natives.
This collection will also explore the use of resources for protection, including but not limited to armor and footwear. The uses of these resources were vital to their survival. Adaptations of these resources and development, with influence of modern technologies, still find the basis of early resources still effective today.
While the Native Americans were eventually forced to adopt the technology of their invaders, they still managed to maintain their sense of culture. New ideas taken from the Europeans were not simply copied, but rather incorporated into Native American culture without drastically changing who they were as a people. Despite their inability to successfully fight off the American Colonists, the Native Americans showed great resolve and adaptability to be able to hold off the new Americans for as long as they did, and were able to help change the outcomes of wars among European countries.
The tools they used to survive without the technological advancements made available to Europeans is astounding. From their ability to create clothing, weapons, food, entertainment and shelter to their useful strategies, the Native American people were able to sustain a lifestyle made easier.