Found 1,403 Learning Lab Collections
The Smithsonian's National Numismatic Collection (NNC) is America's collection of monetary and transactional objects. This diverse and expansive global collection contains objects that represent every inhabited continent and span more than 3,000 years of human history. The NNC holds an expansive collection of East Asian coins with notable objects from China, Korea, and Japan. Indeed, many of the earliest donations to the Smithsonian in the 19th century were East Asian coins and paper currencies. They include a set of coins and medals gifted to President Ulysses S. Grant by the Japanese Meiji Emperor during Grant’s world tour. Grant’s widow, Julia Dent Grant, donated the unique gift to the museum in 1886. Shortly after, the estate of collector George Bunker Glover bequeathed more than 2,025 pieces of East Asian currency to the Smithsonian. Growth of the NNC’s East Asian collection continued in the 20th century with significant donations from The Chase Manhattan Money Museum, the descendants of collector Alexander I. Pogrebetsky, and the estate of collector Josiah K. Lilly Jr. Today the NNC continues to grow its East Asian holdings. In 2017 the NNC received 473 objects from the Howard F. Bowker Collection. Thanks to the generous support of the Howard F. Bowker Family, Michael Chou, and the Smithsonian’s 3D Program, the NNC’s East Asian holdings are accessible online, with a selection available in 3D!
How can American art be read as a historical text? How can it be used to explore the 2018 National History Day theme of "Conflict and Compromise in History"? This collection examines two works of American art closely, modeling the process of historical inquiry and analysis. It also shares several online resources on reading artwork in a historical context, and suggests additional artworks from SAAM's collection that might support the theme of Conflict and Compromise.
Keywords: Reconstruction, Civil War, John Rogers, Winslow Homer
This collection includes a variety of representations of the Statue of Liberty--as a protest object, on an environmental campaign poster, on a postage stamp, and as a symbol used on patterned clothing. In small groups, learners will apply three scaffolded Visible Thinking Routines to a resource of their choice. First, they will use a "See, Think, Wonder" thinking routine to note their observations and interpretations as well as anything about which they are curious. Next, they will analyze the resource using the "Layers" thinking routine. As an optional step, they could also consider the artist or creator of the object's point of view/perspective in creating the resource, with the "Step Inside" thinking routine. Finally, they will create an artwork or representation that depicts a cause that is important to a community of which they are a member.
A final item from the American Jewish Historical Society includes information on a student contest running from September 2019 until May 2020, where students create a new poem based on Emma Lazarus' s"New Colossus" on the Statue of Liberty.
The Pullman Porters and the railcar were carriers of hope during the era known as the Great Migration. Pullman Porters were employed by George Pullman who created the nation’s first luxury railcar and made his home in Chicago, Illinois. During the Great Migration, hundreds of thousands of African Americans sought greater employment and housing opportunities in northern cities like Chicago, Pittsburgh, and New York. They traveled to the North primarily on railcars though segregated from white passengers and in less comfortable conditions. The Pullman Porters were pillars in the Black community and made positive impacts on African American migrants, entrepreneurs, and social causes effecting the Black community.
This collection displays the story of the Pullman Porters and demonstrates the railcar as a nexus of the Great Migration. A restored Pullman Palace railcar, Southern Railway No. 1200, is now housed at the National Museum of African American History and Culture.
Keywords: Pullman Porters, George Pullman, Railcars, The Great Migration, NMAAHC, African American History, American History
This topical collection of resources and analysis strategies can be used as a brainstorming tool to support student research on the National History Day (#NHD) 2020 theme of "Breaking Barriers in History". This collection focuses on primary and secondary sources around the accomplishments and contributions of aviator, Ruth Law.
#BecauseOfHerStory #NHD #NHD2020
Tags: Ruth Bancroft Law Oliver, aviator, aviation, world records, flight, military, World War I, women's history
Discover the history behind La Purisima Mission State Historic Park! Explore the vast history by examining the signage and displays of the Mission.
Come along and explore the military history behind La Purisima Mission! In this unit, you will find a link to a Self-Guided Interactive Tour and numerous photographs that document the stories behind the soldiers at La Purisima Mission.
Come along and explore the Blacksmith Shop at La Purisima Mission. Are you ready? Let's go!
How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture?
This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and research.
Begin by looking closely at an artifact, Lone Dog Winter Count, using a Project Zero Routine, Zoom In. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?
Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial Zoom In documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.
Begin the research process with the first video Lakota Winter Counts. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.
Guiding Points for Inquiry using The Artifact Investigation Map:
Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?
Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?
Plan: Identify and describe what could have been key factors and/or restrictions influencing design process. Examples: materials/natural resources, traditions, people power, skills, technology/tools, historical and natural environment….
(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map
Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation? *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?
Documenting Ongoing Conclusions/Questions/Reflections
Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.
For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.
Who was Daniel Boone? Was he more than a stereotypical tough frontier hero? Explore Daniel Boone and his relationship to the valuable native plant, ginseng, through this collection and activities.
Daniel Boone was a historic person (click here) who spent much of his adult life blazing trails through the American wilderness (click here). Opening the wilderness allowed Boone and others to exploit its many rich resources, including the profitable plant, American ginseng (click here). It also rose Boone to the status of American legend, becoming known as someone who braved hardship and danger to bring the earth's resources, like ginseng, to the market (click here). The legend of Daniel Boone and his "lost" ginseng illustrates the way such stories can reflect historical fact and circumstance. They can become exaggerated or distorted through being passing along by many story tellers over time, and now even via the internet. Therefore, history and fiction become intertwined. (click here)
Although Boone has come and gone, wild ginseng is still searched for and gathered in the mountainous regions that Boone frequented. Learn more about Daniel Boone's adventures and American ginseng throughout this collection.
To continue to learn more about Daniel Boone and his efforts to explore the wilderness, visit the learning lab collection titled "The Wilderness Road" .
This Learning Lab contains a five unit curriculum that puts students in conversation with a diverse group of significant Americans from the colonial era to the present. Lessons on the Elements of Portrayal, Symbols, Labels, Letter Writing, and Portrait Pairing prompt students to analyze the lasting impact of remarkable individuals from the Portrait Gallery’s collection. This collection was originally created in collaboration with Alice Deal Middle School in Washington D.C.
This Learning Lab demonstrates how portraiture can be used as an interdisciplinary springboard for lessons in Science, Technology, Engineering, and Math (STEM). Portraits of STEM pertinent sitters provide a jumping-in point for students, visually grounding them in a subject. In this way, portraiture functions as an interdisciplinary tool to engage students and enrich their learning across curriculum.
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.
Analyzing Roger Shimomura's painting "Diary 12, 1941" and understanding Japanese American internment
These items are housed in the Smithsonian Anacostia Community Museum and appear in the exhibit A Right to the City curated by Samir Meghelli.
"The history of Washington neighborhoods reveals the struggles of DC residents to control—or even participate in—decisions affecting where and how they live. Prior to passage of Home Rule in the 1970s, Congressmen, private developers, appointed members of the local government, and even sitting Presidents decided the course of the city’s development, often with little or no input from residents.
In the mid-twentieth century, massive federal “urban renewal” projects, school desegregation, and major highways, both proposed and built, spurred civic engagement, protest, alternative proposals for development, and a push for self-government. By 1968, “White man’s roads through black man’s homes” became a rallying cry, pointing to the racism that afflicted the urban and suburban planning of the era.
A Right to the City highlights episodes in the history of six neighborhoods across the city, telling the story of how ordinary Washingtonians have helped shape and reshape their neighborhoods in extraordinary ways: through the fight for quality public education, for healthy and green communities, for equitable development and transit, and for a genuinely democratic approach to city planning."
In this collection students will explore the American Myth of Pocahontas. They will analyze the way the myth is often told in media today and some of the often contradictory truths that historians and anthropologists have discovered.
Guiding Question: What do we really know about Jamestown and how do we know it?
Established in the mid-19th century, several of the earliest additions to the NNC were artifacts from Japan, Korea, and China, including coins and medals gifted to President Ulysses S. Grant from Japanese Emperor Meiji (received in 1881) and the 2,025 East Asian coins, amulets, and notes from George Bunker Glover’s private collection (received in 1897). These donations were the foundation of the NNC’s East Asian holdings, which continues to grow with new acquisitions, such as the Howard F. Bowker collection in 2017.
This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day. While originally created for the 2019 theme, "Triumph and Tragedy in History," resources found in this collection are useful for researching other National History Day themes.
These resources - including objects, documents, websites, and articles - reveal challenges and opportunities experienced by American immigrants in the 19th to mid-20th centuries. Resources highlight hardships that compelled people to leave their homelands, difficulties immigrants faced upon arrival, and ways they overcame obstacles to build new lives and communities in America. The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait, and object resources.
The history of immigration in America is an immense topic, and this collection addresses only aspects of it. Use this collection to brainstorm project topics, find connected resources, and as a launching point for further research.
This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.
Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment & @SmithsonianLab, #NHD2019. If you publish a collection on your National History Day topic, be sure to enter #NHD2019 in the description!
Tags: 1800s, 1900s angel island, ellis island, immigration test, community, prejudice, irish, jewish, syrian, lebanese, arab, italian, mexican, german, greek, bohemian, czech, slovenian, know nothing, triangle shirtwaist factory fire, swedish, chinese exclusion act, japanese american incarceration, internment, bracero program, stories project, #NHD