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Found 672 Collections

 

Activism and Change: Clara Lemlich and the New York Shirtwaist Strike of 1909

This teaching collection asks students to consider photographs and documentation about early 20th-century Jewish immigrant activist Clara Lemlich (1886-1982, leader of the International Ladies Garment Workers Union and founder of the Progressive Women’s Councils), in the larger context of New York's Garment Industry, the New York Shirtwaist Strike of 1909, and the 1911 Triangle Waist Factory fire. By pairing historical documentation with three thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials - "Step In, Step Out, Step Back," "Think, Feel, Care," and "Circles of Action," - the collection encourages students to explore complexity and perspective, and fosters a disposition to participate. 

Included here are photographs, documentation, and resources from the Jewish Women's Archive's Encyclopedia of Jewish Women, the Kheel Center for Labor-Management Documentation and Archives at Cornell University's Industrial and Labor Relations School, the Tenement Museum, and the National Museum of American History. 

This collection pairs well with chapter 11 ("Jews are Pushed from Russia") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 1: Intersectionality of Economics, Politics, and Policy, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. 

#EthnicStudies

Philippa Rappoport
16
 

Human Growth

clarissa guzman
3
 

Ancient religious architectures VS. Modern religious architectures

Inside this Ancient religious architectures VS. Modern religious architecture collection, I will be showing various religious architectures/buildings from the ancient times vs the modern religious building that we have right now. The purpose of creating this collection is because I want to distinguish the difference between the religious architecture around the world and compare it to what the architectures look like back in the old time, since both are religious building, it both are dedicated to a specific goddess, but their outside look looks totally different. The history of architecture is concerned with religious buildings other than any other type. People use the buildings such as temples, churches, mosques, etc. as a place to worship and sometimes shelter. Those religious architectures are also known as the Sacred architectures, many cultures and countries devoted their resources to their sacred buildings to show their respect for their goddess and to worship them. We don’t just see them in ancient history. Today, there is still building being built in the modern world purely for religious reasons, such as churches and temples. In this collection, I will be showing a mix of modern religious buildings and ancient buildings, I will be comparing the two different centuries architectures through pictures.

#AHMC2019

Jenny Chou
12
 

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
 

Art & Resistance: Frederick Douglass

Why resistance?  

  • My rationale for centering our IB Literature 1A 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 IB Literature classes of the scale of acts of resistance as well. Additionally,I thought since my students are developmentally at a stage of differentiation (often looking like resistance to norms) that they would find relevance and resonance with a unit centered on resistance.


Why use visual text?

  • Students reported being visual learners & expressed the desire to study various text (spoken/ written/ visual)
  • Art is not just a reflection of life. Art is life.  As such, art implicitly and/ or explicitly conveys the social mores of the time. 


Why use racist images?

  • Art is not just a reflection of life. Art is life.  As such, art implicitly and/ or explicitly conveys the social mores of the time. These images provide historical context.
  • A unit on resistance must include an investigation of agency. In social science, agency is the capacity of individuals to act independently and to make their own free choices. By contrast, structure is those factors of influence (such as social class, religion, gender, ethnicity, ability, customs, etc.) that determine or limit an agent and their decisions.


Why use Frederick Douglass images?

  • Controlling one’s image in the face of oppression that includes but is not limited to counter narratives, pseudo-science and stereotypes may be considered an act of resistance
  • It is ironic that Frederick Douglass, a formerly enslaved person, is arguably the most photographed American of the 19th century.  He carefully curated his image in photos as an act of resistance against anti-black and racist stereotypes of his time. 



Sher Anderson Petty
30
 

Our Story (Carver Museum, Cultural and Genealogy Center History)

Our history begins in the modest building that housed Austin’s first library. Built in 1926, this small, wood-framed structure was soon overwhelmed by the demands of its patrons. During this time, the citizens of East Austin, along with the American Association of University Women, began to petition the city about the need for a library in their community. As a result, when a larger central library facility was built in 1933, the original building was moved to its current location on Angelina Street and later resurfaced in brick veneer.

In its early years, the Angelina Street library was simply known as the “Colored Branch”. In 1947, however, it was christened the George Washington Carver Branch Library in honor of the inventor and scientist who brought so much pride to African-Americans. For decades, the Carver Library served the Central-East Austin community, and its patronage and book collection grew steadily.

As patrons increased and space became limited, the need for a larger Carver Branch Library became apparent. Through the efforts of the Central-East Austin Citizens for a New Carver Branch, this issue continued to have a voice. In 1979 a new facility was completed directly adjacent to the original Carver Library.

 

As for the original building – the community imagined a museum and community center that would promote African-American history and achievement in Austin, Travis County, and beyond. On October 24, 1980, their vision became a reality. What was once Austin’s first library, and then later became Austin’s first branch library, opened its doors as the George Washington Carver Museum and Cultural Center, the first African-American neighborhood museum in of Texas.

In a 1998 bond election, the citizens of Austin voted to further expand both the Carver Museum & Cultural Center and the Carver Branch Library. Today, the museum is housed in a 36,000 square-foot facility that includes four galleries, a conference room, classroom, darkroom, dance studio, 134-seat theatre, and archival space. The galleries feature a core exhibit on Juneteenth, a permanent exhibit on Austin African-American families, an Artists’ Gallery, and a children’s exhibit on African-American scientists and inventors.

The historic building now houses the genealogy center. The museum, cultural and genealogy center is owned and operated by the City of Austin Parks and Recreation Department, Division of Museums and Cultural Programs.

carvermuseumatx
4
 

Comparing & Contrasting

This collection is a great way for students to practice comparing and contrasting objects. 

I begin by having students complete a See, Wonder with the first image of the Odyssey Video Game. I then show them the second image of the GameBoy. They complete a See, Wonder for that image, then complete the Connect portion by comparing and contrasting both images.

#PZPGH

C.Harris
4
 

National History Day: The Mexican Revolution

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 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including primary source newspaper articles, recorded symposiums, lesson plans, and artwork - help explore the complexity and impact of the Mexican Revolution (c. 1910-1920). Resources highlight Pancho Villa, US-Mexico relations, and the artistic movements that rose out of the Revolution.  The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait and object resources. The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides 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.

Tags: mexico; new spain; independence; revolutionary; encomienda; francisco pancho villa; emiliano zapata; agrarista; porfirio diaz; madero; woodrow wilson; 20th century; 1900s; national endowment for the humanities; nhd; #NHD #NHD2018

EDSITEment
31
 

National History Day: Chinese Exclusion Act

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 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including digital exhibitions, photographs, documents, and lesson plans - help explore the Chinese Exclusion Act (1882), a United States Federal Law restricting immigration of all Chinese laborers and the first law implemented to prevent a specific ethnic group from immigrating to the United States.  Resources highlight the lives of Chinese-American families and racism in American advertisements from the Act's enactment to its repeal in 1943. The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait and object resources. The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides 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.

Tags: prejudice, discrimination; immigration; china; asia; asian; chinese-american; asian-american; 19th century; 1800s; 20th century; 1900s; national endowment for the humanities; apa; asian pacific american; nhd; #NHD2018; #NHD; #APA2018

EDSITEment
47
 

Thanksgiving menu

MrsK Shealy
2
 

Breaking Barriers: Women's Suffrage

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, objects, portraits, lesson plans, and articles—explore how women during the 19th and 20th centuries organized, petitioned, marched, and spoke out for the removal of barriers to full voting rights for women. While the 19th Amendment was passed in 1920, the extent to which this law led to equity for all women remains a point of debate. Resources address how groups and individuals sought to bring attention to the disenfranchisement of women, highlight the often overlooked perspectives and actions of women of color during the suffrage movement, and offer insight into the legacy of the suffrage movement on the larger fights for women’s and civil rights. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside photograph, document, artwork, portrait, and object resources. 

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

This collection was created in collaboration with the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: voting, protest, African American, Mary Church Terrell, Ida B. Wells, Belva Ann Lockwood, Sojourner Truth, Mary McLeod Bethune, Anna Julia Cooper, Jeannette Pickering Rankin, Victoria Woodhull, Wyoming, Suffragette, Suffragist, Fannie Lou Hamer, Felisa Rincón de Gautier, Zitkala-Ša, Susette LaFlesche Tibbles, Alice Paul, ERA, civil rights, women’s rights, Edith Mayo, protest, boycott, twentieth century, 20th, #NHD

EDSITEment
79
 

Breaking Barriers: Race, Gender, and the U.S. Military

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, objects, portraits, lesson plans, and articles—explore how individuals overcame barriers during and following their service in the U.S. military. Resources address how issues of race and gender operated as barriers to equal treatment for all those who serve in the U.S. military, as well as circumstances endured by veterans following the end of major wars. The experiences of members of the armed forces during the American Revolution, U.S. Civil War, WWI, and WWII are highlighted; however, other wars and perspectives should be considered when exploring these resources. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside photograph, document, artwork, portrait, and object resources. 

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

This collection was created in collaboration with the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: military, soldiers, women, African American, Tuskegee, Airmen, Airwomen, war, World War One, World War I, World War Two, World War II, Red Jacket, Tayadaneega, Joseph Brant, Native Americans, American Indians, Horace Pippin, Theodore Milton Sullivan, J.W. Lucus, Buffalo Soldier, Charles Young, Carter Woodson, Willa Beatrice Brown, Bessie Coleman, Airforce, pilots, Jacqueline Cochran, Janet Harmon Bragg, Cornelia Fort, Nancy Love, WASPs, twentieth century, 20th #NHD

EDSITEment
88
 

Votes for Women: A Portrait of Persistence

Take a close look at the portraits and objects within “Votes for Women: A Portrait of Persistence” exhibition at the National Portrait Gallery. “Votes for Women” outlines the more than 80-year movement for women to obtain the right to vote as part of the larger struggle for equality that continued through the 1965 Civil Rights Act and arguably lingers today. This Learning Module highlights figures such as Lucy Stone and Alice Paul, but also sheds light on the racial struggles of the suffrage movement and how African American women, often excluded by white women from the main suffrage organizations, organized for citizenship rights (including the right to vote).

#NPGteach

#BecauseOfHerStory

Nicole Vance
46
 

Breaking Barriers: Reconstruction

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, primary source documents, portraits, lesson plans, and articles—explore the efforts of individuals and groups to overcome racial, economic, and political barriers during the era immediately following the Civil War known as Reconstruction. Resources highlight influential individuals and groups, the intentional and unintentional consequences of actions and policies that resulted in the construction of new barriers for some, and competing perspectives over the best path toward reuniting the United States after the Civil War. The second resource in this collection contains questions to help with the analysis of a chosen topic alongside photograph, document, artwork, portrait, and object resources. 

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

This collection was created in collaboration with the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: civil rights, slavery, Freedman’s Bureau, U.S. Bureau of Freedmen Refugees and Abandoned Lands, Fisk Jubilee Singers, African American, Emancipation Proclamation, Abraham Lincoln, Andrew Johnson, Sojourner Truth, South Carolina, Congress, House of Representatives, Frederick Douglass, Robert Smalls, Hiram R. Revels, Benjamin S. Turner , Robert C. De Large, Josiah T. Walls, Jefferson F. Long, Joseph H. Rainey, R. Brown Elliot, Thomas Mundy Peterson, Sidney Taliaferro, John Roy Lynch, Octavius Catto, Edmonia Lewis, Laura Smith Haviland, John W. Menard, Harper’s Weekly, Oliver Otis Howard, William T. Sherman, Howard University, W.E.B. Du Bois, nineteenth century, 19th, Washington, D.C., #NHD

EDSITEment
78
 

Breaking Barriers: United Farm Workers

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, objects, portraits, lesson plans, and articles—explore how the United Farm Workers, and leaders Cesar Chavez, Dolores Huerta, and Larry Itliong, organized for worker and civil rights during the 1960s and 70s. Resources address how groups and individuals sought to bring attention to the mistreatment of farmers—particularly Chicano and Filipino workers—the barriers they sought to break, and the reforms they fought to establish through artistic expression, as well as organized boycotts and strikes. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside photograph, document, artwork, portrait, and object resources. 

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

This collection was created in collaboration with the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: UFW, Latino, Hispanic, California, Fred Ross, art, grapes, lettuce, farmers, immigration, citizenship, labor, laborers, workers, unions, protest, twentieth century, 20th, #NHD

EDSITEment
66
 

National History Day: World War I

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 photographs, letters, artwork, lesson plans, and articles - explore the costs and consequences of America’s involvement in World War I and its complex legacies in the decades following. Resources highlight Woodrow Wilson and his foreign policy, the roles of African American soldiers during and after the war, artwork by soldiers and government-sponsored artists depicting the psychological effects of the battlefield, letters written by soldiers to those back home, the physical costs of war and the triumphs of medical innovation, and the sinking of the RMS Lusitania, which resulted in the deaths of 1,198 civilians. The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait, and object resources. 

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

This collection was created in collaboration with Tess Porter at the SmithsonianLab.

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: the great war, wwi, ww1, world war one, world war 1, military, perspective, 20th century, 1900s, american expeditionary forces, aef, woodrow wilson, buffalo soldiers, 92nd infantry division, 93rd infantry division, african-american, black, harlem hellfighters, art, horace pippin, claggett wilson, harvey thomas dunn, william james aylward, anna coleman ladd, prosthetic, rms lusitania, postcard, form letter, #NHD

EDSITEment
82
 

Telling Myth with art

An in-class activity for a college level Intro to Mythology course that has students consider how mythology is not only passed on through oral or written word, but also through art. 

Megan Howard
7
 

Arachne

Visual representations related to the Greek myth of Arachne
Rosalyn Greene
5
 

From Medieval to Modernism: The Impact of Classical Art & Architecture

The Roman Civilization was one of the most unique periods of times from their food, to music and dance, to art and architecture - the Romans and their culture was ahead of their time. Rome was filled with much art and even their buildings were considered art - the dome-like structures, the high arches and the vaults. Roman art is the basis for many paintings as well as structures today. The art through their music, dance and architecture played a profound role back then and in today's society. 

Throughout this collection readers will get a glimpse of the start of Roman architecture and how it came to be, how paintings and art lined the walls of these buildings and how art through music and dance was developed. With that, readers will be able to engage and visualize Rome and how that culture influences today. They will also have the ability to recognize the true and inner beauty that lies in Rome and Roman culture amidst the chaos that regularly occurred there on a day to day basis, The truth will always remain beautiful even when it doesn't seem that way.

This collection is available for those wanting to see the beginnings of the Roman culture whether it be through music, art, dance or architecture and will provide a better visual understanding that before the beauty of what Rome is today, there was once beauty at the start of it all and that remains throughout the years, just presented in different forms. 


#AHMCFall2019

Candi Tate
7
 

Tell Me a Story: The Human Imperative for Narrative

In this collection, I am exploring the connections between storytelling and art.  I will also look at the connection of storytelling to neuroscience and the effects of storytelling on the human brain. I will be referencing the work of Will Storr (The Science of Storytelling), David JP Philips, Noël Carroll, and resources from institutions such as the Smithsonian, The National Gallery of Art, The British Museum, National Geographic, and the J. Paul Getty Museum.  I will look at how artists use content, meaning, and context to create narrative within their particular medium.

The audience for this collection might be students of psychology or English.  It could be of interest to creators of story including novelists, playwrights, actors, screenwriters, musicians, and visual artists.

#AHMCFall2019

krambow
19
 

Breaking Barriers: Innovation and Industry

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including, objects, photographs, portraits, lesson plans, and articles—explore how technologies developed in the interest of advancing industrialization during the United States’ Second Industrial Revolution made it possible to overcome economic and social barriers, while, in some cases, unintentionally creating new ones. Innovators who developed technologies and tools to make every day living easier and more enjoyable, along with transportation technologies that broke barriers in terms of travel and movement, are also included in this collection. Users are also asked to consider the legacies of these inventions and their significance to innovation and industrialization through to today. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside photograph, document, artwork, portrait, and object resources. 

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

This collection was created in collaboration with the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: factory, industry, invention, innovator, Thomas Edison, Nikola Tesla, Alexander Graham Bell, Samuel F. B. Morse, telegraph, Christopher Latham Sholes, typewriter, telephone, communication, technology, workers, labor, International Ladies Garment Workers Union, David Dubinsky, Asa Philip Randolph, John Llewellyn Lewis, Frances Perkins, Samuel Gompers, strike, boycott, union, Transcontinental, railroad, nineteenth century, 19th, twentieth, 20th, #NHD

EDSITEment
98
 

Prototyping

#designthinking

Taryn Grigas
16
 

AFRICAN COSMOS

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

Create Your Own Constellation!  



Deborah Stokes
73
 

Getting Started with Design Thinking

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

#designthinking

Mary Marotta
48
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