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Found 2,006 Collections

 

Student Activity: Exploring Luis Cruz Azaceta's "Shifting States: Iraq"

This student activity explores Luis Cruz Azaceta's "Shifting States: Iraq" using two Project Zero Thinking Routines to help students think critically and globally.  The work is a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.

Included here are an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two  Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, an array of prompts and Learning Lab tools, and an assignment. This collection is adapted from a larger teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. 

This collection was originally designed for a workshop for pre-service teachers at Trinity Washington University. It is intended to demonstrate and asks workshop participants to consider various ways to use the Learning Lab and its tools.  #TWUtech

Keywords: #LatinoHAC, Latinx, Latino, global competency, competencies

Philippa Rappoport
8
 

The Search for an American Identity: Smithsonian-Montgomery College Faculty Fellowship 2019 Opening Panel Resources

This collection serves as an introduction to the opening panel of the 2019 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “The Search for an American Identity: Building a Nation Together.” Three Smithsonian staff members will present at the opening panel, including David Penney (Associate Director of Research and Scholarship at the National Museum of the American Indian), Ranald Woodaman (Director of Exhibitions and Public Programs at the Smithsonian Latino Center), and Paula Johnson (Curator at the National Museum of American History). Their bios, presentation descriptions, and other resources are included inside.

As you explore the resources be sure to jot down any questions you may have for the presenters. 

It's going to be a great seminar series!


#MCteach

Philippa Rappoport
17
 

Art Conservation Workshop @ SAAM

For Teachers of 6th-12th Grade 

Saturday, March 9 (9:30-1:30) 

Location: Smithsonian American Art Museum (8th and G Streets, NW)


What can you learn when you put art, science, and history together in a room? Come find out why these three disciplines form the foundation of art conservation and how this profession can encourage students to see history as ongoing, science as creative, and art as a Rubik’s Cube of choices. Learn what it takes to preserve a collection with our Lunder Conservation Center’s Program Coordinator, Laura Hoffman!

Elizabeth Dale-Deines
12
 

The Impact of the Civil War on Society

Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society. 

  • Students can complete the sorting activity to categorize the images. 
  • Students should select one source they find most intriguing and generate questions  about the source and its related topic by completing the quiz question. 
Tiferet Ani
30
 

Beauty and Truth: The Dust Bowl

This collection explores Alexandre Hogue's 1933 painting Dust Bowl through a global thinking routine called "Beauty and Truth." Supporting materials help build historical and scientific context.

“Some may feel that in these paintings . . . I may have chosen an unpleasant subject, but after all the [drought] is most unpleasant. To record its beautiful moments without its tragedy would be false indeed. At one and the same time the [drought] is beautiful in its effects and terrifying in its results. The former shows peace on the surface but the latter reveals tragedy underneath. Tragedy as I have used it is simply visual psychology, which is beautiful in a terrifying way.” -Alexandre Hogue


Phoebe Hillemann
11
 

Exploring the Cultural Markers of Identity

This collection serves as a preview for the third of six seminar sessions in the 2019 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “The Search for an American Identity: Building a Nation Together.”


The National Museum of African American History and Culture tells American History through an African American lens. Kinshasha Holman Conwill, Elaine Nichols, and Ariana Curtis will engage participants in an exploration of the cultural collections of the museum as markers of identity. A fuller description and presenter bios are included inside the collection.


Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.


#MCteach

Philippa Rappoport
12
 

1920's

The following artifacts represent the 1920's in many ways. The prosperous time in which many advancements were made in both economic and social aspects. The 1920's were a prosperous time with many benefits. Although some of these led to catastrophes later on. 

krishna agrawal
10
 

Landscapes

Choose several images to compare/contrast in terms of location, season, and/or style. Discuss why artists may choose to depict a particular place.

Formal analysis for elementary students: identify foreground, middle ground and background; describe how size and placement of objects and use of overlapping contribute to the illusion of depth.

Formal analysis for secondary students: describe color harmonies; identify focal point; find examples of one-point, two point, and atmospheric perspective.

Jean-Marie Galing
29
 

Monuments & Landmarks

Marin Layne Williams
36
 

How Greek Civilization from Antiquity influences The Byzantine Era and Renaissance

In this collection I am exploring the themes of  art, literature, music, and philosophy  of Greek civilization. I think this is interesting topic to explore because I have always enjoyed learning about Greek civilization and how they invented many things in antiquity. Ancient Greece had many different times period starting from Geometric to Archaic then to Classical and ending in the Hellenistic Period. Throughout these periods many types of art was created. This will soon go with my with my theme of Greek life and how the Greeks helped shape the world that we know today through the Byzantine Empire and through the Renaissance era. Byzantine Civilization also influenced art for the renaissance artists as their main focus was on religious figures.

#AHMC2019


Odalys Torres
29
 

1920's Artifacts

The 1920's...a time of fun, women's suffrage, culture, and technological advances. This collection provides significant aspects of the 1920's relating to social activities, new inventions, and evidence of a cultural shift.
Jasmine Kapono
10
 

1920's Artifacts

This collection outlines Prohibition and the rise of women empowerment in the 1920's

Kyler Hoag
10
 

1920's Artifacts

This collection is meant to exhibit the different important points in the 1920s, ranging from prohibition, to flappers, to women's rights.
Jessica Menezes
10
 

1920s Artifacts

These artifacts really slapdizzled the 1920s.

Caleb armstrong
10
 

Causes to the Civil War

In this collection, students will examine the extent each of these events caused the Civil War. After reviewing and taking notes from information, they will be responsible for rating the influence of these events on the Civil War, as well as citing and explaining evidence to justify their evaluation.

Karen Maynard
9
 

1920's Artifacts

To get artifacts that demonstrate the themes and purposes of the 1920s.
Nav Id
10
 

1920s Artifacts

Riley Trecker
10
 

1920s Artifacts

This collection includes artifacts that represents the most important developments and trends of the 1920s. Each artifact represents an important cultural theme of the 1920s that made the path for the next steps in America's journey. The 1920s was a time of great cultural development and many major changes in American's everyday lifes.
reid munro
10
 

1920's Artifacts

The purpose of this collection is to focus on the new perception that the 1920's brought to America. Many women became more independent and fought against societal norms.
sophia gonzalez
10
 

Imagery and Causes of the American Revolution

Essential Questions:

  1. How can we learn about history through a political cartoon or artifact?
  2. What were the causes and events leading up to the American Revolution?

This lesson is designed as an introduction to the causes of the American Revolution. Students will use primary sources (political cartoons, historical artwork, etc.) to identify some key historical events and the feelings of both the colonists and the British during and as a result of these events. 

Anticipatory set:

Choose either the Claim, Support, Question or the See, Think, Wonder thinking routine to begin the discussion of the "Join or Die" political cartoon. Once students have taken the time to look closely at the image, discuss the symbolism, the creator, and the implications of the French and Indian War on the American Revolution. 

Looking Closely:

Explain that students will break into groups to look closely at an image that has to do with an event leading up to the beginning of the American Revolution. Students can either continue to use the thinking routine you modeled in the anticipatory set, or they can use the Reporter's Notebook routine. Give students ample time to look closely at the image and notice the details, looking specifically for clues in titles and symbolism. Alternatively, the students could use the Cartoon Analysis Worksheet developed by the National Archives to notice and name some of the details in the images. If students are using the Reporter's Notebook thinking routine, have them complete only the facts and feelings section at this point. 

Once students have had time to explore their image, create a timeline of events with the images as a class, reading about and discussing each one. Once students have additional information about the event, the should complete the report at the bottom of the Reporter's Notebook organizer using additional details from the text. 

Closing/Assessment:

Students will complete a gallery walk of the images with the reports written by the students. After reading the reports and looking again at each image, students will create a headline for the report, capturing the most important aspect of the event.

Lara Grogan
16
 

The Great Depression

Ben Kane
17
 

DBQ: Dust Bowl

Answer the questions based on the documents. Remember to observe the picture/writing first and then move toward analysis. 

Keywords: poverty, rural, urban, new deal, inquiry strategy, global context, 1930s, 30s, dust bowl, 

Mary Godley
5
 

Patents and Design ideas

*This is a smaller portion of the process of creating an invention.*


Goal:  Students will see the importance in how patents and designs are drawn and created before they begin to make their own.  

Introduction:  Students are shown a picture of a sewing machine, but in the patent form.  Have them try to guess what it is.  Discuss why detailed drawings are important and how it helps in creating a design for an idea.  

Students use the see, think, wonder routine to work with other photos of patents and designs and figure out what they are.  Let the students guide the discussion with their ideas and explanations.  They can try to back up their opinions with information to explain what they think they are seeing in the pictures.  Students will then watch a short film clip to see how inventors got inspired.  Then discuss ways they might get inspired and talk about what they do in every day life that they could improve upon.  I use this example because it is the easiest for them to wrap their heads around in the beginning.  

Wrap up with an "I use to think, but now I think" discussion about how important designs are and being detailed can make a difference in a drawing.  

This could take one or two class periods as a short introduction before jumping into a designing project.  I've also included the SparkLab's Inventors Notebook as an example of how to walk students through the design/creating process.  


#PZPGH


Nicole Wilkinson
10
 

Maps as Primary Resources

Introduction:  How can we use primary sources to learn more about the world around us and how it changes over time.  By applying Project Zero routines, student groups explore maps over time and discuss why/how they change.    

Procedure:

Provide the students with a piece of the Waldsemuller map and have them use the Parts, Purpose, Complexities thinking routine(slide1) or the See Think Wonder routine(slide2).  Usually, I change the terms to fit the activity, so in this case I use Observe, Reflect, and Question.  I tell them to observe and question first.  What are you seeing and why is it there?  What other things do you see but not understand?  Then they go back and reflect on what they think the map is of and how it might be part of a bigger map and what that means.   Generally the questions and observation lead the discussion and I let the students work together to talk about what their map parts have and others do not.  

Once students have finished their observations of the map pieces, show them the whole map(slide3) put together and discuss the history of the map.  What does it look like? Is it the same way our maps look today? Why or why not? Have a discussion about when the map was made, how, and who made it, along with the history of the time period.  How do you think maps have changed since then?

Next, show them the map from 1854 and compare and contrast the two maps.  Discuss the changes in history and why the maps may look so different.  Continue going through each of the maps and ask how the maps have changed over time and why.  Explain the importance of using a primary resource for a map as opposed to a secondary resource.  

Finally, show the last two maps and discuss how maps can be used for more than just showing places, but also for seismographic activity, deforestation, etc.  Discuss what has changed in NYC over the last 200 years and discuss why it might be useful to have that old map?   (Writing a historical novel, seeing where ancestors lived, etc.).

Closure:

I generally don't do a wrap up activity, as the students go into their social studies classes and continue learning about maps and creating their own there.   The classroom teacher works with the students on creating their own maps of our town/neighborhood in coordination with the Project Zero Out of Eden project.  


#PZPGH

Nicole Wilkinson
10
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