Kindergarden-1st--Pick a letter, write a sentence using that letter and illustrate.
2nd-4th--The class takes a topic such as insects and each student takes a page, researches and illustrates it.
5th-12th--Students take a topic (biography, historical topic, memoir about themselves, book that they've read) and creates an alphabet book with each page telling the story or giving information about the subject.
This teaching collection encourages students to think about all sides of an issue - in this case a cultural event - and then make connections to related issues of identity and nationalism locally, nationally, and internationally. The collection uses an article by Eduardo Díaz, director of the Smithsonian Latino Center, and Kevin Gover (Pawnee), director of the Smithsonian National Museum of the American Indian, as a jumping off point to explore changes to Santa Fe's annual Fiesta de Santa Fe, described by organizers as “the oldest, most colorful community celebration in the nation,” as part of an ongoing conversation across the country about how we choose to honor our "history, multicultural legacies and unique blend of traditions."
The exercise is scaffolded with global competence strategies to help students explore the Fiesta in successive detail, consider the various perspectives of the communities involved, and make connections to similar conversations happening across the US today. Students can share ideas in groups or through writing assignments, adding in outside research if desired.
Keywords: American Indian, Native American, Pueblo Indians, Hispanic, Latino, Entrada
This collection supports Unit 3: Critical Geography and Current Issues, of the Austin ISD Ethnic Studies Part A course. "How do diverse groups of people become interconnected and aligned with different places and communities? What is the relationship between geographic space and different communities, and how does this interaction shape our society How does regional politics, economics, culture, and geography influence issues and events?"
This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.
This teaching collection includes introductory resources to begin a study of Zora Neale Hurston, as an author, anthropologist and folklore researcher during the Harlem Renaissance.
What can we learn about ancient China by studying artifacts? What does the intricate detail of works of art suggest about values and beliefs in ancient China? In this Learning Lab Collection, students will study ancient Chinese works of art via Project Zero Thinking Routines. Working in groups, students will be assigned to either research ancient Chinese bronze bells or ancient Chinese bronze vessels and make inferences about ancient Chinese values and beliefs based on their research. Then, inspired by taotie, mask-like design patterns of ancient Chinese bronze objects, students will etch their own zoomorphic creatures into metal foil.
This Learning Lab Collection contains a lesson plan, images to research, Thinking Routines, design worksheet, and sample final artwork. Download the pdf Lesson Plan located in the "Teacher Materials and Lesson Plan" section first for instructions and art materials needed.
Tags: metalwork; etch; repoussé; vessels; bells; ritual; Shang; Zhou; dynasty; China; composite animals
This introductory student activity explores the Yup'ik gut parka, a type of garment created from the intestines of sea mammals to protect sea hunters from wind, rain, and stormy seas. The Yup'ik, native to Alaska and coastal Canada, used these not only for hunting but also spiritual occasions, such as religious ceremonies. Collection includes: two parkas, one for hunting and one for ceremonies; a map of the geographic boundaries of the Yup'ik before the arrival of Euro-American settlers; and a video of modern Yup'ik discussing the traditional process of creating these garments and the importance of conserving and continuing this tradition today.
Collection can be used as an introductory activity to an investigation of: Yup'ik culture, Yup'ik relationships to their environment, Arctic cultures, Native American innovations, or the importance of continuing traditions.
Keywords: eskimo, native american, american indian, sea mammals, gutskin, conservation, yupik
I will be gathering select artifacts that I deem to be essential in understanding what were pivotal points in the 1920s and 1930s. I hope you enjoy the things I picked! :)
To Intervene or not to Intervene? That is the question.
In WWI, President Woodrow Wilson famously "Kept Us Out of War" during his first term before eventually leading the country into Europe's war. More than two decades later, are Americans considering themselves isolationists? Should we intervene in WWII? How would different historical figures weigh in on the matter?
Before 1941, there weren't any African American pilots in the United States armed forces. The Tuskegee Airmen changed that. With the United States' entry into World War II imminent, the U.S. Army Air Corps (the predecessor to the U.S. Air Force) decided to offer training to African Americans as pilots and mechanics. Called the Tuskegee Airmen because they trained in Tuskegee, Alabama, these airmen made a pioneering contribution to the war and the subsequent drive to end racial segregation in the American military. This episode of STEM in 30 will look at the role African Americans played during the war and how World War II changed aviation history
February 24, 2016
98 years ago this week, the United States entered World War I. The Wright brothers had only taken to the sky 14 years before, but airplanes still played a vital role in the war effort. Because of the events of WWI, airplane technology developed at an incredible rate. This fast-paced webcast will look at how airplanes changed in this short timeframe, how other technology advanced, and how airplanes were used throughout WWI.
April 8, 2015
This collection focuses on some of the propaganda posters that were used during WWI,
This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.
Essential questions include:
- What are the four main goals of the government during World War I?
- Why and how did propaganda creators target specific audiences with their messages?
- What are the effects of changing the medium or form of propaganda on how it might be received?
Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect
This project is about a collection of artifacts in WWI and how they helped me learn about the war.
The purpose of this project is to see how much we have learned about WWI.
Students will develop and defend a claim surrounding the following question:
Was the use of the atomic bombs on the Japanese cities of Hiroshima and Nagasaki justified?
Progress through the resources in this collection in order (in the order you would read them). Some resources will have additional questions or resources. The resources with an orange box require you to submit a response to a free response question. In some cases, a link is provided under the paperclip tab, which will provide you with additional information on the subject.
The aircraft made it's war debut in World War I, but in World War II both aircraft and aviators demonstrated the importance of air power superiority. The success or failure of numerous conflicts was heavily dependent on the conflict in the air. The battle to manufacture aircraft as quickly as they were being shot out of the air was also an important portion of the war. Bombers had expanded ranges, while fighters who protected them often could travel shorter distances making airfields some of the most valuable territory in the war. The cargo plane was also introduced allowing militaries to transport troops and supplies much quicker, which clearly impacted the war. The Battle of Britain was fought solely with aircraft as the Germans and British played an airborne chess match. Each power was also racing to release the jet fighter which would almost certainly ensure that country would rule the skies. With all of this, the aircraft proved to be one of the most valuable resources of the war, providing both cover fire for infantryman, rapid movement of supplies, and bombing important targets.
In this STEAM (science, technology, engineering, art, math) inspired STEM in 30, we will look at some of the technological advances of World War I that solidified the airplane's legacy as a fighting machine. In conjunction with the Embassy of Belgium, we'll also dive deep into how the war affected the lives of children in an occupied country and how lace makers helped feed a nation. The episode will also look at present works of art by artist soldiers on display in the Artist Soldiers: Artistic Expression in the First World War exhibition.
April 26, 2017