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Found 335 Collections

 

Charles Russell: Art of the American West

Charles Russell brought the west alive with his paintings and sculptures of western life. His authentic depictions of Native Americans allow the viewer to appreciate the dress and life of the plains Indians. Also skilled in sculpture, Russell depicts cowboys and wildlife in action settings. This lab provides samples of Russell's best work.

mike mickelson
17
 

The Three Branches of Government

This Collection contains resources to help students understand the three branches of government in the United States.

SWBT identify and describe the purposes of each branch of the United States government. 

#PZPGH


Jackie Pack
18
 

Planets of the Solar System

Through this collection, students will deepen their understanding of each planet in our solar system.  Pairing the See, Think, Wonder thinking routine with an embroidered quilt of the solar system will peak students' interest in the dwarf planet, Pluto.  After discovering the year that the quilt was made, students can explore the website to learn the history of Pluto.

Using the provided websites, students will work in groups to research a planet.  They will use the obtained information to write a headline that captures the most interesting aspect of the planet and to create a model of the planet.

#PZPGH

Jamie Bonacorso
21
 

Natural Disasters

Introduction:  How can we use primary sources to learn more about the natural disaster that occur throughout the world. By applying Project Zero routines, student groups explore these disasterss and discuss why and how disasters occur.    

Procedure:

Provide the students with a picture of a street in Italy, before an earthquake. Allow the students to see, think and wonder about this image.   Then show the second image of the same street in Italy, after an earthquake. Allow students to use learning practices to reflect on this photograph. Once the students have finished their observations of the photographs, we want the students to think why does this look like this? Is it the same area or is it different? Why did this happen? The hope is that the  students would connect that image one and image two are of that same street. We would then discuss the similarities and differences of the photographs.  Then we would show them the whole slide by slide photograph, for them to connect.  

Next, show them the additional images of Italy so they students can see before and after photographs.  Discuss the changes in history and why the images may look so different.  Continue going through each of the images and ask how the images have changed and why.  Explain the importance of using recognizing the affect of Natural Disasters to an area and how it affects the area around it.  

Finally, have students look at the last slides website to see an interactive map of an area before an earthquake and after.   




#PZPGH

cutonec
12
 

Educating for Global Competence with Contemporary Asian Art

What is global competence?  What are the skills and dispositions of globally competent students?  What role can art play in educating students for global competence?  Teachers can use this Learning Lab Collection as a resource for students to explore themes of global importance in the arts of Asia.  The Collection features two works of contemporary Asian art at the Freer Gallery of Art and Arthur M. Sackler Gallery with several tools for students to examine and reflect about the works of art, such as Visible Thinking Routines,  Artful Thinking Routines, or Global Thinking Routines.  For each routine, the rationale and  process is described to help the teacher practice.  The Collection also includes artist interviews and other contextual information about the works of art for teachers and students to deepen their understanding.

This Learning Lab Collection was created to support the The Council of Chief State School Officers (CCSSO) National Teachers of the Year 2018 program.  CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Education and the five U.S. extra-state jurisdictions.  Learn more at https://www.ccsso.org/

Essential Questions to be addressed by this Learning Lab Collection:

  • What are some practical tools teachers can use to look closely and reflect about works of art?
  • How can we use works of art to prepare students to understand the world and participate in it?
  • How do we define global competence and globally competent students?

#NTOY18

Tags:  #AsiaTeachers; Asian; Asia; Freer|Sackler; Project Zero; Global Competence; Global Competency; Visible Thinking; Artful Thinking; Chalk Talk; See-Think-Wonder; 3Ys; 3-2-1 Bridge; Contemporary Asian Art; China; India; Monkeys; Religion; Architecture; Chinese Cultural Revolution; Xu Bing; Terminal; Subodh Gupta; Sculpture; Lacquer; Wood; Brass 

Freer|Sackler Education
22
 

Three Branches of U.S. Government

This collection was designed to be used in a third grade classroom to supplement the teaching of the three branches of U.S. government.  The collection would be utilized over the course of a week-long unit.

Objective: Students will be able to identify and explain the purpose of the three branches of the U.S. government.

#PZPGH

Monique Wertz
23
 

Educating for Global Competence: A Professional Development Workshop

This is a lesson designed for a teacher workshop on using Thinking Routines to spark curiosity and a desire to explore topics in depth. The estimated length of the workshop is 45 minutes, although there are extensions to the learning that could easily double that time (see below).

The first step is to engage in slow looking with the image. I will project it on a screen and we will get close in order to see all of the details. It's a dense image, with copious detail. I'll ask the teachers to look closely, noting where their eyes go, what they focus on.

Once we have had time to scan the image a few times, I'll introduce the See-Wonder-Connect Thinking Routine. See the next resource for the sequencing of questions. For the connect in this instance, I'll ask: How does this painting's subject matter connect to topics you teach, or that are taught in your school?

After completing the Thinking Routine, I'll reveal the title, Manifest Destiny, and ask for reactions to it. Why would Rockman choose that title? What do you think the artist is trying to say?

I'll give some background information about the artist and the painting. There are resources posted that give further information.

The teachers will go back to small groups at tables and brainstorm further how the image (or perhaps another image) could be used in their own context.

The lesson can be extended in a variety of ways. It can be a kick-off to an interdisciplinary study of various issues raised by the small groups, for example. I've used the 3Ys Global Thinking Routine to evaluate the significance of the various issues. Following the 3Ys, I then ask: How can you go more deeply with this topic? What more do you need to learn?

This image is a strong example of an artist's response to contemporary issues. One can't understand the potential impact of global warming without knowledge of science. In that way, it offers great potential for interdisciplinary exploration. But it could also connect to dystopian views in art (literature, visual art, etc.); artistic responses to the contemporary world; the ephemerality of human creations; etc.

#PZPGH

James Reese
10
 

Primary Sources - Objects

Pictures of objects for students to analyze as part of a primary source unit using Project Zero Thinking Routines.  This is part of a large three year enrichment plan which focuses on what is a primary source in 4th grade, a family connected research project based upon primary sources in 5th grade, and finally creating a National History Day project in 6th grade.

Susan Mellon
10
 

Comparing and Contrasting Across Similar Texts-Fairy Tales

In this collection, students will be able to explore the skill of comparing and contrasting across similar texts with a focus on fairy tales using the See, Think, Wonder thinking routine. This collection would be used best after first reading several different fairy tales with students.

#PZPGH


Sara Greco
7
 

Family Pride

This collection contains resources – photographs, paintings, objects, documents, and more – representing familial ideas and themes that a student could be proud of. This collection is part of an activity for Tween Tribune tied to a student reading of the article For Nearly 150 Years, This One House Told a Novel Story About the African-American Experience. A lesson plan is included in "Notes to Other Users," click on the (i) tab in the upper-right to learn more.

Smithsonian Center for Learning and Digital Access
54
 

Perspectives on a Place: New York City

This collection contains artworks showing distinctive perspectives on a place: New York City.

Possible activities:

  • Have students look through resources in this collection to identify as many different perspectives as they can.
  • Choose two or three for a focused comparison and contrast activity.
  • Have students create their own artistic representation of a place they know using these works as inspiration.

Adapt this collection, or create your own "Perspectives on a Place" collection and share it with us! Write to us on Twitter @SmithsonianLab. We created this for the NAEA national convention: #NAEA2017

Remember, you can add to your collections annotations such as hotspots or quiz questions . You can upload student work in your version.


Smithsonian Center for Learning and Digital Access
47
 

Educational Open Course Resources

Open educational resources (OERs) are learning materials that can be modified and enhanced because their creators have given others permission to do so. The individuals or organizations that create OERs—which can include materials like presentation slides, lesson plans, lecture videos, and even entire textbooks. Some educators suggest that OERs might help reduce costs associated with producing and distributing course materials in both primary and secondary educational institutions. Teachers can download these materials—often at low costs—for use in their classrooms, but they can also update these materials and share their contributions with others, keeping content timely, relevant, and accurate. In this way, they needn't wait for textbook companies to issue entirely new editions of their (traditionally copyrighted) learning materials.

Sarah Daren
3
 

Examining the Transcontinental Railroad - Nn

Railroads started well before 1869, but it was not until that year that the nation was bound together by a commitment to build the first transcontinental system. On May 10, 1869, the driving of a golden spike, signaled the ceremonial end to a process that had been going on for 6 years of construction, engineering, and human toil. Two companies, one starting in Omaha, Nebraska and the other in Sacramento, California competed to lay track towards each other to join the Central Pacific and Union Pacific Railroads. Their reward for each mile was government money and lots of it. By the time that they met at Promontory Summit, Utah, vast sums of money and untold human labor and sacrifice had been expended on this incredible technical endeavor. A single track united the continent's Wester and Eastern regions. Travel from East to West used to take months by wagon train, could now be measured in mere days. This collection utilizes Primary Source student review strategies from the Library of Congress' Primary Source Analysis Tools

Brian Ausland
14
 

NavNorth - Examining the Transcontinental Railroad

Railroads started well before 1869, but it was not until that year that the nation was bound together by a commitment to build the first transcontinental system. On May 10, 1869, the driving of a golden spike, signaled the ceremonial end to a process that had been going on for 6 years of construction, engineering, and human toil. Two companies, one starting in Omaha, Nebraska and the other in Sacramento, California competed to lay track towards each other to join the Central Pacific and Union Pacific Railroads. Their reward for each mile was government money and lots of it. By the time that they met at Promontory Summit, Utah, vast sums of money and untold human labor and sacrifice had been expended on this incredible technical endeavor. A single track united the continent's Wester and Eastern regions. Travel from East to West used to take months by wagon train, could now be measured in mere days. This collection utilizes Primary Source student review strategies from the Library of Congress' Primary Source Analysis Tools

Brian Ausland
14
 

Paths to Perspective: How the Past Connects to Our Present

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.

Sean Felix
15
 

People, Place, and Time: How Art Reflects Culture - Collection 2 - Méndez v. Westminster 1947 - National Postal Museum

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture while studying Méndez v. Westminster 1947, a groundbreaking WWII-era legal case in which a group of Hispanic parents in California successfully sued to end segregation in their schools. The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines. 

Students will investigate how the Méndez v. Westminster 1947 case helped pave the way to desegregation in schools in the United States. Among other activities, students will follow the script for the re-enactment of this case. Students will take action and contribute in their inner circle, their community/country, and/or the world by designing a stamp on a past or present global issue (social, environmental, or cultural), from Latin America or Spain, that matters to them.

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool funds. The three collections highlight Latino history, art and culture, and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

#Arago #Rafael Lopez #Spanish / English #Mexican-American #California #Latino Civil Rights #Empathy #Desegregation #Critical thinking #Curiosity #Stamps #LatinoHAC #BecauseOfHerStory

Marcela Velikovsky
60
 

People, Place, and Time: How Art Reflects Culture - Méndez v. Westminster 1947 - National Postal Museum

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture while studying Méndez v. Westminster 1947, a groundbreaking WWII-era legal case in which a group of Hispanic parents in California successfully sued to end segregation in their schools. The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines. 

Students will investigate how the Méndez v. Westminster 1947 case helped pave the way to desegregation in schools in the United States. Among other activities, students will follow the script for the re-enactment of this case. Students will take action and contribute in their inner circle, their community/country, and/or the world by designing a stamp on a past or present global issue (social, environmental, or cultural), from Latin America or Spain, that matters to them.

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool funds. The three collections highlight Latino history, art and culture, and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

#Arago #Rafael Lopez #Spanish / English #Mexican-American #California #Latino Civil Rights #Empathy #Desegregation #Critical thinking #Curiosity #Stamps #LatinoHAC #BecauseOfHerStory

Vicky Masson
60
 

People, Place and Time: How Art Reflects Culture - Collection 3 - Caja De Memoria Viva II: Constancia Colón de Clemente by Adrián Román (" Viajero")

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Caja De Memoria Viva II: Constancia Colón de Clemente” by Adrian “Viajero” Román. In this three-dimensional multimedia installation, the artist portrays a black Puerto Rican woman who migrated to the United States in the 1940s. This portrait allows the artist (in his own words) “ to embark on a quest to visually represent how precious our memories are and capture the dignity in the people’s struggle and validate their existence.” The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines.

 Students will observe and analyze this three dimensional work of art and they will describe both its exterior and interior. Students will create their own box to reflect their heritage and personal story or that of a Hispanic figure.

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool Funds. The three collections highlight Latino history, art and culture,and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

# National Portrait Gallery  #The Outwin # Adrián “Viajero” Román # Caja de Memoria Viva II # Spanish # Puerto Rico # New York # Empathy # Inequality # Critical thinking # Curiosity # Heritage # Stories #LatinoHAC


Marcela Velikovsky
45
 

People, Place and Time: How Art Reflects Culture - Caja De Memoria Viva II: Constancia Colón de Clemente by Adrián Román ("Viajero")

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Caja De Memoria Viva II: Constancia Colón de Clemente” by Adrian “Viajero” Román. In this three-dimensional multimedia installation, the artist portrays a black Puerto Rican woman who migrated to the United States in the 1940s. This portrait allows the artist (in his own words) “ to embark on a quest to visually represent how precious our memories are and capture the dignity in the people’s struggle and validate their existence.” The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines. 

 Students will observe and analyze this three dimensional work of art and they will describe both its exterior and interior. Students will create their own box to reflect their heritage and personal story or that of a Hispanic figure.

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool Funds. The three collections highlight Latino history, art and culture,and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

# National Portrait Gallery  #The Outwin # Adrián “Viajero” Román # Caja de Memoria Viva II # Spanish # Puerto Rico # New York # Empathy # Inequality # Critical thinking # Curiosity # Heritage # Stories #LatinoHAC


Vicky Masson
45
 

People, Place, and Time: How Art Reflects Culture - Collection 1 - Night of the Dead by Alan Crane

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Night of the Dead” by Alan Crane. The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines. 

Students will investigate how the Day of the Dead is celebrated by Latin Americans and compare it to their own celebrations. Next, students  will create an interactive presentation using Flipgrid and write a monologue to reflect their learning from the point of view of one of the persons in the artwork. 

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool funds. The three collections highlight Latino history, art, and culture, and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

#National Portrait Gallery #Spanish #Global awareness #Empathy #Global connections #Global-mindedness #Curiosity #Cross-cultural skills #Day of the Dead #Worldview #LatinoHAC


Marcela Velikovsky
46
 

People, Place, and Time: How Art Reflects Culture - Night of the Dead by Alan Crane

In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Night of the Dead” by Alan Crane. The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines. 

Students will investigate how the Day of the Dead is celebrated by Latin Americans and compare it to their own celebrations. Next, students  will create an interactive presentation using Flipgrid and write a monologue to reflect their learning from the point of view of one of the persons in the artwork. 

This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.

The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the  2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool funds. The three collections highlight Latino history, art, and culture, and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.

The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage,  image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.

These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.

#National Portrait Gallery #Spanish #Global awareness #Empathy #Global connections #Global-mindedness #Curiosity #Cross-cultural skills #Day of the Dead #Worldview #LatinoHAC


Vicky Masson
47
 

Scenes about Community

What makes a community? This set can be used to explore the many intricate parts that make up a community! Included are thinking routines that can help students dig deeper into the topic and each artwork.

Eveleen Eaton
31
 

Botany and Art and Their Roles in Conservation

Lessons in this issue of Smithsonian in Your Classroom introduce students to the work of botanists and botanical illustrators, specifically their race to make records of endangered plant species around the world. The students try their own hands at botanical illustration, following the methods of a Smithsonian artist. Also included here are additional resources on the topic: a one-hour webinar and a website.

Click the PDF icons to download the issue and lesson materials.


Smithsonian Center for Learning and Digital Access
11
 

The Emancipation Proclamation: Manuscripts of Freedom

The Smithsonian Institute holds several digitized manuscripts that outline the path to freedom for African Americans with the most central being the Emancipation Proclamation. On January 1, 1963, President Abraham Lincoln signed the Proclamation as a military act that freed slaves in the rebellion states. The document itself, however, succeeded the District of Columbia Emancipation Act (1962), which freed slaves in Washington, D.C. eight months prior, and proceeded the 13th Amendment to the U.S. Constitution and the Juneteenth Proclamation. One hundred years later, President Lyndon B. Johnson signed the Civil Rights Act of 1964, which specified social justice mandates not written in the aforementioned documents. The Act outlawed discrimination in the United States and legally instituted what the Emancipation Proclamation only proposed.

This collection chronicles the drafting of these five critical manuscripts and the events and ideologies that spurred subsequent legislation. Students will study digitized images of the Emancipation Proclamation and examine reasons that portions of the text necessitated legal amendments. The collection includes a student activity for teacher use.

Keywords: African American History, American History, NMAAHC, The District of Columbia Emancipation Act, Emancipation Proclamation, 13th Amendment, Juneteenth, Civil Rights Act of 1964

Le'Passion Darby
20
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