Found 1,384 Learning Lab Collections
This collection was created with content from Kayo Denda, Librarian for Women's, Gender and Sexuality Studies at Rutgers University and Visiting Fellow at the Smithsonian Center for Learning and Digital Access. As a Fellow, Ms. Denda is exploring how libraries, museums, and archives develop metadata for content on women in American history. The activity reproduced here asks participants to pretend that they are college students researching American women's work in the early 20th century, as an entry point to consider what is useful when tagging, searching, and creating digital resources. Specific instructions are included on the second tile of the collection.
This activity was shared at the inaugural meeting of the Smithsonian Digital Resources Steering Committee, a group convened to share knowledge and explore best practices, issues, and strategies that arise in using and creating digital cultural museum resources.
In this modular, multi-part lesson, learners will focus on a Sidedoor podcast discussing mosquitoes. Learners will focus on the content the podcast is delivering and then analyze the podcast for production techniques. The content of the podcast will give the team a base understanding for the focus of their own podcast.
Women and men who helped New York immigrates' living conditions during the 19th and early 20th century.
This collections shows men and women who helped change the living conditions of the immigrants that flooded into New York City during the 19th and 20th centuries. They changed the way people lived by shining a light on the poor living conditions of the newest Americans. The following people are discussed in this collection: Lillian Wald, Jane Addams, Margaret Sanger, Jacob Riis, and Theodore Roosevelt. The themes that are discussed are: tenement living, women's health, and immigrants.
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
This topical collection gathers resources about Bob Dylan, one of the most influential American music artists of the 20th century, and Woody Guthrie, who greatly influenced the work of Dylan and other folk artists. Ideas for classroom application located in "Notes to Other Users." Resources include images, videos, music, and a lesson plan.
Tags: minnesota; hibbing; folk music; medieval music; ballad; #SmithsonianMusic
A learning resource for students about opera. The images in this collection focus on different portrayals of opera singers and different types of spaces. As you look through them and complete the activities, think about how they change your viewpoint and understanding of opera.
This collection includes a wide range of Irish contemporary and traditional music in the Smithsonian collections, with two lesson plans for grades 3-5 from the Center for Folklife and Cultural Heritage.
Smithsonian resources that relate to labor movements, trade unions, and worker protests. The collection includes sites, sounds, and education materials. Topics include union leadership, labor music, historic advances in labor policy, service workers, and agricultural labor. The collection also includes creative depictions of kept figures in various labor movements and renowned labor musicians such as Woody Guthrie, Pete Seeger, and Joe Glazer.
#NHD2018 #NHD #SmithsonianMusic
Have your students (or you) caught the Hamilton bug inspired by Lin-Manuel Miranda's musical? This collection is filled with resources and teaching ideas about the founding father. With his musical, Miranda has transformed teaching the Founding Fathers from distant and un-relatable to a relevant story of a hustling immigrant whose rise helps progress the American Revolution and set the new nation on track to become the economic powerhouse that it remains today.
Tags: Alexander Hamilton, ten dollar bill, Aaron Burr, duel, treasurer, financial plan, Federalist
Throughout history, people have represented themselves and others through media (e.g. paintings, film, photos, song, social media, etc.). Artists and individuals make conscious and unconscious choices about how to represent a person using media and color. These representations are open to individual interpretation.
In this inquiry, students develop awareness of different perceptions and expressive qualities of color through an examination of historical sources. The first formative task entails a student exploration of the attributes of color through the "Interpreting & Communicating Color" task using paint color samples. Students then apply this understanding while analyzing portraiture and various other media through the lens of how artists represent a songwriter, George Gershwin. The second formative task involves students discussing and supporting claims about how Gershwin is represented in a text, The Music in George's Head: George Gershwin Creates Rhapsody in Blue, and in his music and a portrait. Students then write and support claims about how Gershwin is represented in various media forms in the third formative task. The lesson concludes with a summative task during which students determine the best colors and media to represent their own identity within the creation of a self-portrait.
The 2017 NCSS Notable Trade Book, The Music in George's Head: George Gershwin Creates Rhapsody in Blue, is intriguing because the illustrator chose to represent Gershwin in shades of blue. This text is ripe for color analysis. This Gershwin biography provides background knowledge about Gershwin's personality, thus acting as a resource that students may use to develop claims about artist's color choices as representations of Gershwin's identity. After acquiring knowledge of Gershwin's personality traits, students apply perceptions about the expressive qualities of color to various media (portraits, sculpture, photo, etc.). Many of these historical sources are from the National Portrait Gallery, a Smithsonian Institution museum, and represent treasured elements of our national history.
This inquiry will consist of four class periods [approximately].
Structure of the Inquiry
NCSS's Theme 4 Individual Development and Identity and the C3 Framework (i.e. D2.His.6.3-5.) expect that students investigate how individual perceptions effect how people are represented throughout history. Throughout the formative tasks, students gradually build skills needed to interpret and communicate about artists' color and media representations of people as well as individual perceptions about color usage within artistic works. Students interpret several portraits, namely, Wormley's 1936 George Gershwin; Auerbach's 1926 Gershwin at the Piano; and a 1934 Gershwin self-portrait. Additionally, students examine other forms of portraiture: Noguchi's 1929 Gershwin sculpture and a 1936 Gershwin photo. After examining these historical sources, students make a determination as to which historical source best represents George Gershwin and provides evidence as to why it is the best representation of Gershwin.
Students are expected to develop their personal identity as related to their time and place in society as stated in NCSS Theme 4 Individual Development and Identity. In the summative task, students apply these understandings to create a new historical source, a self-portrait, by making intentional choices about how to represent themselves through color within media.
Inquiry Questions for the Lesson:
Compelling Question: What factors influence how individuals are perceived by others and themselves?
Supporting Question: What are the attributes of color?
Supporting Question: How do media and color effect one's representation of identity?
Supporting Question: How are media and color used to represent George Gershwin's identity?
Supporting Question: What do media and color reveal about you?
These NCSS C3 Framework History Standards are the basis for the lesson content:
D2.His.10.3-5 Compare information provided by different historical sources about the past.
D2.His.13.3-5. Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
This collection highlights the enslaved and free African American perspective and experience during the Civil War with collection objects from the National Museum of African American History and Culture, other Smithsonian units, and relevant media.
Keywords: NMAAHC, NMAAHC Education, African American, Civil War, United States Colored Troops, soldier, war, emancipation, history, primary sources
Historical thinking skills allow historians to better practice and interpret history. This series teaches students how to develop these skills to become better historians themselves.
This Learning Lab will guide students through the process of defining historical context and practicing employing strategies from an example dealing with the 1968 Poor People's Campaign.
Historical context is the background information that informs a deeper understanding of a historical individual, group or event. Historical context is important because it allows historians to better understand history in the ways a historical individual or group understood the world around them, which leads historians to analyze the past more accurately.
Keywords: nmaahc, African, American, historical, thinking, skills, context, historical, contextualization, background, 1968, Poor People's Campaign, history, interpret, analyze
A collection about Grace Hopper to use with teaching about historic and inspiring women figures in Computer Science.
The visual arts can be an entry point to literacy in the classroom. Use these objects in the collection of the National Museum of African Art to aid students to explore authentic African art works that inspired the Academy Award winning costume design of Ruth Carter in the blockbuster movie Black Panther. Students can develop visual vocabulary through close looking to describe mood, tone, atmosphere, and inference and explore cross-curricular and cross cultural connections. It allows them to really be creative and critical thinkers!
Learn more about distance learning opportunities from the National Museum of African Art by visiting the Center for Interactive Learning and Collaboration (CILC).
In this collection students will work with primary and secondary sources from and about Jamestown. They will create a definition of of both primary and secondary source and then read an article and watch a video to refine their definitions.
Guiding Question 1: How do we learn history, in this case the history of Jamestown?
Guiding Question 2: What are the characteristics of a primary and secondary source and how do I critically analyze them to develop an understanding of the story of Jamestown?
Big Idea: As students work with this collection to answer the guiding questions, they will understand that we learn history through the study of primary and secondary sources. It is important to know the benefits and drawbacks of each as we critically examine them for accuracy and bias.
This collection includes self-portraits by two different artists: Faith Ringgold and Jacob Lawrence. Both artists are generally known for their efforts to represent everyday life experiences, struggles, and successes of African Americans. The purpose of the collection is to prompt a discussion comparing/contrasting each artist's content and media choice in the context of a self-portrait. Students will be asked to reflect on stages of the artistic process in terms of artist intent, choice of media, and general content of a finished artwork.
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute. #NPGteach
A collection of portraits of women that defied conventions of their day. Portraits chosen for this collection could lead to a discussion on the evolution of feminism in the US. It includes several learning to look strategies.
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
This collection is devoted to helping students explore the ways in which the institution of slavery through its many forms, and across time has introduced confusion into the world. Students will explore the connections between the biblical exodus stories, slavery in America, the history of South African apartheid, and the ways in which the slavery of the past still lingers, as well as how slavery in other parts of the world has adapted and changed such as forced begging and sex trafficking.
This collection is a teacher resource for ELL populations who are making connections between their homes/communities and housing communities for migrant populations of the past. #SAAMteach.
Student Podcasting: Exploring the "Nature of Science" through Podcast Development [TEACHER TEMPLATE-- MAKE A COPY]
[DESCRIBE YOUR STUDENTS' PODCAST TOPIC HERE; INCLUDE ANY IMAGES, NOTES OR DOCUMENTATION ABOUT THEIR PROCESS.
EXAMPLE (3-4 sentences): Sixth grade students conducted research about our community's access to clean drinking water, electricity, and roads over the past fifty years. Students identified subject matter experts, refined interview questions, conducted interviews and produced the episode included here. This collection includes the completed podcast episode, alongside text and images documenting the students' research and production process.]
This Smithsonian Learning Lab collection includes examples of student-created podcast epsidoes, in response to prompts from the Sidedoor for Educators collections. After listening to Sidedoor podcasts to set context, gain background knowledge from Smithsonian experts, and initiate a local dialogue on the topic, students engaged in community-based scientific research to explore and collect evidence about how this topic and the content within the episode is defined locally.
To find additional student podcast collections, search the Smithsonian Learning Lab for #YAGSidedoor2019.
Resources for 9th Grade Ethnic Studies Unit on Identity (self and as part of a larger group). Who am I? Where do I come from? #SAAMTeach
This collection contains materials for a 2-part lesson on the prison system in America. Students will consider the prison system in America through the lens of the 8th amendment, comparing their interpretations of "cruel and unusual punishment" and "excessive" bail to that of the American government's interpretation. Ultimately, students will come to the understanding that laws can be manipulated and distorted by those who hold power and that interpreting law is a highly political act with enormous ramifications.
This lesson is part of a larger study of Black American history, so the content portion of this lesson will focus on the way in which the prison system disproportionately disadvantages Black Americans. This lesson will end up with an artistic activity that will ask students to create an artistic piece about the 13th Amendment, inspired by Mark Bradford's "Amendment #8."
See the attached lesson plan for additional details. #SAAMteach
Students will "read" and analyze elements such as conflict, symbolism, mood, and tone in order to interpret a visual map's message or story.