This collection looks at an image and phrase used widely in abolitionist materials, and at how that symbol was adopted and adapted by Sojourner Truth and/or other women's rights activists. Students will examine an abolitionist medallion and then learn about Sojourner Truth through a short reading, image analysis, and video. They can then review two version's of Sojourner Truth's speech and consider why the second version, as reported by another suffragette, Frances Gage, is markedly different. This collection is designed to be used as a short stand-alone lesson on the topic of the abolition movement and its intersection with the women's movement in the United States.
Tags: compare and contrast, change over time, "Ain't I a Woman?", abolition, slavery
A collection of teaching resources about African-American history, from slavery to modern-day. This is a work-in-progress based on the digitized materials within the Smithsonian Learning Lab's collection--it is not meant to be wholly definitive or authoritative. This collection will be updated frequently and includes both individual artifacts and lesson plans.
The war originated with the Cuban struggle for independence from Spain in 1895. Demand for U.S. intervention increased after the unexplained sinking of the U.S.S. Maine on February 16, 1898 in Havana Harbour.
The U.S. declared war on Spain in April, 1898 and attacked Spain's interests in the Pacific and Cuba. Realizing that she was outclassed by American military power, Spain surrendered from Cuba in July, 1898 - effectively ending the war. Later that year, in December, 1898, Spain signed the Treaty of Paris in which they renounced their claims to Cuba, Puerto Rico, and Guam and transferred sovereignty over the Philippines to the U.S. for $20 million.
Source citation: "Spanish-American War." History.com. A&E Networks. 2016. Web. 6 Jan 2016
This collection includes photographs and paintings that reveal information about Booker T. Washington's strategy for achieving civil rights for African-Americans, and about the subjects taught at Tuskegee. It is intended as an introductory activity on the subject, to be completed by students.
Tags: point of view, Reconstruction, Tuskegee Institute, civil rights, segregation, Gilded Age, cause effect
See if you can identify them and discuss what they are used for.
This Collection was created to be used as an introduction to the "Trail of Tears" event that occurred during the period of Westward Expansion. This Collection contains images of then President Andrew Jackson, John Ross, Chief of the Cherokee nation, and General Winfield Scott. It also includes Jackson's message to Congress, "On Indian Removal", the Treaty of New Echota along with a letter that Chief Ross wrote to the U.S. Congress denouncing the Treaty of New Echota which the government used as legal authority to remove the Cherokee from their native land.
In 1838 and 1839, President Andrew Jackson ordered the relocation of the Cherokee people from their native lands east of the Mississippi River to an area in what is known as present-day Oklahoma.
The Cherokee people called this forced migration the, "Trail of Tears" because of its devastating effects. The Cherokee people suffered hunger, disease, and exhaustion during their journey, resulting in 4,000 deaths out of the 15,000 Cherokees who were forced to relocate.
Source citation: "Trail of Tears." Africans in America. PBS Online. nd. Web. 7 Jan 2016.
This Collection is created to be used as a case study of the Cuban Missile Crisis. It contains resources that outline events that occurred during the Cuban Missile Crisis in October, 1962, including an online presentation from the John F. Kennedy Presidential Library and Museum, images and a Smithsonian Channel video.
Students should examine the resources in the Collection then develop a written response to the questions posed at the beginning of this activity.
Why did Harlem become the center of African-American arts during the 1920s and 1930s?
This teacher's guide uses stamps, photographs, paintings, objects, videos, and music to explore the history and culture of Minnesota, Land of 10,000 Lakes. In the classroom, these resources can be used by students to investigate two essential questions: How do you define Minnesota as a place? What does it mean to be a Minnesotan?
Supporting questions and activity implementation ideas are located under this collection's Information (i) button.
This collection includes student activities and learning to look questions, as well as additional teacher resources for extending the lesson. Students will use the primary sources to understand the changing perspectives and perceptions of Japanese Americans in the World War II era.
Keywords: Japanese Incarceration, George Biddle, Franklin D. Roosevelt, WW2, WWII, analysis, written response, essay, text, Max Yavno, Pearl Harbor, Works Progress Administration (WPA)
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
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.
tags: Civil Rights, Martin Luther King, A. Phillip Randolph
This collection gathers resources and artifacts pertaining to the Chicano Movement of the post-WWII era. The following paragraphs, from the Educating Change website, briefly define the movement:
The "Chicano Movement" has been used by historians to describe a moment of ethnic empowerment and protest among Americans of Mexican descent beginning in the 1960s. "Chicano" had long existed as a pejorative term among young Mexican Americans prior to this period. By the 1960s, however, young Mexican Americans embraced the label, reinscribing it with notions of pride in ones' Mexican heritage and defiance against institutions and individuals who practiced or condoned discrimination against Mexicans.
The "movement" or movimiento was really a convergence of multiple movements that historians have broken down into at least four components:  A youth movement represented in the struggle against discrimination in schools and the anti-war movement;  the farmworkers movement;  the movement for political empowerment, most notably in the formation of La Raza Unida Party; and  the struggle for control and ownership over "homelands" in the US Southwest (http://www.brown.edu/Research/Coachella/chicano.ht...). We will add an additional component of  creating art and music to reflect and voice cultural pride.
Students will review the collection here and identify five items that connect to one of the components listed above. They will then create their own collection that acts as a digital exhibit, teaching others about the Chicano Movement. This assignment is described in further detail on the last resource in this collection.
This is a work-in-progress based on the digitized materials within the Smithsonian Learning Lab's collection--it is not meant to be wholly definitive or authoritative.
This issue of Smithsonian in Your Classroom includes a lesson plan in which the class arranges pictures of heavenly bodies according to the students' best ideas of size, distance, and age. This active introduction to the cosmos can be a pre-assessment for a unit on space science. In a follow-up modeling exercise, relationships in space are brought down to a scale of two inches.
Click on the PDF icons to download the issue and ancillary materials.
In lessons in this issue of Smithsonian in Your Classroom, portraits of Lincoln introduce a study of the Civil War. An analysis of the portraits—including the famous “cracked-plate" photograph, two plaster “life masks," and an eyewitness drawing of Lincoln's arrival in the enemy capital of Richmond, Virginia—leads to an analysis of the times.
Click on the PDF icons to download the issue and larger images of the portraits.
Students take on a local environmental challenge in the lesson plans of this issue of Smithsonian in Your Classroom. Before deciding on a problem to tackle, they try interviewing local folks about the state of the community's environment and how it has changed through the years.
Click the PDF icon to see the Smithsonian in Your Classroom. Then check out oral-history interviewing tips on the site of the Smithsonian Center for Folklife. Also included below is an audio presentation on deer life by Smithsonian scientist Bill McShea.
In a lesson in this issue of Smithsonian in Your Classroom, students do the work of a team of paleontologists studying a time of rising carbon dioxide and rapid global warming during the Eocene epoch. By examining fossils of tree leaves, and then incorporating the findings into a mathematical formula, they are able to tell average annual temperatures 55 million years ago. Really!
Click the PDF icons to download the issue and additional materials.