Found 480 Learning Lab Collections
Here is a collection of works and resources that demonstrate examples of the beginnings of Recycling, as well as the various ways in which this practice is being utilized today.
This collection contains a diverse set of resources related to Asian Pacific Americans that may be used as an introductory activity to spark classroom discussion and prompt students to conduct research about how Asian Pacific American history is American history. For discussion questions and activity implementation ideas, click "Read More." A file to print these resources as flashcards is located at the end of the collection; please see the resource's Information (i) tab for printing instructions.
This collection is not comprehensive but rather provides a launching point for further research and study.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Keywords: printable, flash card, think puzzle explore, project zero visible thinking routine, apa
This activity explores Elaine de Kooning's John F. Kennedy portrait and the process of its creation from sketches to the final piece. The collection includes a video about John F. Kennedy's assassination and prompts learners to better understand how to read this portrait by thinking critically while answering questions.
This collection serves as a preview for the first seminar session of the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.”
National Portrait Gallery curator Asma Naeem and educator Briana Zavadil White will present an engaging and interactive examination of the democratization of portraiture in the United States, and model close looking techniques that Fellows can use with their students. Included within are a presentation description, participant bios, a "reading portraiture" guide, and images and articles for participants to consider in advance of the session.
Christopher Columbus, Yarrow Mamout, Charles Mingus, Lena Horne, Leonard Roy Harmon, Bill Viola
Are you interested in learning about Jackson Pollock and his "drip" method of painting? If you are, this is the perfect collection for you!
You will be asked questions throughout this collection to help you better understand Jackson Pollock's art work.
This collection contains examples of materials to be used for a Social Studies lesson.
This collection of resources uses oral histories as well as photographs and articles to explore race relations and the impact of Executive Order 10925 at NASA. Signed by President John F. Kennedy on March 6, 1961, EO 10925 required government contractors to "take affirmative action to ensure that applicants are employed and that employees are treated during employment without regard to their race, creed, color, or national origin."
Resources in this collection - photographs and articles as well as oral histories - are compiled to supplement the SITES traveling exhibit Destination Moon. This collection is not comprehensive; instead, it provides a launching point for further research.
This collection is closely associated with the "Destination Moon" traveling exhibit. For more information see https://airandspace.si.edu/exh...
This collection was designed by the Education Department of the Freer Gallery of Art and Arthur M. Sackler Gallery as a basic introduction to Japanese painting for educators. It is a collection of artworks from the museum's permanent collection that draw from a wide variety of formats, styles, media, and subjects that represent many of the major trends in Japanese painting. Each image includes key information about the artwork, as well as ideas for class discussion, lesson components, and/or links to resources such as videos and articles which provide additional information about the artwork. Feel free to copy the collection and adapt it to your own use.
Keywords: Buddha, Hokusai, Mount Fuji, watercolor, bodhisattva, Fugen, Sōtatsu, cherry blossoms, seasons, Genji, crane, emaki, byobu, kakemono, ukiyo-e, map, teacher, student, autumn, Japan, Japanese art, landscape, Edo period, Buddhism, Heian period, water, ocean, wave, boat, flower, insect, Muromachi period, river, surimono
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.
This collection serves as an introduction to the opening panel of the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.” The title for the opening panel is "The Smithsonian Institution: “A Community of Learning and the Opener of Doors.”
Four Smithsonian staff members will present, including Richard Kurin (SI Distinguished Scholar and Ambassador-at-Large, Office of the Secretary), Jessica Johnson (Digital Engagement Producer, National Museum of African American History and Culture), Lisa Sasaki (Director, Smithsonian Asian Pacific American Center), and Chris Wilson (Director, Program in African American Culture, National Museum of American History). Their bios, presentation descriptions, and other resources are included here.
Students will use the elements of portrayal to analyze portraits of Amelia Earhart and listen to a speech to learn biographic details.
*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.
On February 12, 2018, the official portraits of President Barack Obama and First Lady Michelle Obama were unveiled at the Smithsonian's National Portrait Gallery. President Obama's portrait was created by artist Kehinde Wiley, who is known for his vibrant, large-scale paintings of African Americans posing as famous figures from the history of Western art. This portrait does not include an underlying art historical reference, but some of the flowers in the background carry special meaning for Obama. Mrs. Obama's portrait was created by artist Amy Sherald, who considers the former first lady to be someone “women can relate to—no matter what shape, size, race, or color. . . . We see our best selves in her.”
This collection includes the two portraits, in high resolution, so that learners can zoom in and out to carefully observe details. It also includes videos and articles about the portraits and their official unveilings. Additional supports include other works by the two artists and strategies for reading portraits. Portraits of the two sitters and other presidential portraits can be used for compare and contrast activities.
In this collection, students will learn about Asian American history in Austin. Austin is home to many Asian Americans along with their rich history, culture, and traditions that are preserved and passed on to future generations by their families and communities. This exhibit showcases some of the history that is lesser known but nevertheless important to document and remember. All of the images can be found at the Austin History Center, which houses an Asian American Archival Collection of manuscript collections, photographs, clippings, books, periodicals and other items.
This exhibit was developed by the City of Austin's Asian American Resource Center and the Austin History Center.
Educators and students may use this online exhibit to supplement Texas History lessons and as a supplement to the full exhibit stored at the City of Austin's Asian American Resource Center (AARC). Currently, Waves of Hope is not on display at the AARC. Please contact the site at 512-974-1700 or firstname.lastname@example.org with any questions.
keywords: texas history, asian american, Texas asians, austin, austin history, austin history center, immigration
This collection is used during a course on project based learning and place based learning. Teachers used this as an entry activity to looking at exploratory education as well as how to navigate the learning lab.
This collection includes a variety of resources on the theme, "We the People," a template document for teachers to create their own flashcard activity with Learning Lab images, and strategies to use them.
This collection was created for the 2018 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "We the People: America's Grand and Radical Experiment with Democracy." But anyone can use it.
Strategies: Begin by selecting your own set of images. (Feel free to copy this collection and then adapt as you like.) When creating your flashcards, use the template from the last learning tile, and add relevant text diagonally below the object. Print double-sided flipping on the SHORT side.
After distributing the cards, have students select one or two that speak to them. Then have them discuss the following questions in groups and share out.
What themes do you see?
Do you see these themes across the objects and over time?
Using these images, define American Democracy.
What other resources might you use to tell a fuller story?
Upward Bound Tech & Tour - Intro to the Smithsonian Center for Learning and Digital Access' Learning Lab
Taking a great portrait is more than just taking a quick snap of a face. It requires thoughtful contemplation and a variety of choices by the photographer. We'll examine a collection of photographs that illustrate various principles of portrait photography and that will help students to understand the parts of a digital artifact.
LENS 1 | One lens to consider when looking at an artifact is its context and the impression it gives you. Using "see, think, wonder" strategies, we consider:
- What do you see?
- What do you think about it?
- What makes you say that -- what evidence is there for that - on what are you basing your opinion?
- What does it make you wonder?
- Why does something look the way it does or the way it is?
LENS 2 | Analyzing great photographs to provide inspiration for your own photography pursuits
What makes a strong image?
- angles (eye-level, high angle, low angle, and bird's eye);
- light and shadow;
- shot length (long-shot, medium-shot, close-up, & extreme close-up);
- mood--capturing a feeling or emotion in a photograph;
- scale--how big or small subjects look; and
- sense of place--capturing the feeling of a place.
Click into each photo and on the "paper clip" annotation icon to read more information (metadata!)
We will then discuss publishing guidelines and other policies that will help students make their best collections.
Tags: portrait photography, decision-making, self-determination, student empowerment, Project Zero
On April 2, 1917, President Woodrow Wilson asked the United States Congress for a declaration of war against Germany. The United States could no longer sustain anti-war policies and rhetoric, diplomatic neutrality, and an isolationist outlook as it had since 1914. A combination of elements such as unrestricted German submarine warfare, rumored invasions, horrific new tactics of fighting, and technologies of war contributed to Wilson’s request. Congress granted President Wilson’s request, and on April 6, 1917, the United States officially entered the Great War*. Wilson claimed that the world would “be made safe for democracy.”
As the United States was preparing to protect freedom and equality internationally, African Americans were struggling against racism in the forms of economic oppression, violence, and legal as well as social inequality. Though citizenship and male suffrage had been endowed to African Americans by the Fourteenth (1868) and Fifteenth (1870) Amendments, many African Americans found it dangerous, if not deadly, to practice the fruits of American democracy to which they were entitled. Despite the magnitude and horrors of war, the African American community believed that fighting in the Great War, demonstrating their patriotism, loyalty, and bravery would show white Americans they deserved equality and civil rights.
This Learning Lab explores the interwoven legacy of President Woodrow Wilson and African Americans before, during, and immediately after the Great War (1914-1918).
*The Great War, the First World War, and World War I will be used interchangeably to name the war.
Keywords: NMAAHC, NMAAHC Education, African American, World War One, Great War, First World War, soldier, war, Woodrow Wilson, president, Jim Crow, primary sources, stories
This collection includes an oral history interview with Grant Hayao Ichikawa (April 17, 1919- December 3, 2017). Ichikawa was a U. S. Army veteran who enlisted after he was relocated to a Japanese American incarceration camp with his family in 1942. The interview includes a first-hand account of the impact of the bombing of Pearl Harbor on Japanese Americans.
Complementary resources to the podcast audio file include: a National Museum of American History teachers' guide and images, Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting your own oral history, and additional video and audio oral histories with Grant Ichikawa from the Library of Congress American Folklife Center.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Keywords: Congressional Gold Medal, veteran, internment camps, World War II, commission, wartime, close listening
#APA2018 #EthnicStudies *This collection was created to support Unit 2: Culture and Resistance, oral history project assignment of the Austin ISD Ethnic Studies Part B course.
An innate function of being human is to preserve and share our experiences and stories. African American men and women have researched and recorded their history despite enslavement, racism, segregation, sexism, and opposition. Their research helped expand the known narratives of American and international history through the African American perspective and interpretation of historical sources. This Learning Lab explores selected African American historians of the nineteenth and early twentieth centuries. Their research and works were critical to the foundation of African American studies and their activism helped open doors for future African Americans to enter and contribute to the field of history. The Smithsonian's National Museum of African American History and Culture, situated in the heart of the nation’s capital, serves as the physical manifestation of the efforts of African American historians featured in this lab.
Keywords: NMAAHC, NMAAHC Education, African American, historians, history, primary sources, stories
HOW TO USE THIS LAB:
Use the book excerpts, documents, images, objects, and media related to a highlighted historian in the Learning Lab to answer the questions provided in the Discussion Question page and/or or use them comparatively with information in your history textbook about the highlighted historical period.
- Revolutionary War (Squares 3 - 10)
William Cooper Nell (1816 – 1874) was born to a prominent African American abolitionist family in Boston, Massachusetts. As a young man, he was mentored by William Lloyd Garrison, wrote for Garrison’s abolitionist newspaper the Liberator, and was influential in the fight against segregation in Boston’s public transportation and accommodations during the 1840s and 1850s. In 1855, Nell authored The Colored Patriots of the American Revolution, making it one of the first historical works to focus on African Americans.
- Civil War (Squares 11 - 18)
George Washington Williams (1849 – 1891) was born in Bedford Springs, Pennsylvania. At the age of 14, he joined the Union Army during the Civil War. After the war, he finished his education in Massachusetts, became a minister, and founded a newspaper, The Commoner. By 1880, Williams moved to Ohio and became the first African American elected to the Ohio General Assembly. As a historian, Williams is most famous for writing the first comprehensive history of African Americans in the United States, a two-volume work called the History of the Negro Race in America from 1619 to 1880; as Negroes, as Slaves, as Soldiers, and as Citizens (1882). In 1887, he published A History of the Negro Troops in the War of the Rebellion.
- Reconstruction (Squares 19 - 25)
William Edward Burghardt Du Bois (1868 – 1963) was born in Great Barrington, Massachusetts. His studies, which focused on African American history, anthropology, and sociology, took him to study in Tennessee, Germany, and finally back to Massachusetts where he became the first African American to graduate with a PhD from Harvard. In the quest for civil rights, Du Bois helped established the Niagara Movement, and its successor, the National Association for the Advancement of Colored People (NAACP). As a historian, he wrote widely on the African American experience, but one of his best-known works was Black Reconstruction in America (1935). While Black Reconstruction was refuted during the early twentieth century, the work is now considered one of the foundational texts of how Reconstruction is interpreted by today’s mainstream historians.
- Women and Gender History (Squares 26 - 31)
Anna Julia Cooper (1858 – 1964) was born to her enslaved mother and her white slaveholder father in Raleigh, North Carolina. She pursued education from an early age, as well as fought for women’s rights and gender equality. As a scholar at Oberlin College, she protested sexist treatment of women by taking courses and gaining degrees in subjects typically designated for men. She became an influential educator in Washington D.C. who saw her students attend some of the most prestigious colleges in the country. In 1925, Cooper completed her graduate studies at Sorbonne, University of Paris. She became the fourth African American woman to earn a PhD in History. In 1892, she wrote, A Voice from the South by a Black Woman of the South, focusing on the history and experiences of African American women in the South, and the need for their education to uplift the African American community as a whole.
- The First World War (Squares 32 - 37)
Carter Godwin Woodson (1875 - 1950) was born in New Canton, Virginia. He is known as the “Father of Black History” because of his numerous contributions to the field. Woodson was the son of poor, but land-owning former slaves. As he worked to support his family’s farm he did not enter high school until age twenty. Woodson earned his first degree from Berea College in Kentucky. He then worked, studied, and taught internationally before receiving his Bachelors and his Masters from the University of Chicago, and later his PhD from Harvard University. In 1915, he founded the Association for the Study of Negro Life and History (now the Association for the Study of African-American Life and History), and in 1916 published the Journal of Negro History (now the Journal of African American History). In 1926, he established Negro History Week, which would later become Black History Month. In 1922, Woodson wrote The Negro in Our History, which covered African American history from African origins to the First World War. Woodson believed that history should not be a mere study of facts but the analyzation and interpretation of historical evidence for a deeper meaning.
- African American History: Slavery and Freedom (Squares 38 - 46)
John Hope Franklin (1915 – 2009) was born in Rentiesville, Oklahoma. In June 1921, the Franklin family endured and survived the deadly Tulsa Race Riots. Franklin earned his Bachelors from Fisk University, and would complete his Masters and PhD at Harvard. In 1949, he became the first African American historian to present at the Southern Historical Association. He was also the only African American to serve as the president of the American Historical Association and the Organization of American Historians. Franklin wrote widely on the African American experience, with his most notable work being the 1947 publication of From Slavery to Freedom: A History of Negro Americans. Today, the work is in its tenth edition and is a staple of American history courses.
The Learning to Look Summer Teacher Institute takes a broad look at the Portrait Gallery's collection. During the institute, the museum's curators and historians provide in-gallery content lectures, introducing the collection. Utilizing an interactive approach, NPG educators model a variety of "learning to look" strategies—unique ways to hook and engage students when they look closely at portraits.
This collection represents portraits the museum has highlighted during past institutes.
The Portrait Gallery hosts two week-long institutes each summer:
-the first, the last week in June
-the second, the week after 4th of July.
To learn more and apply, visit http://npg.si.edu/teacher-work....
How is identity constructed? What role does biology play?
This collection will highlight:
-how portraiture can be integrated into the science classroom by making connections between identity and genetics
-how we can explore identity from a broader perspective, utilizing global thinking routines
This collection is a collaboration between a Portrait Gallery educator and a high school IB Biology teacher, and was the topic of a professional development workshop at the museum and an NAEA session, both in March 2018.
Martin Luther King Jr.’s fight for equality did not end with the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. In his last years, King’s focus shifted toward achieving economic equality and combating poverty in the United States, denouncing the United States’ involvement in the Vietnam War, and contending with the rise of The Black Power Movement.
This Learning Lab highlights documents, images, objects, and media from the National Museum of African American History and Culture and other Smithsonian units that help to tell the story of Martin Luther King Jr.’s final years, his assassination, and his enduring legacy.
Keywords: nmaahc, Martin Luther King Jr, MLK, Jr., African American, civil rights, last years, Chicago, Vietnam, poverty, Poor People's Campaign, Resurrection City, Memphis, assassination, legacy, Coretta Scott King, Reverend
Our knowledge about animal movement and the processes that regulate it only begins to scratch the surface! Join the Smithsonian's Movement of Life (MoL) Initiative in their mission to advance the understanding of how all living things, big and small, move across land and seascapes to better sustain a biodiverse planet. This is the first of the MoL collections focused on discovering shark movement along the Atlantic Coast of the United States. What makes sharks move? Dive in to find out!
**Lesson plan included (with teacher strategies) that follows NGSS for 4th graders where students are the scientists, they map and analyze shark movement!