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Found 5,329 Collections

 

Lawrence's The Library and Lee's To Kill a Mockingbird

This collection has a lesson plan to connect Jacob Lawrence's painting The Library with Harper Lee's novel To Kill a Mockingbird. Students will connect Scout's love of reading with their own interests using Think, Pair, Share. They will explore the painting using Visual Thinking Strategies. They will discuss empathy in the context of the novel and use Perceive, Know, Care About to write from the perspective of someone in the painting. Pdfs of the strategies and the lesson plan are included.

#SAAMteach
Jennifer Bates
5
 

Dual Identity Project

Students will use George Catlin's "Wi-jun-jon, Pigeon Egg Head (The Light), Going to and Returning from Washington" and a sketch from Sherman Alexie's "The Absolutely True Diary of a Part-Time Indian" to explore how communities and others' perceptions can affect our identities. Students will end this study by creating their own dual identity project.

This project is intended for 8th or 9th grade students who are reading "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie. However, there are ideas on how to adapt this project to a variety of different situations in the "Adaptations" section of the Lesson Concept document.

This project is broken down into a 4 stages:
Day 1: Analyze Catlin's "Wi-jun-jon," make claims and support them, and connect the portrait back to "Absolutely True Diary."
Day 1/Day 1 HW: Read "How to Fight Monsters," make a claim about the dual identity portrait and support it, complete the Dual Identity Preparation Sheet.
Day 2: Discuss the dual identity, view an example project, brainstorm requirements, review the assignment, and begin working.
Day 3/Project Due Date: Discuss what makes identity complicated and how Catlin and Alexie express this in their portraits.

#SAAMteach
Sydnee Lindblom
9
 

Think Like a Curator: George Catlin and La Malinche

This activity is designed for high school students for a unit on the Spanish Conquest of Mexico and Michael Wood's Conquistadors.

After working with primary sources from the point of view of Mexicas when the Spaniards first arrived in Mexico (from First Encounters: Native Voices on the Coming of Europeans edited by Howard B. Leavitt (2010)) and Bartolome de Las Casas' "Brief Account of the Devastation of the Indies" (1552), students will curate their own gallery comprised of Catlin's depictions of white Europeans, Native Americans, and American landscapes and various artists' depictions of Hernan Cortes' translator La Malinche.

Students will engage with the questions about Malinche that have survived to modern-day Mexico: was she a victim of conquest, or a traitor who aided in the destruction of the Aztec culture? Students will also explore poems from Gloria Anzaldua's Borderlands in considering the dual identity of Malinche and of the Native Americans depicted in Catlin's paintings.

The "Think Like a Curator" technique will guide students to place the artwork into categories, develop names for those categories, think about the order in which a museum visitor should encounter the artworks, what they would name the exhibit overall, etc. In this way, students will write their own story of La Malinche - do they want their museum visitors to walk away seeing her as a victim, or as a traitor?

Following the gallery creation, students will work individually to write a paragraph using the Claim/Support/Question thinking routine in response to one of the La Malinche paintings. Students will then share their paragraphs in small groups. This extension activity will allow students to further engage with La Malinche’s legacy after exploring different visual interpretations of her.

#SAAMteach
Rebecca Marks
40
 

Work and Leisure--Independence (Squire Jack Porter) and "Rip Van Winkle"

Independence (Squire Jack Porter) is the image of a self-made man at leisure on his porch. However, surrounding him are the symbols of his humble past...and possibly of the work not yet completed. Rip Van Winkle is the image of a lazy man who is more content with having fun than in working. These two characters, one from the artwork and the other from literature, provide an excellent contrast with each other and provide an opportunity for student discussion and writing.
Randy Jackson
5
 

Artists who are full of themselves

This is a collection of art by artists who have incredibly large egos.
Matt Johnson
4
 

Flowers of the World - Daffodils

The daffodil is the Welsh national flower and symbol of spring. Worn on St. Dafydd's Day, the patron saint of Wales.

Many states and countries have national flowers. If you could choose a flower as the symbol of your city, state or country, which one would it be and why? When and how would your national flower be worn/represented?
EmArtGirl
18
 

Why are written laws so important? #TeachingInquiry

Hammurabi created the first set of written laws in Mesopotamia. Why was this a huge step for civilization?
Kim Counihan
21
 

The Odyssey

Rebecca Marks
27
 

Was Reconstruction a Failure?

The period after the Civil War, known as Reconstruction, had lofty goals for reuniting the nation and preserving the new rights given to African-Americans. For a time, these goals were achieved and three important amendments were made to the Constitution. However, by 1876 Reconstruction was considered over and much of the progress that had been made was undone. This collection of detailed prints and cartoons highlight many different aspects of Reconstruction and asks students to consider the overall result of Reconstruction. Students can analyze each one using the embedded questions.
Kelly Bellar
8
 

Political Campaigns

How have political campaign strategies evolved over time? Use this collection of a variety of resources (artifact, poster, photograph, news article, video, and painting) to find an answer to the question. As you review the collection, take notes on the variety of issues, audiences, and tactics you see represented.

Tags: politics, campaign, election, vote, ballot box, Kennedy, Nixon, 1960, Obama, 2008, 1956, Eisenhower, Ike, Nixon, Harding, Republican, Democrat, suffrage, Lincoln, 1860
Kate Harris
6
 

Does taking a stand effect change?

Some short and long-term effects of Rosa Parks Taking a Seat
#C3 Framework
Wendy Curry
23
 

The Body in Space (Teacher)

This collection will help students explore the intersection of space, the life sciences, and technology as they discover how the body changes in space and the equipment and experiments that have helped us learn how to counteract the problems caused.
Emily Apgar
31
 

The Body in Space (Student)

This collection will help students explore the intersection of space, the life sciences, and technology as they discover how the body changes in space and the equipment and experiments that have helped us learn how to counteract the problems caused.
Emily Apgar
33
 

A Hero's Journey

in progress

This collection is designed to be used across several days in conjunction with any study of literary heroes. The last page includes a description of how I plan to use the collection with a group of 6th graders studying The Lightning Thief by Rick Riordan.

#npgteach
Alison Gillmeister
15
 

National Parks

This topical collection focuses on the establishment of a national parks system in the United States. Items in the collection can be used to address the following questions:
-What is the difference between "conservation" and "preservation"? Which view towards nature seems to influence our national parks system today?
-In United States history, there is often a tension between progress and protection, or change and tradition. How is that tension reflected in the story of the national parks system? Consider the economic demands of a growing nation and the impulse to make the natural world accessible to all members of U.S. society.

Tags: Parks, environment, conservation, preservation, Muir, Sierra Club, Roosevelt
Kate Harris
19
 

What makes someone an American?

This set was developed for my class on Teaching Historical Inquiry with Objects. In this hypothetical lesson I would pose the question "What makes someone an American?" along with supporting questions such as "what did the founders say about being an American?" "how has the definition of American changed over time?" and "how have outside groups been treated in American history?" This collection of images will focus primarily on the last question about how outsiders have been treated in American history.
#C3Framework #TeachingInquiry
Peter Merkel
17
 

The Olympics and the Cold War

This learner resource includes artifacts and archival documents regarding the 1980, 1984, and 1988 Olympics. Students will explore these materials in order to develop an understanding of how the Olympics were used as a platform for the United States and the Soviet Union to display political ideals during the Cold War. Comprehension and analysis questions are embedded throughout.

Tags: Wilson Center, Cold War, Olympics, hockey, Miracle on Ice, boycott, Afghanistan, Soviet Union, USSR, Communism
Kate Harris
10
 

Sputnik: Scientific Advances, Public Perception, and Political Priorities in the Cold War

The Soviet launch of Sputnik did much more than simply send a satellite into space. The announcement that the USSR had successfully launched a satellite that orbited the Earth was used to dramatize Soviet scientific superiority and set into motion a series of actions and statements by U.S. politicians designed to manage the public's fears and prevent the United States from falling behind.

Guiding questions:
-When it comes to military strength, which is more important: reality or perception?
-How do the sciences impact national defense?
-Why was a space program considered important and necessary for both the Soviet Union and the United States?
-How and why do foreign events impact domestic politics and culture?

Tags: Wilson Center, Cold War, Space Race, Sputnik, Technology, Soviet Union, USSR, Communism
Kate Harris
21
 

Building the Berlin Wall

This teaching collection explores the Berlin crisis leading to the building of the Berlin Wall. It addresses the following guiding questions through primary/secondary sources and teaching suggestions:
-Why was Berlin the center of crisis in between 1958-1961?
-Why did the Soviet Union sanction the construction of the Berlin Wall?
-Why did the United States allow it to happen?
-How did the Wall affect the lives of East and West Berliners?
-Does the end (no more crises in Berlin) justify the means (the Wall)?
-How does this incident reflect the greater issues of the Cold War?

Students will practice reading primary sources and analyzing multiple perspectives.

Tags: Wilson Center, Cold War, Khruschev, Stalin, Berlin, Wall, Kennedy, Soviet Union, USSR, Communism
Kate Harris
17
 

Lyndon B. Johnson

#Teaching Inquiry
How should LBJ be remembered?
Cynthia Fairbanks
12
 

When East "Meets" West

The Ottoman Empire
Julia Guilfoyle
17
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