Found 5,105 Learning Lab Collections
How did women accomplish change in society to gain their rights?
How did women in the movie franchise effect the standards held for them over time?
What were the similarities and differences between old attire and nowaday, and how did the old attire setback women in these sports.?
How did women incorporate themselves into the world of business?
Essential Question :
How did the women at the forefront of the sporting frontier use sports as a career to help gain women acceptance?
This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended to demonstrate various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources.
- Section 1: a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms.
- Section 2: a variety of student activities and resources to explore artist Luis Cruz Azaceta's "Shifting States: Iraq," a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis. This section includes an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, and an array of prompts and Learning Lab tools to help students think critically and globally.
- Section 3: a short assignment to get participants started using the Learning Lab.
- Section 4: spacer tile template to serve as chapter headings in longer collections.
This collection is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. It was created for the 2019 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "The Search for American Identity: Building a Nation Together," - the subject of the Montgomery College - Smithsonian 2019 Fellowship program.
In this collection, beautiful celadon ceramic pieces are used to help students explore the art of Celadon. While learning more about the ceramics students will also
explore the following things: kingdoms, personal objects of value, burial practices, cultural similarities and differences, religious and ceremonial pieces, political influence, kings and noble men, dynasties, artistry, skilled craftsmanship, treasures, geography and the continent of Asia.
This collection is not comprehensive but hopefully will serve as a starting point to encourage students to research and study more about some aspect of Asian-related ceramics, arts, geography, history, cultures, customs or trade . Hopefully it will encourage interest and value in field trips to Museums such as the Smithsonian Freer Gallery, as well as short-term /long-term study abroad trips to Asian countries.
This topical collection is based on a past exhibit in the National Portrait Gallery entitled Rebels and Beats: Painters and Poets of the 1950s. This collection might be used by teachers or students who want to explore the counterculture of the 1950s, a time period typically associated with conformity. The collection includes paintings, photographs, and videos related to the writers and artists involved in the Beat Generation, San Francisco Renaissance, Black Mountain College, and New York School scenes.
In what ways did these artists challenge the social norms of the time? Why is art often a means of challenging the status quo?
tags: Ginsberg, Kerouac, Ferlinghetti, de Kooning, Baraka, poem, counterculture, Beat Movement
In recent years, antisemitism is thought to be a relatively new phenomenon. However, its roots are found much deeper in history: back to Roman times. The collection is based chronologically to follow Antisemitism from its source leading through the 21st century A.D. My expectation is that these collections will serve as a means to deepen the understanding of Antisemitism found within the Christian culture.
In the first century B.C.E. Cicero (Lawyer, writer and orator) wrote his Pro L. Flacco in defense of his client L. Valerius Flaccus. In defending his client (the governor of Asia), who was accused of embezzlement as well as corruption, Cicero accuses the Jews as the foundations for the conspiracies against his client. Cicero claims that Jews are the "variance" and go directly against the pietas (family, gods and state) Roman culture embraced. Cicero further back up his claim by stating that Roman gods don't even care for them or else the Jews city of Jerusalem would not have been conquered by the Romans and made tribute. In his work Pro L. Flacco he coined the phrase "barbara superstitio." The insult was meant to directly oppose the meaning of pietas; to oppose Rome itself. It wasn't until a century later, when Rome laid siege to Judea, that his anti-Jewish beliefs would take root.
Nearly a hundred years after Cicero first wrote his poisonous anti-Jewish work did Judea rebel against Rome. Emperor Vespasian's son Titus, constructed an army that brutally attacked the city of Jerusalem. There are several explicit records that denote Titus' relentless starvation of Jews, burning of synagogues (while Jews remained inside), outright slaughter of Jews (approximately 600,000 to 1.1 million Jews), and the remainder were sold into slavery. The sacking of Judea was extremely important to the Romans, because it signified their dominance. In celebration of this monumental event, the Arch of Titus was created to depict the sacking of Judea. In the relief, the menorah that Titus took from the Second Temple is displayed as the focus of the sculpture.
During the time of the rebellion, Tacitus constructed his Historiae (70 C.E.) where he demonized Jews for their sacrilegious views of Roman gods. Tacitus created the four pillars that formed the anti-Semitic beliefs. He stated that Jews were affluent, perverted, "out-breeding," and sacrilegious. The way in which Tacitus illuminated the Jews caused the creation of a "mythology". This anti-Jewish mythology deemed Jews as tempting people from their families, religions, and patriotism (all pietas of Roman culture) as a way of destroying all who were not Jewish.
In addition to the Arch of Titus, commemorative coins were also issued as part of the celebration. The coins depict a Roman soldier hovering over a Jewish woman. The anti-Jewish propaganda (the Arch and the coins, among others) allowed this perpetual violence to become palatable among Romans.
In light of the growing anti-Semitic violence, Titus Flavius Josephus, a Jewish scholar during the 1st century A.D., wrote his work Contra Apionem , where he attempted to combat the anti-Jewish propaganda being spewed by the Romans. Much of Josephus argument was founded on past rebellions by Jews (like that in Egypt) and combating agitated Greek philosophers (regarding the spread of Judaism).
In the following century after the conquest of Rome, Jews revolted to take back Judea. Just as the Romans created commemorative coins, so did the Jews. The rebellion was led by Simon Bar Kokhba. However, the Jews took Roman coins and filled them down before being over-struck with their own rebellious images.
Our journey of Antisemitism during the Medieval period starts with the First Crusade in 1095 through 1099. During the First Crusade Christians attacked the Jew's sacred city, Jerusalem, taking the city as theirs. The First Crusade began to recall (if it ever went away) the Roman pillars against Jews. Until the year 1100 Jews were indistinguishable from Christians in artwork. In the early 1100's Jews were given pointed hats to differentiate them in paintings.
The hatred of Jews began to rise in England with the mutilated dead body of William of Norwich in 1144. The crazy rumors surrounding his mutilation formed the myth known as Blood Libel. The myth of the blood libel was seen as the slaughter of young Christian children, where Jews used their blood for religious rites. Not long after, starting in 1150, Jews were demonized in art as well.
The fear of Jews ran rampant throughout Europe. Christians even began to publicly display their hatred on the churches themselves. In 1240, the construction of Notre Dame included statues of Synogoga and Ecclesia, latin for Synagogue and Church. The two women represented more than just the names, they also represented the Christians view on the Jewish religion. Synogoga is depicted as wearing a helmet that covers her eyes (for her inability to "see" the truth), slouching, holding a broken spear (represent the death of Christ; blaming Jews for Christ's death), and the Torah (which she is barely hanging on to). In contrast, Ecclesia is standing straight with a crown (assuming the Christians are now the ones with the royal blood line), a cross staff, as well as a grail or chalice. The grail or chalice is perhaps in representation of the Holy Grail, the vessel believed to catch the blood of Christ during his Crucifixion.
In 1267 two church councils order Jews to wear the pointed hats (as they did in paintings). Around the same time Jews were beginning to be depicted with abnormally large noses as well as with beards. This change of style is easily noted in the illuminated manuscript produced in 1275, called "Jesus before Caiaphas," Jesus (although a Jew) is not pictured with the Jewish nose as the four other men in the illumination are. Also note the two men in the front with the pointed hats.
Churches continued the theme of degradation of Jews in their facades. However, in 1305 they reached an all time low, the Judensau was born. The Judensau is the depiction of Jews suckling a pig. According to Jewish law, pigs are considered to be unclean (not for consumption) and furthers the insult, comparing Jews to swine and claiming they are dirty and unclean peoples.
As the style of art transitioned into the High Renaissance style, the depictions of Jews became further demonized. A late Renaissance painting by Albrecht Durer called "Christ Among the Doctors" notes this demonetization. The Jews are easily noticeable by their horrid appearance.
The persecution of Jews continued across the continent. In Bildchronik of Diebold Schiling illuminated manuscript page, Jews are wearing the pointy hats as well as yellow identifying badges on their clothing while being burned alive at the stakes. One of the many reasons that this hatred was so easily accessible was the invention of the printing press. In a printing from 1596 we can see the reproduction of Martin Luther's 1543 Judensau article, which he pinned on his church door in Wittenberg, Germany.
Throughout this period Jews were forced to leave their homes due to expulsions from lands like that of the Spanish Inquisition led by King Ferdinand II and Queen Isabella. In 1807 Napoleon Bonaparte emancipated the Jews in his Great Sanhedrin. In protecting the Jews, Napoleon received much backlash, including the Russian Orthodox Church claiming Napoleon to be the “Antichrist” as well as an outright “Enemy of God.”
In 1843 Karl Marx published his work “On the Jewish Question.” The book has received mixed criticisms on whether it is truly an antisemitic piece of literature, especially considering he was of Jewish linage. It appears however, that many critics believe that Marx’s perceptions of Jews economic role largely fulfill the antisemitic pillars.
Richard Wagner in his 1850 publication “Das Judenthum in der Musik,” which translates to “Jewishness in Music” in German, attacks both Jews and Jewish composers (particularly Giacomo Meyerbeer and Felix Mendelssohn). He wrote his work under a pseudonym in order to prevent personal Jewish inquiry.
In an issue of “Sound Money” published in 1896, a antisemitic political cartoon shows Uncle Sam being crucified akin to Jesus. There are two men on the outside stabbing Uncle Same, they are supposed to be members of Wall St. The cartoonist gives them the large Jewish noses as well as labeling them as pirates. Indicating that Jews have control of the US’s money and are stealing it. In addition, they are stabbing Uncle Sam with “Single Gold Standard” and wetting Uncle Sam’s lips with poisonous “Debt” on the sponge of “Interest on Bonds.” The two men on the inside flanking Uncle Same represent James G. Blaine as the “Republicanism” and Grover Cleveland as “Democracy” in which they are seen pick pocketing Uncle Sam.
Throughout Europe pogroms were taking place. Pogroms were violent acts against Jews that often ended in massacre or persecution. One such Pogrom was that in Kiev, Ukraine in 1919. During the pogrom many Jews were raped, murdered or affected by looting. The picture is of four Jewish victims at an Alexander Hospital. In total 1,326 pogroms took place in Ukraine; some 30,000-70,000 Jews were murdered.
Meanwhile accusations of the medieval belief of blood libels were still prominent throughout even the early 20th century.
In the 1920s Henry Ford published his article “The Ford International Weekly” were most weeks (91 issues) had some antisemitic statement. Eventually these antisemitic statements grew into its own publication of “The International Jew: The World’s Foremost Problem” published in 1920, comprised of 4 volumes.
As you can see, the world was riddled with antisemitism by the time of the 1920s, including the United States. Although Hitler is thought of as the reason behind the Holocaust, he clearly wasn’t lacking in supporters. It was merely a matter of how far these people were (who shared his antisemitic beliefs) willing to go. In 1925 Hitler wrote his “Mein Kampf” meaning “My Struggles” in German. In this work he outlined his antisemitic beliefs as well as his intentions.
Ten years after Hitler’s publication of “Mein Kampf,” Nazi Germany passed the antisemitic laws known as the “Nuremburg Laws” in 1935. The laws largely dealt with protecting both German blood as well as honour. People were classified by their blood status, depending on your Jewish percentage of blood was the way in which you were approved to obtain Reich citizenship or not. If you were considered to be racially defiled (certain percentage of Jewish blood) you were first sent to prison and later sent to concentration camps.
Directly proceeding Kristallnacht or the Night of Broken Glass on November 9-10, 1938, started the six-year long genocide known as the Holocaust, 1938-1945. I have included several pictures that evoke strong emotions of Jews inside the concentration camps. I have tried however to abstain from using the more graphic and dead riddled photos. I felt that one picture was not merely enough to demonstrate the torture and the injustice Jews received during this time. I wish I could say that after 6 million Jews died that History could finally end its antisemitic beliefs and achieve peace. However, that is not the case.
Hatred still ruins in the veins of many people during the later half of the 20th and 21st centuries. Just over 10 years after the Holocaust officially ended, in 1958 an Atlanta, Georgia temple, Hebrew Benevolent Congregation Temple, was bombed. Luckily no one was injured, however the building received extensive damage.
Rumors surrounding the Holocaust’s legitimacy surfaced. In 1969 professor of History David Hoggan published “The Myth of the Six Million.” In his book, he denied that the Holocaust ever happened!
In Miami, Florida in 1988 yet another synagogue (Bet Shira Congregation) was attacked, this time however it was defiled with misdrawn swastikas. The defamation was completed by a group of local teenagers.
One year ago, in March 2018 in Paris, France, an elderly lady Mireille Knoll was murdered “…because she was Jewish.” She was not only stabbed but also burned. It is believed that as a child (9 years old) she was able to escape capture and deportation to Auschwitz.
Later last year in October, a temple, Tree of Life, in Pittsburg, Pennsylvania was attacked by an antisemitic gunman killing 11 people and injuring 7 more, 4 of which were police officers.
By no means have I been able to provide a thorough account of all the hatred Jews receive and continue to receive daily. This project serves as a cultural understanding and in hopes that one day, the world will be able to eradicate its hatred.
#AHMC2019 #antisemitism #medieval #EcclesiaSynogoga #Judensau #JesusBeforeCaiaphas #ChristAmongDoctors #BildchronikofDieboldSchiling #PrintingpressJudensau #AntisemitismRomans #Cicero #ArchofTitus #BustofJosephus #RomanCommerorativeCoins #Tacitus #Barkokhbacoins #Holocaust #MeinKampf #HenryFord #KeivPogrom #Napoleon #Nuremburglaws
Korean Goryeo period (918-1392) celadon has famously elegant surface decorations. The delicate flowers, birds, and fish are incised with thin perfection into the clay pots and accented by inlaid white and black slip. Then the whole design is softly but beautifully highlighted by the glass like jade-green glaze. Using this six part lesson plan, students will research Goryeo celadon, compare its decorative techniques to other similar etched techniques, experiment with unique watercolor techniques to create similar effects, plan their own art work using a celadon like look, create their masterpiece, and evaluate whether they have achieved the desired goal of reproducing the look of Goryeo celadon decoration in watercolor. Completing this process, they will have created a painting that they could not have imagined before they began the exploration into Goryeo celadon pottery decoration. In the first addendum students will be introduced to techniques using acrylic paste and pouring mediums which can produce an even more realistic appearance of Goyreo celadon incised and inlaid decoration.
Here in part 1. are some examples of green glazed, incised ceramics from Korea's Goryeo period. They are from the Freer Art Gallery's collection. Sort them into three groups according to their type of decoration. Then determine if the type of decoration is related to the time period in which they were created. Next, take time to explore where this particular decoration style originated and how the Goryeo period potters in Korea perfected the technique. In part 2, compare these pieces to other types of art that are made using similar etching techniques, such as scrimshaw and leather stamping, Then compare them to watercolor paintings of similar subjects to determine how to reproduce the Goryeo celadon look in watercolor painting. One goal of this learning lab is that students will make connections between different mediums and periods and in that process, discover new ways to use the mediums that they are familiar with. Later, in parts 3 and 4, students will be using the Goryeo celadon designs for inspiration when they practice new techniques and plan their own artwork which they will create in step five of the learning lab. In step 6 the students will evaluate their art works to see if they have achieved their goal of making a painting with the look of Goryeo celadon decoration. Addendum 1. is not intended to be part of the watercolor lessons because of the time required to do the activities and the considerable mess involved, but it introduces the student to Acrylic mediums that can be used to make pictures that not only look like incised and inlaid Goryeo celadon, but are made with very similar techniques. #AsiaTeachers, #Watercolor, #GoryeoCeladon, #Ceramics, #NewAndCombinedPaintingTechniques. #Etching, #StudentArtProjects, #KoreanHistory, #ScratchedAndImpressedWatercolorPaper. #AcrylicPouringMedium, #AcrylicPasteMedium.
Videos and images of artifacts from the RMS Titanic disaster. Life vest, Brownie camera
Thoreau inspired posters were created in the late 1970s by graphic designer Ken White, to hang in the IBM headquarters. This written response follows an earlier lesson analyzing "Civil Disobedience," and learning about Thoreau's life in Concord, Mass., and his contribution to the Transcendentalism movement.
A Google Doc is attached featuring the directions for the students, as well as links to two Smithsonian Magazine articles, one addressing his journals and the other the lingering impact of Civil Disobedience.
The focus of this collection is architecture around the world. Ancient Roman architecture in particular, has influenced the way more modern architects design buildings all around the world. My interest in architecture comes from the time I spent in Italy in 2016. I visited Rome, Florence, and all around Tuscany. As I saw during my stay there, and also what we have learned in class, is that the most important features in Roman architecture were arches, columns, and very thick walls. Columns were erected to show victories in wars and arches were pivotal in Rome’s success. Without arches, they wouldn’t have been able to build expansive buildings or roadways from Britain to the Middle East. Aqueducts contain arches which serve as a nice physical feature, as well as hold a strong material in place for many many years. Romanesque style influenced Gothic style, which contained high pointed vaulted and a more vertical appeal. There is so much detail in every piece of architecture and every building tells an individual story. Much of the architecture standing where we are today, tells a story of what we know about Romans.
National Museum of American History colleagues Steve Velasquez and Lauren Safranek will discuss the making of the exhibition, "Many Voices, One Nation," and its accompanying educational website, "Becoming US." Together the exhibition and educational website aim to explore not only how the many voices of people in America have shaped our nation, but also to guide high school teachers and students in learning immigration and migration history in a more accurate and inclusive way.
Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.