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Found 746 Collections

 

Winter Scenes

These pictures are to be used as a writing catalyst for writing club. Pick one to do a See / Think / Wonder as a whole group. Then students can complete their own individual ones. These pieces offer a variety of interpretations about the season of winter which may serve as an inspiration to write winter poetry.

Suggestion: You may also play an excerpt of Vivaldi's Four Seasons during this activity.

Yolanda Toni
42
 

William Faulkner: Examining Portraiture

This teacher's guide provides portraits and analysis questions to enrich students' examination of William Faulkner, an American author and Nobel Prize laureate. Includes the video "Defining Portraiture: How are portraits both fact and fiction?" and the National Portrait Gallery's "Reading" Portraiture Guide for Educators, both of which provide suggestions and questions for analyzing portraiture.  

Consider:

  • What do these portraits have in common? How are they different?
  • How are these portraits both fact and fiction?
  • How do these portraits reflect how they wanted to be seen, or how others wanted them to be seen? Consider for what purpose these portraits were created (such as the caricature, stamp, etc.).
  • Having read one of his stories, does the portrait capture your image of William Faulkner? Why, or why not?
  • If you were creating your own portrait of William Faulkner, what characteristics would you emphasize, and why?

Keywords: mississippi, ms, the sound and the fury, writer

Tess Porter
6
 

Wild Children

Katie Cahill
2
 

Who is to blame for WWI?

Who is to blame for WWI? Is it Gavrilo Princip, for assassinating the archduke? Surely that’s much too simple? We like to identify “good guys” and “bad guys,” but is there danger is that? The reparations laid on Germany in the Treaty of Versailles, most historians agree, contributed to WWII... Can any one person, group of people, country, truly take the blame for such a crisis? Should they? Who should have stopped it? #Teaching Inquiry

Melissa Kozlowski Ziobro
16
 

Who creates identity?

This activity will be used to reinforce close reading and analysis of visual text in either a pop culture unit or an identity unit in AP English Language and Composition. The idea is to examine how iconic popular images can be remixed to create new meaning and conversation about identity. 

The collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#NPGteach

Cheryl Chambliss
10
 

who am I

Search for your personal meaning in life. Who are you as an individual person? How do you connect as  a member of your community? your country? the world?

louise brady
11
 

When Marian Sang: Using Portraiture for Pre-reading and Post-reading Activities

In this collection, portraits are used for both pre-reading and post-reading activities in connection with reading a biography of Marian Anderson. The pre-reading activity uses Betsy Graves Reyneau's oil on canvas portrait, Marian Anderson, to begin to reveal Anderson to students. Post-reading activities include the use of photographs, video and William H. Johnson's oil on paperboard Marian Anderson to enhance understanding of Anderson's 1939 concert and to informally access student learning.  

When Marian Sang: The True Recital of Marian Anderson: The Voice of a Century is a picture book written by Pam Munoz Ryan and illustrated by Brian Selznick. This biography shares the story of opera star Marian Anderson's historic concert of 1939 on the steps of the Lincoln Memorial to an integrated crowd of over 75,000 people. The book recounts Marian's life as a she trains to become an opera singer and as she struggles with the obstacles she faces in pre-Civil Rights America. This picture book is an excellent choice to use in the upper elementary classroom in the context of a unit that focuses on "challenges and obstacles."

This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute. 

#NPGteach

Katie Oxnard
8
 

When American Bureaucracy Fails; Voices of Dissent (Protest Artists)

America has many great moments fraught with many historical misses.  In other words, for every great feat in American history, there are equal moments of trouble and shame in her behavior.  The failure of America is often human failures, tragic moments where our government failed to act or stand up (i.e., Hurricane Katrina).  Or, it could be duplicitous in egregious behaviors (i.e., Dred Scott Decision, Plessy vs. Ferguson, chattel slavery).  But, historical textbooks do not traditionally frame this dual narrative.  Instead, students tend to get the laudable narrative of bravery, prowess, ingenuity, and individualism.  Or, textbooks gloss over deeply problematic issues that actually resurface in contemporary society today.  But, works of art can always provide the pointed narrative that textbooks attempt to dismiss.  Dissenters have a place in the canon as well, and it is vital for educators to bring them in the fold in teaching American history and literature.

This unit is for teachers!  These works have been curated for their social protest against American bureaucracy, especially in its moments of failure.  It is important for teachers to fully read and study text BEFORE sharing with students.  Please check the "temperature" of your audience!

Angelann Stephens
15
 

What makes you say that?: Marian Anderson in Concert at the Lincoln Memorial by Ashley Naranjo

This collection uses the Harvard Project Zero Visible Thinking routine for interpretation with justification. This routine helps students describe what they see or know and asks them to build explanations. The strategy is paired with photographs and an artwork from the National Museum of American History and the Smithsonian American Art Museum. Using guided questions, students will look at a single event through multiple media formats.

Tags: William H. Johnson, Robert Scurlock, Marian Anderson, Easter 1939 concert, Lincoln Memorial
Susan Stokley
4
 

What makes you say that?: Marian Anderson in Concert at the Lincoln Memorial

This collection uses the Harvard Project Zero Visible Thinking routine for interpretation with justification. This routine helps students describe what they see or know and asks them to build explanations. The strategy is paired with photographs and an artwork from the National Museum of American History and the Smithsonian American Art Museum. Using guided questions, students will look at a single event through multiple media formats.

Tags: William H. Johnson, Robert Scurlock, Marian Anderson, Easter 1939 concert, Lincoln Memorial
Melinda Welch
5
 

What makes you say that?: Marian Anderson in Concert at the Lincoln Memorial

This collection uses the Harvard Project Zero Visible Thinking routine for interpretation with justification. This routine helps students describe what they see or know and asks them to build explanations. The strategy is paired with photographs from the National Museum of American History, an artwork from the Smithsonian American Art Museum and a video from the Smithsonian Music initiative, featuring a curator from the National Museum of African American History and Culture. Using guided questions, students will look at a single event through multiple media formats.

Tags: William H. Johnson, Robert Scurlock, Marian Anderson, Easter 1939 concert, Lincoln Memorial

#visiblethinking #BecauseOfHerStory #SmithsonianMusic

Ashley Naranjo
5
 

What Makes You Say That?: Interpretation with Justification Routine with an Artwork

This collection uses the Harvard Project Zero Visible Thinking routine, highlighting interpretation with justification. The strategy is paired with an artwork from the Smithsonian American Art Museum. Once you have examined the artwork and answered the questions, view an archived webinar with a museum educator to compare your interpretation. How does viewing the artwork with the museum label change your interpretation? How did what you noticed in the artwork compare with what the educators shared?

Suggestions for teachers regarding visual clues for this image are in the "Notes to Other Users" section.

#visiblethinking

Ashley Naranjo
3
 

What Makes You Say That?: Interpretation with Justification Routine with a Historical Photograph

This collection uses the Harvard Project Zero Visible Thinking routine, highlighting interpretation with justification. The strategy is paired with a photograph from the National Portrait Gallery. Once you have examined the photograph and answered the questions, view the original resource and the short video with a curator to check and see if your interpretation was correct. How does viewing the photograph with the museum label change your interpretation?

Suggestions for teachers regarding visual clues for this image are in the "Notes to Other Users" section.
Ashley Naranjo
3
 

What Makes a First Lady?

In this collection, students will answer the question "What Makes a First Lady?" by comparing and analyzing images of various First Ladies. They will also think critically about their definition of the First Lady as compared to that of the President and the differences in medium (painting, photography, video) artists use to represent a First Lady. One of the final activities will require students to find an image of a First Lady not shown in the collection to test their definitions.

This activity is based on the "Reading Portraiture" Guide for Educators created by the National Portrait Gallery. The guide can be found at the end of the collection.

Alexander Graves
12
 

What is the legacy of the 19th century whaling industry?

A collection designed to introduce students to the 19th century whaling industry- one of the biggest industries of the 19th century and the industry which supported industrialization.

#TeachingInquiry

Erin Becker
42
 

What is an American?

Context:  A lesson for a U.S. History/American Literature humanities class.  This lesson will come towards the end of our study of the Revolutionary period.

 Essential Question:  What does it mean to be an American in 1782?

Questions:

  • How does Crevecoeur define an American here?  How accurate is his definition for that time period?
  • To whom is Crevecouer making this appeal?  What sort of person would be motivated by these passages?
  • Who is included in Crevecoeur's appeal?  Who is left out?
  • How is "this new man" different?
  • How does Crevecoeur help build the ideals and myths of America?
  • How does this letter build on the idea of American Exceptionalism?  America as the land of "new and improved"?

Activities:

Students will have read Letter III before class.

Using the Smithsonian Learning Lab and the text excerpts below (or the entire text of Letter III), students will identify three key quotes or words  and find artwork that connects to chosen text.  Three total text excerpts and three works of art.  The works of art can support, refute, or simply connect to some aspect of the quote and the idea of what it means to be an American.

Students will share their chosen artworks and quotes via the class Google classroom. 

We will use the images as the basis for a class discussion on what it means to be an American.

After the class discussion, students will write a short paper on "What is an American?" 

----------------------------------

Student instructions:

1.. Using the Smithsonian Learning Lab and the text excerpts below (or the entire text of Letter III),  identify three key quotes or words  and find artwork that connects to chosen text.  You can use the images below as a starting point, but don't feel limited to these.  The Smithsonian has an amazing and extensive collection.  Take time to use the search function and explore the collection.  You have all period to do so.  Be original.

2.  By class tomorrow, post on the google classroom your text excerpts and accompanying three works of art.  The text can be a whole sentence or just a few key words.  The works of art can support, refute, or simply connect to some aspect of the text and the idea of what it means to be an American.  Be sure to include the title, artist, and date for each artwork.  Your artwork doesn't have to come from the Revolutionary time period.  The important thing is that you use your critical reading and thinking skills to make a connection between the text and the art work.

3.  Tomorrow we will have a class discussion based on the images and excerpts.  Be prepared to share your thinking on your choices with the class.


Tips:

As always, remember to consider speaker, audience, and purpose.  Who is speaking? To whom is he appealing? Why? 

Not sure where to start?  Find what you think are the ten most important words in the passage.  Narrow it down to the top three.

Based on our studies so far, what  are the different groups, ethnicities, races, religious affiliations make up the population at this time?  Which of these does Crevecouer include?  Leave out? 

How did these people come to be in America?   Does that matter in Crevecouer's writing?




--------------------------------

"Letters From An American Farmer"

by J. Hector St. John De Crevecoeur

"What then is the American, this new man?...He is an American, who, leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the new government he obeys, and the new rank he holds. He has become an American by being received in the broad lap of our great Alma Mater. Here individuals of all races are melted into a new race of man, whose labors and posterity will one day cause great changes in the world. Americans are the western pilgrims...

"After a foreigner from any part of Europe is arrived, and become a citizen; let him devoutly listen to the voice of our great parent, which says to him, "Welcome to my shores, distressed European; bless the hour in which thou didst see my verdant fields, my fair navigable rivers, and my green mountains!--If thou wilt work, I have bread for thee; if thou wilt be honest, sober, and industrious, I have greater rewards to confer on thee--ease and independence. I will give thee fields to feed and clothe thee; a comfortable fireside to sit by, and tell thy children by what means thou hast prospered; and a decent bed to repose on. I shall endow thee beside with the immunities of a freeman. If thou wilt carefully educate thy children, teach them gratitude to God, and reverence to that government, that philanthropic government, which has collected here so many men and made them happy. I will also provide for thy progeny; and to every good man this ought to be the most holy, the most powerful, the most earnest wish he can possibly form, as well as the most consolatory prospect when he dies. Go thou and work and till; thou shalt prosper, provided thou be just, grateful, and industrious"  (Letter III, 1782).


Mike Burns
27
 

What does it Mean to Be a Scientist?: The Scientific Method and Taking Good Notes

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
9
 

What Did Gatsby's America Look Like?

Select up to five artifacts that best reflect the setting of the novel. Justify your selections by considering the information provided for each artifact. You can access the information once you select an image and press the lowercase i tab on the left.


Consider how the information from the Smithsonian Learning Lab compares to Fitzgerald's use of setting  throughout The Great Gatsby.

Reminder about setting: five key components that establish the setting:

1: time [moment/hour/morning/evening/season],

2: era, 

3. place {village/city/country], 

4: location{inside a house, at a park, on a front lawn}, 

5: occupation (of protagonist, antagonist especially)

Scott Tuffiash
13
 

Westward Expansion through Various Eyes

Westward the Course of Empire Takes Its Way


#SAAMteach

Mary Brunz
12
 

Well Behaved Women Rarely Become Famous

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.

#npgteach

Kimmel Kozak
23
 

Weikers Family Collection Class Warm-Up

This is a single document with hot spots and questions used to model primary source analysis for a sixth grade class. It is drawn from a collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States. You can find the full collection here:

https://learninglab.si.edu/collections/weikers-family-collection/zGJCDjyWqouEufnb

Questions to consider are:

a. Who are the Weikers?

b. Where did they live?

c. When did they live? What can they tell us about this time in history?

d. How were they affected by Nazi Germany?

e. What did they feel about the Nazis?

Tags: Nazi Germany, Holocaust era, primary sources, Pittsburgh

Kate Harris
2
 

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.

Also included in this collection is an accompanying activity sheet on building archival narratives. This prompt is meant to guide students through the process of building the Weikers family story based on the records that they created and kept during a harrowing chapter in their history.



For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/

Tags: Nazi Germany, Holocaust era, primary sources

#historicalthinking


Sierra Green
11
 

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.


For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/

Tags: Nazi Germany, Holocaust era, primary sources

#historicalthinking


Aubrey Gennari
9
 

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.

For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/

Tags: Nazi Germany, Holocaust era, primary sources

Molly Long
11
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