Found 1,384 Learning Lab Collections
African textiles have long served as communicative notations and expressions of identity. An extraordinary array of weaving and dyeing fashioned into textiles transforms into works of art. Embedded in various textiles are symbolic patterns of rank and status, color codes, and embroidered symbols. New forms are being added by the current digital generation through the vast fabric of data, information, and rapid communication systems. We see contemporary cloth printed with cellphones, computers, and other devices making modern visual statements!
The visual arts can be an entry point to literacy in the classroom. Use these objects in the collection of the National Museum of African Art to aid students to explore authentic African art works that inspired the Academy Award winning costume design of Ruth Carter in the blockbuster movie Black Panther. Students can develop visual vocabulary through close looking to describe mood, tone, atmosphere, and inference and explore cross-curricular and cross cultural connections. It allows them to really be creative and critical thinkers!
Learn more about distance learning opportunities from the National Museum of African Art by visiting the Center for Interactive Learning and Collaboration (CILC).
Images and symbols of the individuals who pioneered the art of organization in the face of injustice. This collection depicts those who engaged in the struggle for racial equality throughout the Civil Rights movement and the 20th Century
Images and symbols of countries that can be considered subjects for the study of transitional justice. Transitional justice relates to justice methods used to approach societies scarred by major human rights violations.
Get hungry while you explore the unique and delicious traditions of the Basque people through food.
Elementary Classroom Collection
See - Think - Wonder
This collection shares the tools, weapons, and resources of Native Americans. The material in this collection shows the ability of the Native Americans to create and thrive using primitive technology, as well as their ability to adapt to foreign technology.
This collection also makes apparent how despite the lack of education and industrial progress of the Native Americans, they were able create weapons and tools that were not only effective in fighting off their technologically superior invaders, but even surpass them in the quality of some of their creations. This even led to the Europeans beginning to see value in the works of the Native Americans, and even to begin copying the styles of the natives.
This collection will also explore the use of resources for protection, including but not limited to armor and footwear. The uses of these resources were vital to their survival. Adaptations of these resources and development, with influence of modern technologies, still find the basis of early resources still effective today.
While the Native Americans were eventually forced to adopt the technology of their invaders, they still managed to maintain their sense of culture. New ideas taken from the Europeans were not simply copied, but rather incorporated into Native American culture without drastically changing who they were as a people. Despite their inability to successfully fight off the American Colonists, the Native Americans showed great resolve and adaptability to be able to hold off the new Americans for as long as they did, and were able to help change the outcomes of wars among European countries.
The tools they used to survive without the technological advancements made available to Europeans is astounding. From their ability to create clothing, weapons, food, entertainment and shelter to their useful strategies, the Native American people were able to sustain a lifestyle made easier.
Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society.
- Students can complete the sorting activity to categorize the images.
- Students should select one source they find most intriguing and generate questions about the source and its related topic by completing the quiz question.
This collection highlights important information and pictures of battles of the Revolutionary War. The materials are not in timeline order. They are simply for research purposes for the students.
This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the presentation. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom.
Texas Association for Supervision and Curriculum Development Ignite 19 Conference: Transforming Curriculum with Technology (June 2019)
Smithsonian educators are initiating a collaborative education program with Texas curriculum developers and local museums to develop instructional materials relevant to K-12 Humanities and Ethnic Studies. The Smithsonian Learning Lab platform allows users to create and share locally relevant digital resources both in classrooms and with a growing network of educators across the country. Learn more about how you can leverage digital resources from the Smithsonian and your local museums for increased access and impact.
This collection was co-created with Ashley Naranjo. This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.
Charles Russell brought the west alive with his paintings and sculptures of western life. His authentic depictions of Native Americans allow the viewer to appreciate the dress and life of the plains Indians. Also skilled in sculpture, Russell depicts cowboys and wildlife in action settings. This lab provides samples of Russell's best work.
This collection was designed to enable students to reflect deeply on their understanding of local and global human impacts on the planet and how they can inspire others to care about/collectively work to solve one of these issues. Students will use Project Zero Thinking Routines to examine various pieces of environmental art before they create their own visual call to action focused on the environmental issue that they care most about.
Global Competency Connection:
- This project was designed to be the culminating project in a high school Environmental Science class, thus it is the expectation that students have “investigated the world” as they explored environmental and social issues throughout the course.
- This project will incorporate a level of choice as students “communicate their ideas” on the environmental issue that resonated most with them.
- As a part of the project, students will share their campaigns with their teachers, peers, and families, and through this awareness raising thus “take action” on issues of global significance.
Using the Collection: A detailed description of daily activities can be found within the "Lesson Sequence" document. Additionally, notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.
#GoGlobal #ProjectZero #EnvironmentalScience
Students identify needs in their community and design a building to fit that need using Agency by Design framework and protocols. Designed for a collaborative unit with Environmental Science and Sculpture High School students.
Understanding Haitian Culture though Art
This lesson will support teaching Haitian traditions and culture through the Frost Art Museum collections. It will also provide a look into cultural identity, Haitianite supported by research conducted by two FIU faculty members . The PowerPoint will expand on Haitian history and the notes will add talking points. The Miami Dade County Public School lessons support various investigations from the past to the present.
Connections to the Polish Black Virgin demonstrate the spread of culture and religious beliefs that traveled as countries were conquered.
Long before the camera went west, artists like George Catlin were preserving the images of the native Americans on the western plains. Catlin's paintings are numerous and divide into two genre: the group activities and portraiture. This learning lab focuses on group activities of many plains indians including hunting, traditional dances, and recreation. #cgmd19
This is a master collection designed to be copied and adapted to your individual classroom needs. Included are three scalable student activities that teach students engineering skills using methods similar to those that made the Wright brothers pioneers of aviation. Feel free to pick and choose from the activities in creating your own collections:
1. The Four Forces of Flight
In this student activity, students will briefly go over the four forces of flight (lift, drag, weight, and thrust) and put them to the test in the Paper Airplane Challenge! This activity is suitable for Primary/Intermediate grade levels.
2. Engineering the Wright Way
The second student activity is an online interactive, "Engineering the Wright Way"*, where students will develop engineering skills to design and test all the different components of an airplane based on the the Wrights' methodology. Students can write down a save code generated in the interactive to store their progress and return to finish the activity later. This activity is suitable for Intermediate/Middle grade levels.
3. Take a Wright Flight
The third student activity is an online flight simulator to learn three controls of flight: yaw, pitch, and roll. The final segment is an online interactive** to test fly the original Wright Flyer in conditions similar to that cold December morning when the Wrights first achieved flight, using direct 3D scans of the original Wright Flyer made by the Smithsonian. This activity is suitable for all grades.
*The "Engineering the Wright Way" lesson plan and activity were created by the National Air and Space Museum, courtesy of the Alcoa Foundation.
**The Wright Brothers Flyer activity was created by the Smithsonian Center for Learning and Digital Access.
This is one of 5 activities used in the Lenovo Week of Service event.
Primary sources for my African American Biography unit
This is a teaching collection designed to support an inquiry into why the public lost confidence in the government in the 1970s (70s). Topics covered include the economic recession, the Nixon presidency and Watergate, the Ford presidency, the Carter presidency, the Iran hostage crisis, the oil embargo, the Kent State massacre and the Pentagon Papers.
-Why did the U.S. public lose confidence in the presidency in the 1970s?
-What impact did economic crises have on American lives?
This collection was created by Jared Tupuola, a Smithsonian Asian Pacific American Center intern. Jared dove into the histories of Chinese laborers and the Golden Spike Anniversary, the 150th anniversary of the completion of the Transcontinental Railroad.
"On May 10, 1869, the Central Pacific and Union Pacific rail lines were connected in a highly publicized ceremony attended by railroad laborers, major financial supporters and the press. Led by industrial tycoon, Leland Stanford, the event commemorated the birth of the First Transcontinental Railroad. The completion of the railroad made national news and was lauded as a great economic and cultural success for the U.S.
Despite the attention given to the event, there remained one group of contributors who were almost entirely left out of being recognized for their integral work to the project; Chinese railroad laborers. Although making up the vast majority of the physical work force behind the railroad, Chinese labor contributions were largely disregarded. This instance was not unique to many early Chinese Americans who faced discrimination, animosity, and degradation not only in rail work, but in almost every industry and facet of life. The hardships for early Chinese in America were exacerbated by the passage of the Chinese Exclusion Act in 1882 which not only prevented further immigration from China to the U.S., it also birthed an impetus to drive out Chinese communities already established.
Through this collection, the work, lives, and experiences of Chinese laborers and migrants are presented as an opportunity to learn more about how some of America's earliest Chinese residents navigated America in the late 19th Century. This collection provides art, ceramics and information that expounds upon the realities of Chinese American life and the First Transcontinental Railroad while ensuring that the Chinese contributions are not forgotten. By no means an exhaustive resource, this collection allows for an introduction into Chinese contributions to the Transcontinental Railroad and encourages further exploration into the topic."