Found 4,529 Learning Lab Collections
Historical thinking skills allow historians to better practice and interpret history. This series teaches students how to develop these skills to become better historians themselves.
This Learning Lab will guide students through the process of defining historical context and practicing employing strategies from an example dealing with the 1968 Poor People's Campaign.
Historical context is the background information that informs a deeper understanding of a historical individual, group or event. Historical context is important because it allows historians to better understand history in the ways a historical individual or group understood the world around them, which leads historians to analyze the past more accurately.
Keywords: nmaahc, African, American, historical, thinking, skills, context, historical, contextualization, background, 1968, Poor People's Campaign, history, interpret, analyze
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
In this activity, students will examine Korean ceramics and use visual evidence to speculate about the processes used to create them, paying special attention to decorative techniques. Questions from the Project Zero Artful Thinking Routine "Colors / Shapes / Lines," help students make detailed observations by drawing their attention to the forms in an artwork and giving them specific categories of things to look for. Use this activity as an entry point into studying ceramics or Korean art, or to student creation of artwork.
Keywords: pottery, observation, inlay, stamping, types, celadon, goryeo, clay, ceramic
In this activity, students will use visual evidence to explore and study an exceptionally rare Buddhist painting from the Goryeo period (935-1392 CE), an era of great artistic and cultural achievement in Korea. This painting depicts Avalokiteshvara, the bodhisattva of infinite compassion, and scholars believe images like this were created to aid private meditation. Use this activity can as an entry point into studying Buddhism in Korea, Korea during the Goryeo period, and more.
Keywords: water moon avalokiteshvara, avalokitesvara, religion, buddha,
This collection features resources (photographs, portraits, documents, articles, and videos) about the Second Red Scare (1947-57), a period of anti-communist fear, also known as "McCarthyism," that spread through American life at the beginning of the Cold War. Resources include key people, such as Joseph McCarthy, Edward R. Murrow, Alger Hiss, and Ethel and Julius Rosenberg, letters documenting a university's requirement that faculty affirm they were not members of the Communist Party, individuals targeted by House Un-American Activities Committee, and more.
This collection provides a launching point for further research and should not be considered comprehensive.
Keywords: communism, anti-communism, anticommunism, HUAC, HCUA, hollywood blacklist, ray cohn
In this activity, students will explore personal objects found in stone caskets from the Goryeo period (935-1392 CE), an era of great artistic and cultural achievement in Korea. After looking closely at the types of objects found, students will consider why these particular objects may have been chosen to memorialize the deceased, what this may reveal about those who lived during the Goryeo period, and similarities and differences in how objects are used in the burial practices of other cultures. Use this activity as an entry point into studying Korea during the Goryeo period, cross-cultural and cross-historical funerary practices, and more.
Keywords: archaeology, archaeologist, tomb, funeral, death
In this activity, students will explore the elements of art and principles of design used in celadon ceramics in order to understand the artistic practices and aesthetics of the Goryeo period (935-1392 CE), an era of great artistic and cultural achievement in Korea. Many of the Goryeo celadons in the Freer|Sackler's collections originally adorned palaces, Buddhist temples, and private residences of the aristocracy. Use this activity as an entry point into studying ceramics, Korean art, the Goryeo dynasty, and more. Click Read More for ideas about how to prompt further inquiry using the Project Zero Visible Thinking Routine "Think / Puzzle / Explore" and resources on the elements of art and principles of design.
Keywords: clay, pottery, sculpture, vessel, cheongja
Manuel Mendive-The Art of Afro-Cuban Artist Manuel Mendive and the Role of African Cultural Traditions Across Cuban Society #Latino HAC.
A RESOURCE PREPARED IN CONJUNCTION WITH THE SUMMER ART INSTITUTE
FOR TEACHERS AT FIU: ART, CULTURE, AND IDENTITY: PICTURING CUBA THROUGH THE DARLENE M. AND JORGE M. PEREZ CUBAN ART COLLECTION AT FIU. #latinohac
Latin American works from the Permanent Collection at The Patricia & Phillip Frost Art Museum at Florida International University. The works represent a timeline that spans thousands of years from pre colombian to present day.
Abuse & Sexual Violence through Art that makes a difference, makes you think...
These foods were "discovered" by explorers who traveled to the "New World" (North, Central, and South America). They brought back seeds and introduced these foods to people in Europe. What effects do you think this had on Europeans?
Examine drawings of each food. How did the artist use line to show texture and/or value?
Examine the stamps: How did the artist use colors and shapes to create a design that is clear on a tiny stamp?
The California Gold Rush (1848–1855) started on January 24, 1848, when James Marshall first spotted a piece of gold in John Sutter's sawmill. The news of this quickly spread. The California Gold Rush was the largest mass migration in American history since it brought about 300,000 people to California. People from Latin America, Oregon and Hawaii were the first to hear about the news of the gold. Soon after, the rest of the US, Europe, China and Australia arrived during 1849 and were called the "forty-niners".
The gold rush resulted in the fast development of California which meant many roads, churches, schools and towns were built to accommodate the gold-diggers. In the beginning, property rights in the goldfields were not covered by law and this was solved by the system of staking claims which means, using a map reference system, without having to physically be on the land. The gold also helped to speed up the admission of California into the US as a State. All the preparations in terms of constitution and legislature were made in 1849 and California became a state in 1850.
This Learning Lab Collection is designed for students who are studying Korean. Students will explore Korean art from the Freer collection, and learn more about Korean culture, history, and tradition by using artworks. Through the exploring art and learning Korean process, student will develop a greater understanding of the unique aspects of Korean culture and the structure of Korean language.
Keywords: Korean, Language, Art, Culture, Tradition
This Learning Lab Collection is following Virginia Department of Education Standards of Learning for World Language: Non-Roman Alphabet Language for character-based language. Click here to find more information (p. 29-46)
Level 1: Students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language.
Level 2: Students continue to develop their communicative and cultural competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language.
Level 3: Students communicate on a variety of topics at a level commensurate with their study, using structures that are more complex in the language and moving from concrete to more abstract concepts in a variety of time frames.
Level 4: Students continue to develop their communicative and culture competence in the interpersonal, interpretive, and presentational modes of communication.
Level 5: Students are able to exchange and support opinions on a variety of topics related to historical and contemporary events and issues at a proficiency level commensurate with their study.
The Goryeo period (918-1392) is referred to as Korea’s age of enlightenment, when arts and cultures flourished under the patronage of the Goryeo aristocracy. Buddhism was the official state religion, which Buddhist temples and members of the royal court committed a huge portion of their resources to the practice of faith and to the creation of ritual implements and artworks as expressions of devotion.
Tremendous ceramics, lacquer wares, Buddhist paintings and sculptures, illustrated manuscripts, and metal crafts in Buddhist symbols and motifs were made during this period. The Goryeo period is widely known as the jade-green glazed, graceful shape, elegant floral motifs and decorative inlaid design celadons to the Western culture.
This Learning Lab Collection is created for Summer Institute for Educators, Discovering Korea's Past: Interdisciplinary Connections.
Keywords: Korea, Goryeo, Celadon, Buddhism, Inlay, Jade-green, Glazed, Ceramics
We are doing our project on NASA's tragedies in getting to the moon, then finally making it to the moon with Apollo 11.
Use these pictures to help your child make careful observations of their world and use words to describe what they think and wonder about. This collection is meant to stimulate curiosity and develop vocabulary with the youngest learners. There are conversation starters among the images, but be sure to let the child's interest and your own questions drive the discussion.
Combine these images with real-world examples from your child's books, toys, or your own community. If you're interested in learning more about an individual image, click on the "i" icon located in the top left to view the museum description.
This has been adapted from the Project Zero's “See Think Wonder" Visible Thinking routine, meant for exploring works of art and other interesting things.
A free printable version is included at the end of the collection.
Look at some of these super heroes and discuss:
- Physical traits/personality traits
- Pose or gesture of the hero
- How did the artist exaggerate something to symbolize the hero's traits or abilities?
If you could be a super hero, what talent or ability would you use in a SUPER way? How would you show it in a drawing?