Found 5,422 Learning Lab Collections
Uses the Project Zero Visible Thinking routine "Think Puzzle Explore." This routine sets the stage for deeper inquiry.
These still pictures remind me of a motion picture. Which one? Click the question mark and take the quiz to see. Click each picture to enlarge.
Goal: Students will understand the lives of the Apollo XI crew members and be able to assess how their lives as people influenced their accomplishments as astronauts.
Tags: moon, moon landing, Apollo 11, Apollo XI, Armstrong, Aldrin, Collins, space, space race, space travel, rocket
Inspired by the Harvard Project Zero thinking strategy unveiling stories
So how did people experience the American Revolution?
1. Take a look at the material culture and manuscript resources shown below. Using 3-5 items ONLY, write a SHORT recap (1 paragraph) of the Revolution's rise and progress, ca. 1760s-1780s.
2. Then, nominate 1 MORE Smithsonian item to join this gallery. Choose any artifact/manuscript that you think we MUST see in order to understand vast early America's revolutionary culture--and tell us WHY.
As you build your history, which episodes and people come to the fore? How does the big picture change?
This collection uses the "See Think Wonder" visible thinking routine developed by Project Zero at Harvard University. This strategy encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
First, Watch the Apollo 11 TV broadcast of July 22, 1969 of an astronaut eating in space (22 seconds). Use the "See Think Wonder" routine to stimulate interest among students about the problems encountered by astronauts when trying to eat. Ask, "What do you see? What do you think about that? What does it make you wonder?" Next look at the second image in the collection, "Space Food, Meal Package, Day 11, Meal C, Apollo 11 (white)". Repeat the questions examining both the food and the label.
Next, ask students to search the collection for "space food" and assemble one meal -- breakfast, lunch or dinner. Compare the different meals created by students using the see, think, wonder routine. For example, what kinds of foods do they see (or not see)? How are the foods packaged and how does it change over time? How are the more recent foods different from the first meals? The purpose of this discussion is to help students see how engineering problems and solutions evolve over time. Ask students, what impact would longer missions have on packing meals for space?
Watch the video, "Three Types of Food," and compare the information in the video with student ideas. Then ask students to propose solutions for the current question -- "How can we grow food in space?"
This topical collection describes certain problems astronauts face and follows with resources that show how people have tried to solve those problems; it includes pictures and videos.
Goal: Students will be able to identify a problem, brain storm solutions, and then compare the actual answers to their solutions.
Tags: space, astronaut, food, exercise, problem solving, space travel, brain storming
Goal: Students will be able to synthesize the information from different sources and answer the questions at the end cohesively.
Tags: Margaret Hamilton, Apollo VIII, Apollo 8, Apollo XI, Apollo 11, moon landing, computer science, software
-Pride and Diversity of Experiences (reflecting a range of LGBT identities)
-History, Challenges, and Accomplishments
Twelve men have walked on the Moon. While the rest of us remain Earth-bound, we've been able to learn about the Moon from the rocks these 12 astronauts brought back for scientific study. We have also found lunar meteorites here on Earth—meteorites produced by impacts hitting the Moon.
May 25, 2016
Using the Project Zero Visible Thinking routine "Claim Support Question," a routine for clarifying truth claims, students will examine a portrait of Rosa Parks, a prominent civil rights activist whose refusal to give up her bus seat to a white passenger prompted the 1955-56 Montgomery bus boycott. After discussing the portrait with their peers, students will learn more about the arrest this sculpture depicts by reading the original police report, with notes by a Smithsonian curator.
Created for the 2016 National Portrait Gallery Summer Teacher Institute.
Keywords: african-american, black, civil rights movement, female, woman, women, segregation, NAACP, justice, arrest, #BecauseOfHerStory
There are resources with quiz questions that students can answer directly, or teachers may prefer to print documents and resources for in-class use. It is recommended that teachers preview the materials in this teaching collection as there are a variety of ways to structure the lesson.
Essential questions include:
-How would you describe the relationship between Kim Il Sung and Joseph Stalin?
-Was North Korea, a smaller country, pulling a superpower into a conflict?
-Was the Soviet Union using North Korea to further its goals?
-Why did the United States choose to respond via the United Nations forces instead of unilaterally? How did this decision impact the conflict?
-How does this incident reflect larger themes and issues of the Cold War, especially the role of the United Nations, over-arching foreign policy strategy, and nuclear fears?
Tags: Wilson Center, Cold War, Korea, China, Truman, Eisenhower, Macarthur, Soviet Union, USSR, Communism
-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