On August 16th, Smithsonian Associates will a guided tasting with Doug Campbell, president of Brewery Ommegang. Hear about the innovative brewing practices of American craft brewers who interpret centuries-old traditions with a contemporary twist. Take a look at the garden through the lens of the botanicals, spices, wild yeasts, fruits, berries, and hops that flavor your favorite beer. Enjoy light food pairings with the beer samples. For more information and to purchase tickets, visit smithsonianassociates.org
The Gestapo, also known as the SS, were Hitler's secret police force he was used to grow in power in Germany. The SS were formed as a security detail but then were sent to capture Jews and deport them to the numerous concentration camps across Europe to exterminate them. Hitler's enemies and political rivals were beaten and scared into submission by the Gestapo to further extend the Nazis Party's strength. They became a private army that served Hitler in carrying out his goals and were a massive instrument of his consolidation of power in Germany. The series of picture below represent key moments in the growth of the Nazis Party and the actions of the SS under Hitler's control. The brutality of the Holocaust was mainly caused by the Gestapo, who carried out mass executions and mistreatment of the Jewish people. Historians and people looking back at the Holocaust have to understand the terrible actions of the SS so that nothing like it will happen ever again.
This collection is used, through a See/Think/Wonder format, to launch a discussion about the "Gilded Age" and how the lifestyles, values, belief systems, and socioeconomic circumstances surrounding this era helped prompt the Modernism movement. Discussions revolve around the economic disparities, and some polarizing movements such as Prohibition. Therefore, in a sense, this collection helps launch the Modernism/Great Gatsby Unit.
Students are divided into small groups - usually no more than 3 per group. Each are provided with one painting. During some lessons, I've printed out the pictures for them, but other times I've also provided them with a link and one student pulls up the painting on their computer - for the group; in this manner, they zoom in and really investigate the details. This works well for a small class. By this point in the school year, we've completed the "See - Think - Wonder" activity enough so that it is familiar. Groups go through this process on their own, and then their art work is on the smart board, and they walk the class through their discoveries, interpretations, and questions. Jointly as a class, we speculate about what this image might reveal to us about the time period, it's people, values, etc. How might we see this play out in literature? Eventually I weave in a number of the facts provided below in "Notes to other users."
I conclude with this statement by John D. Rockefeller on the smart board - - it seems to preview some of "The Great Gatsby" themes quite well.
"I believe it is my duty to make money and still more money and to use the money I make for the good of my fellow man according to the dictates of my conscience." - - John D. Rockefeller, 1905
(For background/historical context notes, see below within "Notes to Other Users."
A collection focused on teaching about the power of diverse communities to Grades 3 and up. The artifacts found in this collection are intended to focus on the concept of cultural and artistic traditions by developing an understanding of diverse communities through the compelling question, “How does Culture make us similar or different?” Also, to help students build contextual knowledge under the supporting questions of (1) what is Culture, (2) how does Culture change over time, and (3) what can we learn about a Culture through their artistic traditions? #C3Framework #TeachingInquiry
This activity can be used on its own or as a starting point for an interdisciplinary exploration of the global implications of HIV/AIDS.
This collection includes a three-part activity that can be modified by choosing to spend more or less time considering other viewpoints on HIV/AIDS. It uses Project Zero Thinking Routines and several images that allow students to explore multiple perspectives on HIV/AIDS. I have also created a separate collection with more images that could be used as starting points for further conversation called “The Global Implications of HIV/AIDS - An Interdisciplinary Exploration.”
The focus of this particular collection is to allow students to begin exploring at the individual level and then keep zooming out to the global level to engage with HIV/AIDS as a global issue.
Part I: The individual and Individuals within a Society
Using a work by Felix Gonzalez-Torres and the Project Zero Thinking Routine “See, Think, Wonder,” students can begin the conversation about the toll of HIV/AIDS on the individual level. Depending on student comments, this could also involve individuals within a society. The video included here could be shown as a follow-up explanation or could simply be used to help the teacher and not shown to students. The images of the quilt panel and the poster could both be used with the Project Zero Thinking Routine “Circle of Viewpoints” to help further the society or systems approach. These images allow students to explore the political complexities and how this can directly impact individuals within a group. Again, the video included could be used to enhance teacher and/or student knowledge.
Part II: Engaging in conversations about Society and Global Issues
Students will use the Project Zero Thinking Routine “See, Think, Wonder” to explore the Gapminder HIV Chart graphic (axes have been removed). If the group of students you are working with have less experience with thinking routines in general or are less inclined to take risks in sharing out, skip to the original version of the Gapminder HIV Chart graphic instead. At either starting point, more information can be revealed as students pose thoughts and wonders about the data provided. The link to the TedTalk can help students better understand what the graph is showing and perhaps be another starting point for a dialogue on the complexities of HIV/AIDS.
Part III: Reflection
There is some reflection built into the “Circle of Viewpoints” Thinking Routine but it is worthwhile to also reflect at the end of the activity. I have provided the Project Zero “I used to think…But now I think” Thinking Routine slide but a teacher could also choose to return to the Wrap Up questions provided from the earlier “Circle of Viewpoints” Thinking Routine and revisit what the students had mentioned from Part II.
This collection includes several images that could be used as starting points for students to engage in a dialogue about the complexities of HIV/AIDS. I would very much encourage students to be given choice when exploring a topic from an interdisciplinary approach, but often it can be helpful to provide a starting point. Works of art can be used, as there are opportunities for students to engage in conversations in pairs or small/large groups about multifaceted issues such as this. A painting or photograph can provide a low-risk way of beginning a discussion about challenging topics.
Students should feel free to use other areas of knowledge beyond what I have included such as Geography and History or more detailed topics such as stigma or virology. Data from the local Department of Health could also be used in addition to or in place of the Gapminder HIV Chart. To see a sample exploration that could be used in place of a much larger interdisciplinary exploration, please see the collection titled "The Global Implications of HIV/AIDS."
Starting in 1650, Great Britain began to control and limit the settlers in America by constraining them to cling to the Navigation Acts. In the vicinity of 1650 and 1776, numerous more confinements were put on the pilgrims and they at long last joined together and defied their nation of origin. Both physical and verbal strikes from America were coordinated towards the British. Parliamentary tax collection, confinement of common freedoms, and the inheritance of pilgrim political thoughts all assumed an equivalent part in the prompting of the American Revolution.
My collection will represent the events and materials, that has ignited the Revolutionary War to the Declaration of Independence from the European/British.
This collection is created in conjunction with a professional development workshop facilitated by the National Portrait Gallery and Teaching with Primary Sources Northern Virginia (TPSNVA is funded by a grant from the Library of Congress).
Have you ever wondered if a portrait is a primary source? In this workshop, we will examine portraits from the Portrait Gallery, along with primary sources from the Library of Congress, to consider this question and explore connections between the two distinct collections. Participants will brainstorm and come up with strategies to incorporate these rich resources into their English and social studies curriculum.
Show how each of the these paintings relates to characters, themes, and ideas in The Great Gatsby by F. Scott Fitzgerald.
This collection not only helps launch F.Scott Fitzgerald's great American novel, but introduces discussions regarding Modernism as a cultural movement, the urban environment, prohibition, and transition into the Harlem Renaissance. Use with the collection "The Gilded Age", as a conversation with students discussing the various world events prompting the emergence of Modernism. I do not use the collection all at the same time, but rather different portions, specific paintings, etc. for certain chapters or events in The Great Gatsby.
The collection includes a combination of paintings from the Smithsonian's National Portrait Gallery and the Smithsonian American Art Museum, photographs I have taken, articles from the Smithsonian Magazine regarding The Great Gatsby and Fitzgerald, as well as some supplemental Google Slides presentations. #SAAMteach
This is a collection about Washington before he was a president and many of the things that transpired while he was president of our nation and even after his retirement.
This collection gathers teaching resources on Inca architecture and civilization.
This collection is about the migration that took place from late 1800 to early 1900 as black Americans began to move north for better living conditions. It talks about the impact the Great Migration had on Black and other groups of people in America. It gives examples of black accomplishments and the racism that held many citizens of our nation away from a fair life.
This 1981 issue of Art to Zoo includes insect facts, a brief lesson in insect adaptation,
a bibliography of resources, and a pullout page, "Make Your Own Insect Zoo."
How did African Americans attempt to travel safely in the United States during the age of Jim Crow?
This Learning Lab investigates the question of African American travel during the age of Jim Crow, and how the Green Book assisted by providing African American a directory of welcoming hotels, motels, travel lodges, restaurants, gas stations, and other facilities as they journeyed throughout the United States. This Learning Lab employs the use of primary source analysis of NMAAHC and other Smithsonian unit objects and outside media clips to help answer this question.
NMAAHC, African American, Green, book, travel, Jim Crow, car, road,
segregation, hotel, motel, gas station, restaurants, United States, primary