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Found 732 Collections

 

Disabled Doesn't Mean Unable

George Pagano

Four – Six 45 minute Class Periods

Lesson Overview:

This lesson plan unit is built around the exploration of identity for individuals with disabilities. Students will be asked to examine several items in the collection and answer the following essential questions:  How can unfair/fair depictions of an individual with a disability affect their identity?  How can positive depictions empower an individual?

This theme will be combined with a component of advocacy and change: How can one advocate to make a difference? What causes a change in one's belief system? How can a portrait or image inspire change? How can a portrait or image document change?

Lessons are designed for an 8th grade interdisciplinary team approach: English, social studies, and art class. The plan for this unit includes the synthesis of visual images within the historical context of the promotion of rights for individuals with disabilities.

The subject of self-identity - the recognition of one's potential and qualities as an individual will be explored as well.  

George Pagano
16
 

Digital Science Games, Apps, and Simulations

Digital learning resources from the Smithsonian Science Education Center

Smithsonian Science Education Center
17
 

Digital Interactives in Science

Digital learning resources from the Smithsonian Science Education Center

SmithsonianScienceAshley
17
 

Dieter Rams Good Design

Back in the late 1970s, Dieter Rams was becoming increasingly concerned by the state of the world around him: “An impenetrable confusion of forms, colours and noises.”  Aware that he was a significant contributor to that world, he asked himself an important question: is my design good design? His answer is expressed in his ten principles for good design.

To understand what makes design good, we first must analyse how designers understand good design. You can do this by exploring the ‘Ten principles of good design’ by Dieter Rams (Vitsoe 2017). 

Learning Goals:

  • Explore the principles of good design developed by Dieter Rams
  • Identify the impact of Dieter Rams on past present and future designs
  • Analyse Dieter Rams objects to identify how the principles of good design are applied
  • Consider how the principles of good design can be used to develop design criteria essential for measuring the success of design ideas
Jasmine Kassulke
27
 

Did the Black Panther Party Help or Hurt the Civil Rights Movement?

#TeachingInquiry

1. What did members of the Black Panther Party look like?
2. How did the Black Panther Party help their communities?
3. How was the Black Panther Party viewed by those outside the group?

Richard Duffy
30
 

Destination Moon: Suiting Up for Space

How did the space suit come to look the way it does? From the United States Navy's Mark IV pressure suit to the Apollo AL7 model, this collection explores its evolution. Investigate the hotspots in each image, and watch the videos included. Try to put yourself in the place of an astronaut - what are their needs, and wants? 

Next, investigate the roadmap for the developing Mars One mission. How will a Mars mission differ from the Mercury, Gemini, and Apollo programs?

After exploring the collection, see if you can redefine the "space suit" problem for the next generation of space explorers - specifically those going to Mars.  Will astronauts need more mobility? More protection? What insights did you gain from looking at this collection? Write down the problem and any critical information gained. 

Additional Activities: 

1. Come up with as many solutions as you can to the defined problem. Don't worry about testing them all - let your imagination run wild - and challenge yourself to come up with lots of different solutions. 

2. Talk with a partner to see which solution has the most merit between you both. Refine your idea based on this conversation. 

Finally, prototype! Use simple, inexpensive materials to model your design. 

Christina Ferwerda
7
 

Destination Moon: NASA Art

Established in 1962, the NASA Artists Cooperation Program gave several artists unrestricted access to several NASA facilities. The goal was to communicate the emotional tone and the cultural significance of space exploration.

This collection uses the "Connect Extend Challenge" visible thinking strategy developed by Project Zero at Harvard University. This strategy encourages students to make connections between new ideas and prior knowledge. It also encourages them to make a personal connection to an artwork or topic.

This lesson helps teachers create connections between works of art and the study of space exploration, and to help teachers use art as a force for developing students’ critical thinking.  

Observe and discuss the first image as a class. Use the "Connect Extend Challenge" to discuss the image as a class. Ask the following: 

  • How is the artwork or object connected to something you know about?
  • What new ideas or impressions do you have that extended your thinking in new directions?
  • What is challenging or confusing? What do you wonder about?

Provide any background knowledge that enhances the conversation, using the metadata information about the NASA Artists Cooperation Program. 

Next, divide the students into 4 groups. Have them use the same questions to discuss one of the 4 images that deals the Apollo 11 launch. Wrap-up the discussion by having each group share out key thoughts and responses. Repeat the same process with the 4 images that represent Mission Control (note, Mission Control Images are from a selection of Apollo missions). 

Finally, students should choose one of the final 4 images to investigate, using the "Connect Extend Challenge" to guide their exploration. Their work could be shared verbally in a paired group, or written as a personal essay. 


Christina Ferwerda
13
 

Destination Moon: Apollo Around the Country

This collection explores regional contractors that contributed to the Apollo Program. Union Carbide, North American Aviation, and RCA are just three of the many private firms that contributed goods and services to NASA during the race to put a man on the Moon. 

Have students examine the map of NASA contractors. Ask: 

  • What companies do you know? 
  • Which are closest? Farthest away?
  • What do you wonder about these companies? Their locations? 

Have students investigate the images in the collection. Discuss: 

  • What do you see? What do you think about that? 
  • What types of products or materials were needed on the Apollo mission? 
  • How did companies take advantage of their association with Manned Spaceflight? 

Using the map, encourage students to find items produced by other manufacturers on this database by searching the manufacturer name. Compare the products associated with different companies - what types of products do they see, and what types of products are missing? Are there advantages to having certain things produced closer to the launch site? What types of items could be produced farther away? 

Invite students to find other Apollo-related advertisements from the period using the Internet. What can be said about these advertisements? 

Invite students to create their own advertisement based on the items they find here, as well as research about the NASA-contracted company. 

Christina Ferwerda
12
 

Destination Moon Crew Guide: Apollo 11 Lunar Module Pilot Buzz Aldrin

This topical collection explores the life of Lunar Module Pilot  Buzz Aldrin; it includes images, artifact images, video and websites. Through browsing this collection, students will learn about Aldrin's life, in order to appreciate how his work as a pilot and astronaut impacted his personal and private affairs.

This collection is inspired by the Unveiling Stories thinking strategy introduced by Harvard's Project Zero, which invites students to reveal multiple layers of meaning in stories: 

  • What is the story?
  • What is the human story?
  • What is the world story?
  • What is the new story?
  • What is the untold story?

Have students look at each image, video or resource, and read its descriptions. Ask students to think about or respond to any quiz questions included.

Tags: moon, moon landing, Apollo 11, Apollo XI, Aldrin, space, space race, astronaut



Christina Ferwerda
6
 

Destination Moon Crew Guide: Apollo 11 Commander Neil Armstrong

This topical collection explores the life of Mission Commander Neil A. Armstrong; it includes images, artifact images, video and websites. Through browsing this collection, students will learn influential aspects of Armstrong's life, in order to appreciate how his work as a pilot and astronaut impacted his personal and private affairs.

This collection is inspired by the Unveiling Stories thinking strategy introduced by Harvard's Project Zero, which invites students to reveal multiple layers of meaning in stories: 

  • What is the story?
  • What is the human story?
  • What is the world story?
  • What is the new story?
  • What is the untold story?

Have students look at each image, video or resource, and read its descriptions. Ask students to think about or respond to any quiz questions included.

Tags: moon, moon landing, Apollo 11, Apollo XI, Armstrong, space, space race, astronaut


Christina Ferwerda
11
 

Destination Moon Crew Guide: Apollo 11 Command Module Pilot Michael Collins

This topical collection explores the life of Command Module Pilot Michael Collins; it includes images, artifact images, and websites. Through browsing this collection, students will learn about Collins' life, in order to appreciate how his work as a pilot and astronaut impacted his personal and private affairs.

This collection is inspired by the Unveiling Stories thinking strategy introduced by Harvard's Project Zero, which invites students to reveal multiple layers of meaning in stories: 

  • What is the story?
  • What is the human story?
  • What is the world story?
  • What is the new story?
  • What is the untold story?

Have students look at each image, video or resource, and read its descriptions. Ask students to think about or respond to any quiz questions included. 

Tags: moon, moon landing, Apollo 11, Apollo XI, Aldrin, space, space race, astronaut

Christina Ferwerda
8
 

Designing Alternative Energy Solutions

Climate change is a huge issue facing our society. Our students have expressed tremendous concerns about the global impact of the climate crisis.

As part of this learning lab, student teams are tasked with designing and prototyping an alternative energy solution for NYC.

Before embarking on their own designs, students will use the resources to learn about earlier climate campaigns, what scientists and engineers are doing today and will explore models, prototypes and solutions that are already existent.

sara gottlieb
28
 

Designing a Better Voting Machine: 1880s to Today

Objects are time capsules; they embody values, aspirations, or problems of a particular time and place and mark a stage of technological evolution. This student activity examines voting machines used in U.S. elections over more than a century. Looking closely and understanding the historical objects’ design evolution will inform students’ design of new machine intended to overcome barriers to voting in today's elections. 

The first five images are voting machines from the late 1800s to the early 2000s. Students will explore their parts, purposes, and complexities, then read the Washington Post article "Broken machines, rejected ballots and long lines: voting problems emerge as Americans go to the polls." Finally, students will design (and may prototype) a voting machine.

This collection incorporates two Project Zero Agency by Design routines: Parts, Purposes, Complexities, a routine for looking closely; and Imagine If..., a routine for finding opportunity. Questions in each routine are open-ended and should be used to spark peer discussion in small groups or as a class. For more information on how to use and facilitate each routine, see their resource tiles at the end of the collection, as well as the Agency by Design website.

Keywords: vote, voter, maker, making 

Tess Porter
13
 

Design with Empathy: Michael Graves Case Study

This collection is designed to explore the essential question: How do designers understand and experience the needs and wants of stakeholders? 

It looks into the design with empathy approach used by Michael Graves to design and test the Prime TC wheelchair for use in a hospital environment.  

Objectives:

  • Examine methods for developing empathy for your stakeholders  
  • Gain familiarity with the design process 
  • Understand what the steps of the design process might look like in application 

Unpacking Questions: 

  • What kind of things did the designers research?
  • What methods did they use to research and document primary data? 
  • Who worked with the designers on this project? What value did this add to the project perspective?
  • Which stakeholders did the design specifically accommodate? 
  • How were stakeholder needs prioritised?
  • What were the main issues the designer was trying to combat? 
  • List the steps of the design process evident in the case study.


Jasmine Kassulke
22
 

Design Storytelling: Creating Narratives around Design Objects

Try something new with us. Selecting from the objects in this collection, pulled from current Cooper Hewitt exhibitions Contemporary Muslim Fashions and Willi Smith: Street Couture, craft a narrative, real (researched) or imagined. Think of it as a creative exercise using creatively-designed objects. 

Cooper Hewitt, Smithsonian Design Museum
25
 

Depictions of Water in American Impressionist Painting

This collection explores different water scenes painted by nineteenth and twentieth century American impressionists. It looks at both technical vocabulary for art, and Impressionism as a movement. It uses multiple mediums and explores different artists over the period.

This lesson aims to:

  • Introduce students to Impressionist techniques in art, we well as specifically introduce American Impressionist painting.
  • Encourage discussion of the representation of water in the context of the Museum on Main Street (MoMS) exhibition Water/Ways.
  • Teach some foundational artistic concepts and vocabulary at the intermediate level to students, including: basic color theory, brushwork, expression, and mood.

Students should be able to:

  • Describe visual elements of painting with specific vocabulary.
  • Compare multiple paintings and artists, in terms of specific visual elements.
  • Compare artwork based on the representation of a specific subject: water.
  • [Optional Activity] Reproduce at least one technique from the following categories: color and brushwork.  
SITES Museum on Main Street
18
 

Depictions of Water in American Impressionist Painting

This collection explores different water scenes painted by nineteenth and twentieth century American impressionists. It looks at both technical vocabulary for art, and Impressionism as a movement. It uses multiple mediums and explores different artists over the period.

This lesson aims to:

  • Introduce students to Impressionist techniques in art, we well as specifically introduce American Impressionist painting.
  • Encourage discussion of the representation of water in the context of the Museum on Main Street (MoMS) exhibition Water/Ways.
  • Teach some foundational artistic concepts and vocabulary at the intermediate level to students, including: basic color theory, brushwork, expression, and mood.

Students should be able to:

  • Describe visual elements of painting with specific vocabulary.
  • Compare multiple paintings and artists, in terms of specific visual elements.
  • Compare artwork based on the representation of a specific subject: water.
  • [Optional Activity] Reproduce at least one technique from the following categories: color and brushwork.  
Mary Byrne
18
 

Depictions of Children

Viewers will consider how images of children have changed over the past 300 years. Artwork selections include a large variety of individual and group portraits of both male and female sitters/subjects in a variety of styles for the purpose of analyzing the elements of portraiture (expression, pose, clothing, hairstyle, setting, objects, etc...) in order to help students gain a better understanding of social norms in the context of place and time. This collection was created in conjunction with the National Portrait Gallery's 2018Learning to look Summer Teacher Institute.

#NPGteach

Michelle Zimmerman
60
 

Deciphering the Code: Understanding Messages Through Symbol Exploration

This collection provides opportunities for students to uncover the complexity behind symbols found in art and artifacts.  Curiosity and wonderment are sparked as students use close looking strategies to precisely describe what they see.  Students can then apply these findings to reveal a deeper meaning behind the symbols and the identities of the designer and users.  Students will be inspired to create their own stamps as they explore how symbols share messages and bridge connections to people and diverse cultures.

Andrea Croft
31
 

Decades of Transformation: Bridging the 1920s and 30's

Each item in this collection reflects the changing culture of America between the two World Wars. As we read The Great Gatsby and Of Mice and Men, consider how these pieces show the change of mindset across the decades.

Your task: select 5 artifacts and write a short paragraph for each saying how the object relates to 1) the era it is from, 2) to two texts, and 3) the other objects in you collection. Do not answer the three items like a list; rather, think about having your entire paragraph answer these questions: Why did I choose this object for this collection? What does it add to the whole? How can I interpret this object for the visitors of my gallery?

For your writing voice, sound authoritative, like a museum placard (those little signs next to objects). You do not need direct text evidence, but you do need to reference one or both of the texts.

Jacob Carlson
29
 

DBQ: Dust Bowl

Answer the questions based on the documents. Remember to observe the picture/writing first and then move toward analysis. 

Keywords: poverty, rural, urban, new deal, inquiry strategy, global context, 1930s, 30s, dust bowl, 

Bryan Pasquale
5
 

DBQ: Dust Bowl

Answer the questions based on the documents. Remember to observe the picture/writing first and then move toward analysis. 

Keywords: poverty, rural, urban, new deal, inquiry strategy, global context, 1930s, 30s, dust bowl, 

Mary Godley
5
 

Daniel Boone and American Ginseng: Truth and Legend

Who was Daniel Boone? Was he more than a stereotypical American frontier hero? Explore Daniel Boone and his relationship to the native plant, ginseng, through this collection and series of activities. 

Daniel Boone (1734-1820) spent much of his adult life blazing trails through the American wilderness. Through exploration and opening the wilderness, Boone and others were able to exploit its many rich resources, including the profitable plant American ginseng. He rose to the status of American legend, becoming known as someone who braved hardship and danger to bring the earth's resources to the market. The legend of Daniel Boone and his-lost-ginseng illustrates the way such stories can reflect historical fact. But become exaggerated or distorted through many generations of story tellers, and, now, via the internet. History and fiction become intertwined. 

While the days of American pioneers are long gone, people still search for and gather wild ginseng in the mountainous regions that Boone frequented. Learn more about Boone's adventures and American ginseng throughout this collection. Be sure to click the Information icon to learn more about each item. 

To learn more about Daniel Boone and his efforts to explore the wilderness, visit the Learning Lab collection -The Wilderness Road- .

Julia Eanes
25
 

Curation...The Latest (and Equally Important!) C for Education

This collection is a curated collection of images that can be used with a lesson plan on curation. Each of the images has some possible connection to a social justice theme and the question asked by the creator of the collection is, "How might we approach conversations about curation and social justice?" Each of these images adds a unique and interesting dimension to a conversation about curation, the people whose stories are selected for view, and how those stories are empowered and/or disempowered by the stories that they are surrounded by. How do we make decisions about these topics? What do we do when we are asked to include in a curated collection pieces that change the story we might want to tell? How do we deal with the multi-faceted stories and sometimes contradictory stories of the people we select for our collections? 

It is important to ask these questions and have dialogues with students about how we come to our conclusions, make our decisions, and wrestle with these concepts. In a world of tweets and ever expanding stories/information it is important sometimes to talk about how we work with the realities of physical spaces where there isn't always enough wall real estate to highlight everyone all of the time. In those situations, how decisions are made, who is brought to the forefront (and who is not), and how our own beliefs/biases/views of the world play into those decisions all matter. 

How might you curate this collection in many ways? Who is still missing and why does it matter that we ask the questions at all? 

While this is intended to be a companion collection to a lesson on curation, the questions above may stand on their own. This collection is intended to be the beginning of a conversation, and not a stand alone collection; however, the lesson is also available in the collection as a downloadable PDF. 

#NPGTeach

Sean Wybrant
40
529-552 of 732 Collections