Found 5,751 Learning Lab Collections
Welcome to the National Museum of African American History and Culture Collection Grid for the 2018 NHD Theme!
Below are some documents, images, objects and videos to help you explore the 2018 NHD theme: Conflict and Compromise in History. These documents, images, objects and videos are intended to help highlight the African American experience and perspective in American and international history.
These documents, images, objects and videos may help you form an idea for a project topic or they may help to expand the narrative of your selected project. Click on the text icon for possible project connections, questions to help with analysis, creative activities, and/or the paper clip icon to reveal questions or comments to spark your curiosity.
NHD at NMAAHC 2018 - Conflict and Compromise in History: Free People of Color in Antebellum America Making A Way Out of No Way
Welcome to the National Museum of African American History and Culture Collection Grid for our 2018 NHD theme book article: "Conflict and Compromise: Free People of Color in Antebellum America Making A Way Out of No Way."
Below are some objects and images to help you explore the lives and consider the perspective of free African Americans during the Antebellum Era. These objects may help you form an idea for a project topic or they may help to expand the narrative of your selected project.
Click on the information icon to learn more about the history or archival information of the objects and images.
Click on the paperclip icon for examples of project connections, close reading activities, and selected focuses to highlight interesting aspects of an object or image.
Utilizing primary sources and other material, students can explore the subject of Buffalo Soldiers and their role in American history.
Keywords: NMAAHC, African American, soldiers, westward, buffalo soldier, primary sources, multiple perspectives
An innate function of being human is to preserve and share our experiences and stories. African American men and women have researched and recorded their history despite enslavement, racism, segregation, sexism, and opposition. Their research helped expand the known narratives of American and international history through the African American perspective and interpretation of historical sources. This Learning Lab explores selected African American historians of the nineteenth and early twentieth centuries. Their research and works were critical to the foundation of African American studies and their activism helped open doors for future African Americans to enter and contribute to the field of history. The Smithsonian's National Museum of African American History and Culture, situated in the heart of the nation’s capital, serves as the physical manifestation of the efforts of African American historians featured in this lab.
Keywords: NMAAHC, NMAAHC Education, African American, historians, history, primary sources, stories
HOW TO USE THIS LAB:
Use the book excerpts, documents, images, objects, and media related to a highlighted historian in the Learning Lab to answer the questions provided in the Discussion Question page and/or or use them comparatively with information in your history textbook about the highlighted historical period.
- Revolutionary War (Squares 3 - 10)
William Cooper Nell (1816 – 1874) was born to a prominent African American abolitionist family in Boston, Massachusetts. As a young man, he was mentored by William Lloyd Garrison, wrote for Garrison’s abolitionist newspaper the Liberator, and was influential in the fight against segregation in Boston’s public transportation and accommodations during the 1840s and 1850s. In 1855, Nell authored The Colored Patriots of the American Revolution, making it one of the first historical works to focus on African Americans.
- Civil War (Squares 11 - 18)
George Washington Williams (1849 – 1891) was born in Bedford Springs, Pennsylvania. At the age of 14, he joined the Union Army during the Civil War. After the war, he finished his education in Massachusetts, became a minister, and founded a newspaper, The Commoner. By 1880, Williams moved to Ohio and became the first African American elected to the Ohio General Assembly. As a historian, Williams is most famous for writing the first comprehensive history of African Americans in the United States, a two-volume work called the History of the Negro Race in America from 1619 to 1880; as Negroes, as Slaves, as Soldiers, and as Citizens (1882). In 1887, he published A History of the Negro Troops in the War of the Rebellion.
- Reconstruction (Squares 19 - 25)
William Edward Burghardt Du Bois (1868 – 1963) was born in Great Barrington, Massachusetts. His studies, which focused on African American history, anthropology, and sociology, took him to study in Tennessee, Germany, and finally back to Massachusetts where he became the first African American to graduate with a PhD from Harvard. In the quest for civil rights, Du Bois helped established the Niagara Movement, and its successor, the National Association for the Advancement of Colored People (NAACP). As a historian, he wrote widely on the African American experience, but one of his best-known works was Black Reconstruction in America (1935). While Black Reconstruction was refuted during the early twentieth century, the work is now considered one of the foundational texts of how Reconstruction is interpreted by today’s mainstream historians.
- Women and Gender History (Squares 26 - 31)
Anna Julia Cooper (1858 – 1964) was born to her enslaved mother and her white slaveholder father in Raleigh, North Carolina. She pursued education from an early age, as well as fought for women’s rights and gender equality. As a scholar at Oberlin College, she protested sexist treatment of women by taking courses and gaining degrees in subjects typically designated for men. She became an influential educator in Washington D.C. who saw her students attend some of the most prestigious colleges in the country. In 1925, Cooper completed her graduate studies at Sorbonne, University of Paris. She became the fourth African American woman to earn a PhD in History. In 1892, she wrote, A Voice from the South by a Black Woman of the South, focusing on the history and experiences of African American women in the South, and the need for their education to uplift the African American community as a whole.
- The First World War (Squares 32 - 37)
Carter Godwin Woodson (1875 - 1950) was born in New Canton, Virginia. He is known as the “Father of Black History” because of his numerous contributions to the field. Woodson was the son of poor, but land-owning former slaves. As he worked to support his family’s farm he did not enter high school until age twenty. Woodson earned his first degree from Berea College in Kentucky. He then worked, studied, and taught internationally before receiving his Bachelors and his Masters from the University of Chicago, and later his PhD from Harvard University. In 1915, he founded the Association for the Study of Negro Life and History (now the Association for the Study of African-American Life and History), and in 1916 published the Journal of Negro History (now the Journal of African American History). In 1926, he established Negro History Week, which would later become Black History Month. In 1922, Woodson wrote The Negro in Our History, which covered African American history from African origins to the First World War. Woodson believed that history should not be a mere study of facts but the analyzation and interpretation of historical evidence for a deeper meaning.
- African American History: Slavery and Freedom (Squares 38 - 46)
John Hope Franklin (1915 – 2009) was born in Rentiesville, Oklahoma. In June 1921, the Franklin family endured and survived the deadly Tulsa Race Riots. Franklin earned his Bachelors from Fisk University, and would complete his Masters and PhD at Harvard. In 1949, he became the first African American historian to present at the Southern Historical Association. He was also the only African American to serve as the president of the American Historical Association and the Organization of American Historians. Franklin wrote widely on the African American experience, with his most notable work being the 1947 publication of From Slavery to Freedom: A History of Negro Americans. Today, the work is in its tenth edition and is a staple of American history courses.
Utilizing the Many Lenses Online Exhibition and associated primary source resources, educators and students can explore the multiple perspectives of three American history and culture museums around the subject of Buffalo Soldiers.
Keywords: NMAAHC, African American, soldiers, westward, buffalo soldier, Many Lenses, primary sources, multiple perspectives
This Learning Lab contains a sorting activity about African Americans in the military.
This Learning Lab collection will address the following: C3 Social Studies Framework Standards:
- D2.His.3.6-8 Use questions generated about individuals and groups to analyze why they and, the developments they shaped, are seen as historically significant.
- D2.His.4.3-5 Explain why individuals and groups during the same historical period differed in their perspectives.
- D2.His.12.9-12 Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
Welcome to the National Museum of African American History and Culture Collection Grid for the 2017 NHD Theme!
Below are some objects and videos to help you explore the 2017 NHD theme: Taking a Stand in History. These objects will help you consider the perspective of the African American experience in history.
These objects may help you form an idea for a project topic or they may help to expand the narrative of your selected project. Click on the text icon for possible project connections and/or the hotspots to reveal object questions to spark your curiosity.
The artifact questions should encourage viewers to think and explore the history of the object or video on their own!
This Learning Lab from the National Museum of African American History and Culture (NMAAHC) will explore the connection between visual art and history.
When studying history, it is important to remember that all historical sources do not look the same. Visual art, being an active response to a stimulus, serves as a mirror to the contemporary landscape. Art engages in a conversation with history while acting as a visual expression of contemporary thoughts and ideas.
Through the visual art piece "Walking" by Charles Henry Alston (1958), students will learn more about the events and cultural context of the 1950's including the Civil Rights Movement and the role of women as social activists while honing their visual literacy competency. Students can use this Learning Lab collection to help sharpen their historical thinking skills and expand their conceptions of historical sources.
The purpose of the project is to collect artifacts of 1920s and 1930s that showed the significance of these two decades.
A collection to give students an undertanding of the relationship between entrepreneurship and innovation over time. The key component is applying the design thinking process to their current thought process. The wallet challenge begins this unit in having students design a prototype while using the design thinking process. Next they will analyze how prototypes have advanced due to technology and innovation. The purpose is to link the importance of applying a thorough thought process when designing and inventing.
This teaching collection helps students to think critically and globally by using two Thinking Routines to explore the painting, "Shifting States: Iraq," by Cuban American artist Luis Cruz Azaceta. The work is a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.
Included here are the work itself from the Smithsonian American Art Museum, a video with curator E. Carmen Ramos, another video from Articulateshow.org, two suggested Thinking Routines - "Colors, Shapes, Lines" and "The 3 Y's" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, and three other works by Azaceta in the Smithsonian collections.
For use in Social Studies, Spanish, English, American History, Art History classes
In this collection, students will learn about Asian American history in Austin. Austin is home to many Asian Americans along with their rich history, culture, and traditions that are preserved and passed on to future generations by their families and communities. This exhibit showcases some of the history that is lesser known but nevertheless important to document and remember. All of the images can be found at the Austin History Center, which houses an Asian American Archival Collection of manuscript collections, photographs, clippings, books, periodicals and other items.
This exhibit was developed by the City of Austin's Asian American Resource Center and the Austin History Center.
Educators and students may use this online exhibit to supplement Texas History lessons and as a supplement to the full exhibit stored at the City of Austin's Asian American Resource Center (AARC). Currently, Waves of Hope is not on display at the AARC. Please contact the site at 512-974-1700 or firstname.lastname@example.org with any questions.
keywords: texas history, asian american, Texas asians, austin, austin history, austin history center, immigration
This collection includes an oral history interview with Grant Hayao Ichikawa (April 17, 1919- December 3, 2017). Ichikawa was a U. S. Army veteran who enlisted after he was relocated to a Japanese American incarceration camp with his family in 1942. The interview includes a first-hand account of the impact of the bombing of Pearl Harbor on Japanese Americans.
Complementary resources to the podcast audio file include: a National Museum of American History teachers' guide and images, Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting your own oral history, and additional video and audio oral histories with Grant Ichikawa from the Library of Congress American Folklife Center.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Keywords: Congressional Gold Medal, veteran, internment camps, World War II, commission, wartime, close listening
#APA2018 #EthnicStudies *This collection was created to support Unit 2: Culture and Resistance, oral history project assignment of the Austin ISD Ethnic Studies Part B course.
This collection explores the necessity, logic, and fairness of the inclusion and/or exclusion of people of history based on gender and/or race.
Looking Using the Puzzle Strategy
Looking using several various strategies.
Easily customization by simply using as an individual or group lesson or by requiring all, some, or one of the additional group portraits.
Researching People and Inventions
Recognizing Bias and Objective Analysis
Understanding the Difference Between Bias and Prejudice
Argumentative Essay Writing (Designed as a timed writing for AP Lang, but the prompt could easily be turned into a formal writing assignment.
This collection will be used for a gallery walk, to introduce students to some of the big ideas in Henrik Ibsen's A Doll's House.
Students will explore the thought process in being an entrepreneur through the lens of mastermind Steve Job over the course of his lifetime. They will be tasked with different activities in exploring prototypes and innovative ways of inventing over time.
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.
Learning about the Unconstitutional Deportation of American Citizens in the 1930s through an Individual's Experience: Emilia Castañeda
This collection includes a video interview and testimonial with Emilia Castañeda (April 10, 1926). Castañeda was a young Mexican American girl when she and her family were forced to leave their home and deported to Mexico from the United States in the 1930s. The interview includes a first-hand account of the impact of the federal government's forced removal of Mexican Americans.
Complementary resources to the short film include: Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting an oral history, and additional articles, videos and podcast files highlighting this history.
Use this collection as an extension to the LA Plaza de Cultura y Artes' collection, Unconstitutional Deportation of American Citizens in the 1930s. *This collection was created to support Unit 1: Intersectionality of Economic, Politics and Policy, Judicial Issues of the Austin ISD Ethnic Studies Part B course.
This Smithsonian Learning Lab collection received Federal support from the Latino and Asian Pacific American Initiatives Pool, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.
Keywords: unconstitutional deportation, Mexican Americans, repatriation, Great Depression, close listening
This collection highlights variations on a theme through works of art: George Washington Crossing the Delaware, George Washington Carver Crossing the Delaware and Shimomura Crossing the Delaware. Comparisons of these works could serve as springboards for discussions about identity, immigration, "master" or dominant narratives in history, and hero myths.
This collection includes student activities and learning to look questions, as well as additional teacher resources for extending the lesson. Students will use the primary sources to understand the changing perspectives and perceptions of Japanese Americans in the World War II era.
Keywords: Japanese Incarceration, George Biddle, Franklin D. Roosevelt, WW2, WWII, analysis, written response, essay, text, Max Yavno, Pearl Harbor, Works Progress Administration (WPA)
Look carefully at these artworks by Joan Miró. What do you notice? How are objects represented?
Look closely at this collection of artwork. What do you notice about Jacob Lawrence's style? How does he represent people and objects?
Is American Culture always perceived in the same way by everyone or does it differ from person to person?
A design project’s aesthetics and cultural impact are usually the primary consideration as to the effectiveness and quality of a designer's approach to problem-solving. What is often overlooked in these perspectives are the various preliminary approaches that designers employ—how do we visualize and ultimately share our ideas with others?
Within design education, projects are usually conceived to help expose students to the “design process,” an often-complex journey of experiments and discoveries. This process helps guide students in the creation of future successful design solutions. With the progress of the digital experience (PowerPoint presentations, iPhone apps, and Virtual Reality), the art of the sketch seems to be a casualty of the current state of the design process.
What can we learn from a sketch? Is the sketch a dead art form, forever packed away in folders or archives never to be seen again? Or, can we reevaluate its historical contributions in the design process and creation of artful typographic syntax and hierarchy, image creation, and narrative development?
Most often, these small, thumbnail sketches speak only to a limited audience (Art Directors, other designers, or only the designer themselves) and, therefore, usually have a limited impact. But, in the hands of a skilled and creative designer, these sketches can mean the difference between success or failure, the green light, or the idea being squashed.
As a supplement to several educational design projects, this collection attempts to expose students to the value of the simple pencil sketch. How can we use the sketching process to encourage young designers to visualize away from the computer and avoid the digital “sameness” pervasive in our visual world?
This collection attempts to chronicle the process of various designers and their projects (both large and small, complex, and simple) and presents their approach to preliminary ideation through the sketching process. The collection includes thumbnails, photographs, color studies, line reductions as well as the completed project in hopes of revealing The Value of a Simple Sketch.
Willi Kunz, (1943 - ) Swiss-born Kunz, played a significant role in the introduction of the new typography developed from Basel to the United States, where he currently lives and works.
Dan Friedman, (1945–1995) noted American graphic and furniture designer and educator. One of the significant contributors to the New Wave typography movement.
Painter Piet Mondrian (1872–1944) was the leader of the Dutch De Stijl movement, where he implemented an extreme visual vocabulary consisting of planes of primary colors, simplified right angles, and linear accents.
Tom Engeman, (1934 - ), American designer and Illustrator who has designed and illustrated several stamps for the United States Postal Service, including the Flags of Our Nation forever stamps and the 150th Anniversary of the Smithsonian commemorative stamp.