This is a single document with hot spots and questions used to model primary source analysis for a sixth grade class. It is drawn from a collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States. You can find the full collection here:
Questions to consider are:
a. Who are the Weikers?
b. Where did they live?
c. When did they live? What can they tell us about this time in history?
d. How were they affected by Nazi Germany?
e. What did they feel about the Nazis?
Tags: Nazi Germany, Holocaust era, primary sources, Pittsburgh
A set of resources to implement the cotton boll activity presented in the Smithsonian's Let's Do History Tour.
Imagine you are George Armstrong Custer's ghost. Using these resources and the information you learned in class, write a letter to your wife Elizabeth "Libbie" Bacon Custer explaining what went wrong at the Battle of the Little Bighorn which ultimately led to the demise of you and your men. In your letter, include an analysis of strategic errors, who was to blame for the defeat, and what you would do differently if you had a second chance to fight the battle.
This student activity begins with an analysis of two portraits of James Baldwin by different artists. Then, students are asked to create their own portrait of Baldwin by remixing source material from this collection. Student portraits should answer the following questions:
1. How do you think James Baldwin should be remembered?
2. What are Baldwin's contributions to American life and culture?
Students may need to do additional research on Baldwin and his life in order to complete this assessment. This is an opportunity for students to learn about and explore the life of a revolutionary writer who presents a unique view of the civil rights movement and status of African-Americans in the United States.
Choose just one of the documents and explain the following about your selection:
What item or items in the image best matched a symbol, conflict, plot point, setting, or other literary element in your novel?
Did the document directly match the setting in your novel in some way (Time (day/night/season, Era, Place - city/state/country, Location - buildings, parks, specific area within the place, Occupation)? If so, identify and explain
Why did the other documents not fit as well?
Worth 15 points for completing answers to each question - use the Info tab to find the titles, use the titles when writing a response to these questions through a Google Doc
This collection supports the Week 5 lecture for the Harvard Extension School course MUSE E-200 Smithsonian and the Twenty-First Century Museum: Leadership Strategies. This fifth lecture is titled The Business of Museums.
The course can be found on the Harvard Extension School's Canvas site at https://canvas.harvard.edu/courses/19789
How has building online, digital and social communities changed over the years? This collection for Digital Media focuses on different aspects of community through different eras and mediums. Consider this question as you flip through the collection: what other piece of technology would YOU add to this collection that would also fall under the category: development of technology, a focus on social community.
This is a topical collection of resources related to the Negro Leagues. Students and teachers can use this collection to supplement United States history lessons from after the Civil War through the mid 20th century. Sports often echoes social and cultural changes that take place in the nation and reflect the norms of the times.
tags: baseball, civil rights, African-Americans, Homestead Grays, Satchel Paige, Hank Aaron, Buck Leonard, Josh Gibson, Cuban Giants
This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.
Essential questions include:
- What are the four main goals of the government during World War I?
- Why and how did propaganda creators target specific audiences with their messages?
- What are the effects of changing the medium or form of propaganda on how it might be received?
Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect