At our core, we are railroad people. The railroads, for better or worse, shaped the cities in which we live and the spatial relationships between the rural and urban areas of the United States. Railroad language creeps into our vocabulary. We are always getting derailed, or off-track, or, if angry, we are steamed or getting ready to blow our stacks! Our understanding of time and of time zones and our ability to trace the minute shifts of seconds and minutes is a product of being a railroad nation. And, until recently, as one of the largest employers in the United States, many people have a personal family connection to working on the railroads. Railroads started well before 1869, but it was not until that year that the nation was bound together by a transcontinental system. On May 10, 1869, the driving of a golden spike, signaled the ceremonial end to a process that had been going on for years. Two companies, one starting in Omaha and the other in Sacramento competed to lay track. Their reward for each mile was government money and lots of it. By the time that they met at Promontory Point, Utah, vast sums of money and untold human labor and sacrifice had been expended on this incredible human endeavor. A single track united the continent. What used to take months by wagon train, could now be measured in mere days. It changed everything, forever.
-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
Objectives: To build reading comprehension skills through analyzing texts and to build writing skills. These skills will be acquired through student engagement built by participating in activities which work together to help students consider the unifying theme of Community.
Skills Taught: Students will be able to discuss a theme that is common to various works of media including visual art and text. Students will be able to provide supporting evidence for their responses in both discussion and writing in order to support their comprehension building skills and to demonstrate their comprehension.
This collection was used as part of a professional development session.
This 1983 issue of Art to Zoo includes lessons and activities that explore prejudice and related issues.
Introduction: Exploring the Legacy of Roberto Clemente
How does our world influence our lives and how do we contribute to the world? Far from Roberto Clemente’s birthplace of Puerto Rico stands a bridge in his name. In what ways does this bridge in Pittsburgh, Pennsylvania, represent Roberto Clemente’s legacy? By applying Project Zero routines, student groups build bridges as metaphors to explore the legacy of Roberto Clemente.
Building Bridges: An Approach to Understanding Product and Process
How might our Learning Lab investigation combine with the design process to deepen concept understanding and uncover complexity? What are the benefits of shifting our learning environments to cultures of contributions in communities of learning for all students and teachers? What connections can we find between Roberto Clemente’s legacy and our construction process?
Within the arc of the lesson are opportunities for teacher-led routines and independent/small group application. With a stress on process, the reflection opportunities are embedded within the design steps as students use thinking routines to translate research findings into elements of a bridge to share understanding. The thinking routines included within this collection are rooted in Project Zero research including Making Thinking Visible, Global Thinking, Agency by Design, and Edward Clapp's Participatory Creativity.
Procedure Part 1: Exploration and Documentation
The first phase of this lesson provides learners with opportunities to explore the life of Roberto Clemente. Begin by displaying the first piece in the collection, the portrait. Find a link to lines of inquiry by clicking the paperclip icon. Find questions and thinking models to promote close looking to help students make connections and support claims with evidence. Document ideas and highlight the hanging questions generated with the goal of understanding Roberto Clemente’s life, or legacy.
The next pieces in the collection go together. One is a link for learning the +1 Routine for viewing the other, the movie “What Roberto Clemente Meant to Baseball”. Allow the learners to share key concepts about Roberto’s Legacy adding to earlier documentation (suggestion: collect ideas on sticky notes and display on the board).
Pose the question referencing the ongoing documentation: “What are we noticing about influence and contributions? What influenced Roberto’s legacy and what contributions did Roberto make to the world?” Display Circles of Influence to Study Legacy for sharing and organizing this thinking as the research resumes. Model the process of taking the ideas collected during the exploration and placing them within the different circles (each circle could be a separate poster with another poster between them).
The next steps could take different configurations, from teacher-led to small groups/individuals, to match the needed levels of support and modeling. Using these learning lab resources, students explore the pieces and website links to interact and collect ideas. Over time, findings are shared on the class input/output posters based on the Circles of Influence to Study Legacy. Provide opportunities for the whole group to explain, discuss, and refine the findings. Keep this thinking visible for the next part of this lesson.
Procedure Part 2: Building Understanding Through the Construction Process
Share how a bridge is named after Roberto Clemente located just outside of the Pittsburgh Pirates baseball stadium, PNC Park. Ask how this might be a fitting symbol, or metaphor for Roberto’s legacy. By making connections to collective findings from Part 1, groups are tasked with building a symbolic bridge to represent Roberto Clemente’s legacy. Using the Parts/Purposes/Process routine, groups document the process contributions as well as how characteristics of bridge pieces (and the bridge as whole) connect to different aspects of Roberto’s legacy (look back at documentation from part 1).
Materials and tools provided may vary (cardboard, construction paper, blocks, Legos…) depending on time, space, and age group. In addition, one member of each group is selected to document different types of contributions members make in the task. Meet with this set of observers to discuss the task and explain how they will also be doing this documentation while also participating. Review and provide the Participatory Inventory tracking sheet. Also, prepare large Parts/Purposes/Process charts for each group. The construction time is ideal for asking student groups to unpack the thinking as it takes shape.
When groups have completed construction and analysis, allow time for a gallery walk. The Connect-Extend-Challenge (connections to ideas documented by other groups) routine can support this type of thinking for closing discussions as ideas are shared about metaphor, process, and implications.
Have you ever had a really great science fair project? Have you invented something? Have you had an idea that would be a great help to you or someone else? If so, you need to learn about patents. Patents help protect unique ideas, like the mousetrap. On this episode of STEM in 30, learn about patents, and how they are used.
September 20, 2017
Using primary source resources, educators and students can explore the multiple perspectives of three American history and culture museums around the subject of Buffalo Soldiers.
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.
Focusing primarily on the Korea during the Silla and Goryeo periods, this collection aims to consolidate Buddhist art in Korea as contemporary to Tang China.
CA content standard 7.3.1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.
The purpose of this project is to learn about our history in the 1920s and 30s, and see how they lived, and take facts from their lives.
Looking at artifacts from WWI and explaining the significance of the decade it was from
How did women impact the work force?
The purpose of this project is to describe the time and artifacts of the 20's. This collection shows symbols that represented the 1920's particularly the areas of:
- Harlem Renaissance
- New Roles for Women
- Jazz Music