My project is about the Civil War. The images that I have chosen help give us an idea of what type of weapons the union and confederate used to get an edge over one another. I also include pictures of new technology that helped both sides kill more effectively as well as maps of major battles. These pictures were chosen to help us understand the war better and provide us more information about the war that we may not have known about or learned.
This atrocity that occurred in Paris, France July 16-17, 1942 is remembered as the largest roundup of foreign Jews in Nazi occupied France. The Jews were held in the Velodrome d'Hiver, an indoor bicycling arena, for several days without food, water, or sanitation before families were separated and sent off to German death camps. This event contributes to the remembrance of the Holocaust by proving the very prominent existence of anti-semitic violations happening outside of Germany, even in countries that did not support the Nazi regime in the first place. In addition, this crime led into the perpetuation of the greater takeover of the Nazi party and its anti-Jewish ideals across more vast expanses of Europe.
Art Project that describe the life during 1920s and 1930s
The purpose of this project is to look at artifacts from the 1920s and 1930s and explain why they represent the time it was made.
Abuse & Sexual Violence through Art that makes a difference, makes you think...
This is an online portfolio of the projects I worked on during the fall semester of Design Scholars. I worked in groups and individually on hands-on projects to learn more about architecture, landscape architecture, and interior design. I learned a lot about design in the real world from professional designers. Visiting Weiss/Manfredi and a design college also gave me a new perspective of the process of design.
This collection is about ancient Egypt. My exhibit is called “The Ancient Egypt Collection.” It is about the art, culture, and history of Ancient Egypt. I chose this theme because I have always been interested in this subject, and I don’t think that there are many exhibits about it. I hope that any visitors to this exhibit enjoy themselves and learn more about Ancient Egypt.
The project is about creating a collection of artifacts that where relevant in the 1920s and 1930s.
This Focus on Music in the Victorian Era, in order to see change and Continuity into the Jazz Era
This is a Smithsonian Learning Lab topical collection, which contains images, text, and other multimedia resources that may complement the Tween Tribune feature, How cool new words are added to American Sign Language. Use these resources to introduce or augment your study of this topic. If you want to personalize this collection by changing or adding content, click the Sign Up link above to create a free account. If you are already logged in, click the copy button to initiate your own version. Learn more here.
Images of Vietnam
Assignment: Choose an image and write a story using vivid imagery and character voice.
This collection has images of the Vietnam War to background the novel The Things They Carried. This collection should help to answer the compelling question; was the Vietnam War justified?
This is the hardest collection to ever see the Smithsonian Learning Lab. Get ready to be schooled on the biggest upset in history..The Vietnam War. Oh yeah!
This lesson serves as an introduction to the Edo Period in Japan. The module is centered around the artwork "Southern Barbarians," a folding screen painting depicting the arrival of Portuguese traders to a Japanese port, a common scene previous to the Sakoku (closed country) period. After a close analysis of the folding screen, students contrast the scene depicted in the artwork with the proscriptions of the Sakoku edict of 1635 and the Portuguese exclusion edict of 1639. The stark contrast between these two trade scenarios will help students understand the nuance of the political and economic situation of Edo Japan. Additionally, transitioning from a scene where international trade is robust and ordinary, to the drafting of these two edicts severely curtailing this very trade, will lead students to inquire into the extent, as well as the limitations of the closed country period.
Lesson plan (1 - 2 hours)
1. "Southern Barbarians" illustrates and extends understanding of the ‘Nanbanjin’ as well as Nanban trade previous to Edo Japan. 'Nanbanjin' referred to Southern European, usually Spanish and Portuguese. The teacher will explain the main traits of Nanban art in order to elucidate further details of the artwork other than the ones that the students observe during the routine.
For further reference on Nanban Art, read pages 71-142 of the book referenced here. The text contains multiple other examples of folding screens from the period.
Weston, Victoria. Portugal, Jesuits and Japan: Spiritual Beliefs and Earthly Goods. Chestnut Hill, MA: McMullen Museum of Art, Boston College, 2013. Print.
Link to online copy: https://archive.org/details/portugaljesuitsj00west
2. Class completes a 'See, Think, Wonder' routine with the resource "Southern Barbarians in Japan." The artwork is full of details (such as the man carrying fabric from another Asian port because the Portuguese served as relay traders in the region). This routine might take 30 minutes or more to complete for this reason.
As part of a World History class, the teacher could highlight these historic "easter eggs" in the artwork and tie in other topics from class such as cotton and silk trade, slavery, navigation technology, missionaries in the East or the Portuguese empire and extension among other subjects present in the folding screen.
While at first, the Project Zero routines will help to understand the period, the actors and the reasons for drafting the two edicts, the teacher should also emphasize at the end of the routine why this type of art existed and how Japanese viewed Nanban trade. The purpose is to begin the discussion of Edo Japan with an understanding of the complex world of foreign relations, cultural forces and international commerce at the time.
3. Following this analysis, students perform a close reading and discussion of the edicts of 1635 and 1639. The Project Zero routine 'Explanation Game' should help guide the reading of the edicts. Students first read the edicts on their own, clarify obtuse language, and highlight a few proscriptions that they believe define the Sakoku period. Following this, students complete the 'Explanation Game' routine in small groups.
4. At the end of this introductory lesson, the teacher leads a group discussion on the edicts, establishing the main proscriptions and political reasons to ban the Portuguese traders. Teacher should clarify the political and social situation of Japan at the time, the presence of the Spanish and Portuguese traders in neighboring countries and the expansion of their respective empires. If class will continue exploring the nuances of the Edo Period, then the teacher could also briefly explain the difference in operations between the Dutch traders and the Portuguese traders.
Mini-lesson plan (30 minutes)
The remaining resources in this collection allow to further explore the other foreigners in Edo Japan in order to nuance the discussion of international trade and foreign relations during the period. Smaller groups of 3-5 students can analyze separately various ukiyo-e of foreigners, while completing a 'Question Starts' visible thinking routine and discussing their findings at the end of class period with their classmates.
The Vikings have inspired many artists, writers, and filmmakers with their bravery and unique way of life. However, many misconceptions have developed and many facts are still unknown. In this collection, students will explore the website for the Vikings exhibit while taking notes on the included worksheet. Then, they'll evaluate three works of art (and a team logo) based on the Vikings to gauge how accurately they represent Viking life. Finally, they will be asked to create their own 2-D or 3-D object representing Viking life.
Tags: Norse, inquiry, Viking, Norway, Greenland, Iceland