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Found 5,965 Collections

 

wounded knee ben alcorn

American soldiers attacked the Lakota Indians in an adept to dis arm them. But during the attempt to disarm the Lakota there was a shot fired, which no one knows who fired. Immediately after the shot was fired the American soldier open fire on the Lakota and the Lakota returned fire. For several hours the soldiers pursued the Lakota and indiscriminately fired on them. The official count in 1890 there were 153 Lakota dead and 25 soldiers dead. But due to recent investigations the count was at least 300 Lakota died.

'Wounded Knee, 1890.'' Violence in America, edited by Ronald Gottesman and Richard Maxwell Brown, Charles Scriber's Sons, 1999. U.S. History in Context, link.galegroup.com/apps/doc/BT2350011479/UKIC?u+pl12751&xid+4bb5e6. Accessed 29 Mar. 2017.
ben alcorn
1
 

Wounded Knee, Past and Present

Wounded Knee is often portrayed as the closing point of the wars between Native Americans and the United States government in the late 19th century. However, the place also marks a moment of historic protest. This collection can be used to explore the importance of place in protest movements as well as the history of violence and resistance for indigenous people in the United States.

  • How should the site of Wounded Knee be remembered?
  • Why did the activists choose to occupy Wounded Knee? What is the significance of that place?
  • How were the actions of the American Indian Movement activists similar or different to their ancestors? Consider motives, strategies, and successes, and partnerships.
tags: Sitting Bull, Oglala, Sioux, Lakota, occupation, massacre, DAPL, Dakota Access, Red Cloud, Kicking Bear, Ghost Dance, cavalry
Kate Harris
9
 

WPA Projects of the Great Depression

Works Progress Administration

Bridget Trabbold
5
 

Writing Flash Fiction from Art, Part 1

In this Collection, students will choose art to help generate a piece of original flash fiction. 

Flash fiction - which is limited to 750-1500 words - is uniquely useful to developing writers because it allows them to practice their writing skills over a number of shorter pieces.  The artwork is of great purpose to creating Flash Fiction because it can provide a writer with three of the five essential elements - Setting, Situation, Sensory Detail - as identified by  Katey Schultz of the Interlochen College of the Creative Arts.   Another useful resource is found here.

This assignment is the first of a series of assignments in which students develop Flash Fiction from art pieces, giving them the opportunity to develop their skills over time, then revise and edit and submit a final piece.

Julie Harding
32
 

Writing Flash Fiction from Artwork Part II

In this Collection, students will choose art to help generate a second piece of original flash fiction. 

Flash fiction - which is limited to 750-1500 words - is uniquely useful to developing writers because it allows them to practice their writing skills over a number of shorter pieces.  The artwork is of great purpose to creating Flash Fiction because it can provide a writer with three of the five essential elements - Setting, Situation, Sensory Detail - as identified by  Katey Schultz of the Interlochen College of the Creative Arts.   Another useful resource is found here.


Julie Harding
38
 

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Kathy Powers
66
 

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Susan Stokley
66
 

Writing with Imagery to Create Mood: The Lost Balloon

This lesson plan was developed for 7th grade Language Arts as a workshop for students who are writing and revising a personal narrative. The lesson creates an opportunity to see with a piece of artwork how visual details create mood. 

Katie Cahill
2
 

WWI

Various Items Centered Upon WWI
James Cazier
11
 

WWI Propaganda

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

Kate Harris
14
 

WWI Propaganda

Anna Parker
16
 

WWI Propaganda

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

Lisa Major
32
 

WWI Propaganda

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

Edward Elbel
30
 

WWI Propaganda

What are the stories being told in these primary sources?

Lisa Koch
55
 

WWI Propaganda

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

Adam Baer
20
 

WWI Propoganda

This collection focuses on some of the propaganda posters that were used during WWI,

SHERRI KELLER
8
 

WWI: How History Shaped Technology

98 years ago this week, the United States entered World War I. The Wright brothers had only taken to the sky 14 years before, but airplanes still played a vital role in the war effort. Because of the events of WWI, airplane technology developed at an incredible rate. This fast-paced webcast will look at how airplanes changed in this short timeframe, how other technology advanced, and how airplanes were used throughout WWI.

April 8, 2015

STEM in 30 at National Air and Space Museum
11
 
 

WWI: War Technologies

Lisa Koch
49
 

WWII

Christina Ratatori
10
 

WWII and Tuskegee Airmen

Before 1941, there weren't any African American pilots in the United States armed forces. The Tuskegee Airmen changed that. With the United States' entry into World War II imminent, the U.S. Army Air Corps (the predecessor to the U.S. Air Force) decided to offer training to African Americans as pilots and mechanics. Called the Tuskegee Airmen because they trained in Tuskegee, Alabama, these airmen made a pioneering contribution to the war and the subsequent drive to end racial segregation in the American military. This episode of STEM in 30 will look at the role African Americans played during the war and how World War II changed aviation history

February 24, 2016

STEM in 30 at National Air and Space Museum
9
 

WWII Intervention

To Intervene or not to Intervene? That is the question.

In WWI, President Woodrow Wilson famously "Kept Us Out of War" during his first term before eventually leading the country into Europe's war. More than two decades later, are Americans considering themselves isolationists? Should we intervene in WWII? How would different historical figures weigh in on the matter?

Amy Kerr
10
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