Found 6,072 Learning Lab Collections
This collection contains information and teaching resources on the Terracotta Army, a group of approximately 7,000 life-size terracotta figures created for the tomb complex of China's First Emperor, Qin Shihuang (259 – 210 BCE). Resources in this collection cover a wide range of topics, including: the discovery of the Terracotta Army, Emperor Qin Shihuang, the unification of China, Qin dynasty (221 – 206 BCE) spiritual beliefs, how the terracotta warriors were made, the different types of terracotta warriors, and the types of bronze weaponry found in the Terracotta Army pits. This collection also contains three interactives: a timeline of ancient Chinese history, a map of the tomb complex, and maps of battle formations in the Terracotta Army pits.
Objects found in Emperor Qin Shihuang’s elaborate tomb complex, which covers a total area of 17.6 square miles, make up the majority of surviving objects from this significant period in Chinese history.They are some of the best archaeological evidence researchers have for understanding the spiritual beliefs, military practices, and values of the ruler responsible for unifying China for the first time in its history.
Authors of this collection are the Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery.
Tags: archaeology; archaeologist; ancient history; artifact; afterlife; funerary practices; burial; death; religion; military; soldier; sculpture; chinese; world history; asia; asian; xi'an; empire; terra cotta; qin shi huang; shihuangdi; shi huang di; earthenware; ceramics
These are the things I have discovered so far using the Smithsonian Lab. There will possibly be more.
Seeking equality: A brief history of the American women's fight for political rights to match their civic contributions.
This learning lab provides the preface and context for an in-class SAAM presentation on the ideology of republican motherhood as it influenced women during the years 1770 to 1920. This lesson seeks to answer two questions:
- To what extent did American women embrace the ideology presented by republican motherhood?
- In what ways and to what extent did women find the ideology to be confining, and thus, challenge it?
Preparing for the lesson:
The night before the first lesson, students will:
- Study the document Women’s Suffrage Postcard and respond to the Claim-Support-Question activity built into the document. Look for the paper clip icon in the upper left hand corner.
- Read the article: How women’s history and civil rights came to the Smithsonian; be sure to read my annotation attached via the paper clip icon.
- Watch Dr. Berkin’s short presentation on republican motherhood; craft your own definition of republican motherhood and post it in the text entry box under the paper clip icon.
Day 1 – Jigsaw Activity
The class will break into 4 groups, each becoming an expert on a particular aspect and era in which the women’s rights movement made strides. As you study the listed resources, on the note taking worksheet, record the ways women embodied the principles of republican motherhood. Additionally, note the ways in which they challenged this philosophy.
Once each group has completed their research, students will break into jigsaw groups through which they will share the resources they studied and their analysis of these resources.
Day 2 – Video Conference with SAAM
Using artworks presented by the Smithsonian American Art Museum and in conversation with a SAAM curator, students will analyze artworks from each era to extend their understanding of the ways through which women both accepted and challenged the ideology of republican motherhood.
Concluding activities (day 2 HW):
- Study the Women’s Suffrage photograph and respond to the Claim-Support-Question activity built into the document. Look for the paper clip icon in the upper left hand corner.
- Read the article Women in World War I and the Time Magazine article How World War I helped women gain the right to vote; watch the two video excepts embedded in the Time article from PBS’s The Great War.
- Study the photo / painting The Emancipation of Women, and synthesizing all of your knowledge, respond to the Claim-Support-Question activity built into the document. Look for the paper clip icon in the upper left hand corner.
The Native Americans who lived in this area prior to the establishment of Fort Tejon are generally referred to as the Emigdiano. They were an inland group of the Chumash people. Unlike their coastal relatives, however, the Emigdiano avoided contact with European explorers and settlers, and were never brought into one of the missions or even incorporated into the Sebastian Indian Reservation. Once Fort Tejon was established, the Emigdiano often worked as independent contractors for the army, providing guides for bear hunts and delivering fresh fruits from their fields for sale in officers row.
In 1852, President Millard Fillmore appointed Edward F. Beale to the position of Superintendent of Indian Affairs for California and Nevada, and sent him to California to head off further confrontation between the Indians and the many gold seekers and other settlers who were pouring into California. After studying the situation, Beale decided that the best approach was to set up a large Indian reservation at the southern end of the San Joaquin Valley and to invite displaced Indian groups to settle there.
In order to implement his plan, Beale requested a federal appropriation of $500,000 and military support for the 75,000 acre reservation he had selected at the foot of Tejon Pass. Colonel Ethan Allen Hitchcock, commander of the Pacific Division of the U.S. Army, supported Beale's plan and agreed to set up a military post on or near the Indian reservation. The army was eager, in any case, to abandon Fort Miller (near Fresno, California) in favor of a more strategically advantageous site in California's southern San Joaquin Valley.
In August 1854, Major J.L. Donaldson, a quartermaster officer, chose the present site in Canada de las Uvas. The site was handsome and promised adequate wood and water. It was just 17 miles southwest of the Sebastian Indian Reservation, and it was right on what Major Donaldson was convinced would become the main route between the Central Valley and Southern California.
For almost ten years, Fort Tejon was the center of activity in the region between Stockton and Los Angeles. The soldiers, known as Dragoons, garrisoned at Fort Tejon patrolled most of central and southern California and sometimes as far as Utah. Dragoons from Fort Tejon provided protection and policed the settlers, travelers and Indians in the region. People from all over the area looked to Fort Tejon for employment, safety, social activities and the latest news from back east.
WHAT WOULD YOU DESIGN TO HELP MORE OF US FEEL INCLUDED?
Inclusive design is essential for overcoming exclusion and inequality in the world. Designers today look at the breadth of human diversity and help people of different genders, languages, and cultures have a sense of belonging as they live, work, and play. Using empathy, designers think critically and intentionally about the obstacles that would make people feel excluded and design innovative solutions to empower them and create inclusion for all.
The 2020 National High School Design Competition challenges high school students around the country to use design to help more of us feel included. Be ambitious, innovative, and bold! Create a sketch of your idea and describe how your design addresses the challenge. Review how to enter and use these resources to start thinking like a designer!
One of the most important days in history, and one of the most bloodiest: D-Day.
How do birds stay warm, especially in some of the coldest places on Earth, like the Himalayas? Explore the science behind how bird feathers help them conserve body heat with Smithsonian ornithologist (bird nerd) Sahas Barve from the National Museum of Natural History. Sahas will explain the different parts of a feather, and the science behind feathers, and also help students identify patterns in feathers. He will show students how to make predictions, based solely on feathers, on the kind of climate a bird lived in. Students will also learn how birds use metabolic processes to essentially “shiver” to generate body heat when feathers aren’t enough. Sahas studies how birds stay warm across Earth’s highest mountain range, the Himalayas, and will use specimens and examples from his research throughout the program.
This topical collection includes resources related to featured women scientists, inventors and entrepreneurs. This collection includes portraits of the scientists, inventors and entrepreneurs, related artifacts, articles, videos with experts, and related Smithsonian Learning Lab collections. Use this collection to launch lessons about the women's life stories, primary source analysis, and examination of the context in which these women lived and made their contributions. This collection is not comprehensive but rather provides a launching point for research and study.
Keywords: Mae Carol Jemison, Grace Hopper, Ellena Ocha, Maria Sibylla Merian, Madam CJ Walker, Charlotta Bass, Dr. Nancy Grace Roman, Ursula Marvin, Valentina Tereshokova, #BecauseOfHerStory
This collection and extension assignment explores artistic styles, style evolution and asks students to reflect on their own style preferences.
This collection is designed to help student explore Spanish Culture through the carnival which is celebrated in most Spanish speaking countries. Also, students will be able to compare Spanish carnival with any similar celebration in their own culture. This collection can be use as part of the Spanish heritage month or a separate unit. In this collection you can find a lesson plan with thinking routines in English and Spanish as well as worksheets, photos, videos, and songs.
George Washington is often portrayed as the larger-than-life Father of our Nation. How do these portrayals compare to actual facts about Washington's life?
Answer the questions based on the documents. Remember to observe the picture/writing first and then move toward analysis.
Keywords: poverty, rural, urban, new deal, inquiry strategy, global context, 1930s, 30s, dust bowl,
This collection is designed to help teachers build their practice in the areas of culturally responsive teaching (CRT) and global competence. The resources in this collection can be used to lead a professional learning series on culturally responsive teaching as an instructional framework and the Instructional Try-its can be used as an entry point for teachers seeking to embed CRT into their practice. As suggested in the Powerpoint provided, a series on this topic could consist of six 35-60 minute sessions that occur on a weekly or bi-weekly basis. Another approach for using this collection is to use the five Instructional Try-its to expand the number of weeks dedicated to this professional learning series.
Additional uses for the resources in this collection include:
1) examining the global competence framework developed by the Asia Society and the role that thinking plays in learning, instruction, and the development of certain dispositions or mindsets.
2) exploring the social action approach of culturally responsive teaching (which matches almost exactly with the “take action” piece of the global competence framework)
3) asking questions in order to understand the students’ lives and world views. Through the instructional try-Its, teachers can develop approaches and understandings that will help them empower their students as they learn to challenge the power structures that create inequities in access to power.
Note for users: To find detailed information on applicability and use of each thinking routine included in the collection, be sure to click on the tab marked with a paperclip.
How did colonialism affect the lives and livelihoods of Africans? The kinds of money people used can provide some clues. This collection contains coins and notes introduced by the colonial powers which Africans received in return for the sale of produce and used for paying taxes. It also includes cowrie shells, kissi pennies and manillas, which Africans often used to buy everyday goods in local markets despite colonial government policies banning them.
Starting in the late 1950s, African nations became independent from European colonial powers. They used their new currencies to demonstrate their sovereignty by replacing European heads of state with national leaders. The new national coins and banknotes also depicted indigenous currencies like cowrie shells in Ghana and kissi pennies in Liberia, celebrating African cultural heritage.
World War II was a global conflict affecting all regions of the world, including West Africa. Africans from British and French colonies fought all over the world in the militaries of their colonizers. When Germany invaded France in 1940, Africans in French colonies were divided between the Vichy government in West Africa and the Free French resistance in Central Africa. The currencies issued by the two separate governments illustrate this divide.