This collection features civic engagement, language arts, and visual arts activities using posters from the Division of Community Education of Puerto Rico (DIVEDCO). This Puerto Rican Poster Art was inspired by works created during Works Progress Administration (WPA). Scaled bilingual activities for grades 2-5, 6-8, and 9-12.
Madeline Gleason was a poet and the founder of the San Francisco Poetry Guild. In 1947, she directed the first poetry festival in the United States, laying the groundwork (along with other figures such as Kenneth Rexroth, Robert Duncan, William Everson, Jack Spicer, James Broughton, et al.) for what became known as the San Francisco Renaissance. She was, with Helen Adam, Barbara Guest, and Denise Levertov, one of only four women whose work was included in Donald Allen's landmark anthology, The New American Poetry 1945-1960 (1960).
In 1934, Gleason moved to San Francisco, California to work on a history of California for the WPA Writer's Project. Two years later, a sequence of her poems was published in Poetry. For a number of years, she worked with the composer John Edmunds, translating songs by Schumann, Schubert and J. S. Bach. The pair also organised song festivals.
Her first book, Poems, was published in 1944. By this time she had moved to Phoenix, Arizona because of the war.
She also was an artist who painted many whimsical paintings.
Unfortunately, she is sometimes left out of historical roundups about poetry from the era (as noted in one of the attached resources tiled "Rebels...").
How have American artists used visuals to bring attention to the pressing issues of their time? Compare and contrast a 1930s painting about the Dust Bowl with one addressing climate change made seventy years later, interpreting them in context to discover continuity and change over time.
Possible thinking questions for students to use with one or both paintings:
- Are these artworks primary sources? Does your answer depend on the context in which they are used?
- What is "truthful" about these artworks? How might we use other sources to corroborate or check their truthfulness?
- What do you think are the most effective media for making a compelling argument? Why? Student might consider speeches, photographs, newspaper op-eds, data visualizations like charts and graphs, videos/films, music, and visual art.
Resources compiled for a March 2020 National Council for History Education (NCHE) conference session.
Larry Itliong (October 25, 1913- February 8, 1977) was a Filipino American labor organizer. Itliong immigrated to the United States in 1929 at the age of fifteen. He worked throughout the country as a farm laborer and in the salmon canneries of Alaska. In response to oppressive treatment of Filipino farmworkers, Itliong organized labor strikes. He contacted Cesar Chavez and asked Mexican farmworkers to join the strike with Filipino farmworkers. He believed that all workers had to stand together in their fight for justice. The National Farm Workers Association (NFWA) voted unanimously and Mexican farmworkers joined Filipino farmworkers in the Great Delano Grape Strike. A year later, AWOC and NFWA merged to become the United Farm Workers (UFW). The Delano Grape Strike lasted for five years. As director of the UFW, Chavez took the limelight, but co-founder and former assistant director Larry Itliong has been cast in the historical shadows.
The media and sources in this collection can be used alongside the National History Day SEARCH Historical Context Graphic Organizer and the Ethnic Studies Praxis Story Plot from the Journey for Justice Teachers' Guide. Both resources help students think critically about Larry Itliong's life, accomplishments and activism and help provide context for the labor movement more broadly.
#NHD #NHD2020 #EthnicStudies *This collection was created to support Unit 2: What is the history?, Civil Rights Movements of the Austin ISD Ethnic Studies Part A course.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
This collection can serve students grades 2-5 as well middle school and high school students interested in Latino culture or as part of a Spanish project exploring family traditions. Activities include family or classroom activity on collage making with family photos and writing your own museum object label. Videos include a special performance from Grupo Bella and interviews with artists, chefs, curators, and educators that formed part of the Making History, Sharing Culture Featuring Disney-Pixar's "Coco" Event. An on-stage conversation featuring Illustrator Ana Ramirez and Character Modeling Artist Alonso Martinez of Disney-Pixar's "Coco" is also featured.
Making History, Sharing Culture featuring Disney-Pixar's "Coco" was presented as the Smithsonian's feature Hispanic Heritage event by the Smithsonian Latino Center and the National Museum of American History in October 2018. A portion of the travel of the Smithsonian Latino Center and this program was generously provided by Southwest Airlines. Additional support was provided by The Walt Disney Company.
The Antelope Valley Indian Museum has been a public museum since 1932, but it has also been a homestead, a theater, a dude ranch, a Hollywood set, and an attraction. It is situated on 147 acres of desert parkland on the south side of Piute Butte in the Mojave Desert against a dramatic backdrop of Joshua trees and towering rock formations. The building’s unique architecture and creative engineering earned it a spot on the National Register of Historic Places, and the Native American Heritage Commission designated Piute Butte as a sacred landscape.
The museum exhibits over 3,000 objects, including many rare and outstanding objects from the Antelope Valley, California coast, Great Basin, and the Southwest. An important four way trade route developed in the Antelope Valley at least 4,000 years ago. The trade routes went west and south to the California coast, north to the Central Valley, northeast to the Great Basin (the desert east of the Sierra Nevada Mountains), and east to the pueblos in what is now Arizona, New Mexico, and Mexico. The trade route expanded and enriched the material and social resources available to Antelope Valley residents, allowing large villages to develop near the valley’s springs.
History of H. Arden Edwards
Howard Arden Edwards, a self-taught artist, was fascinated with the scenery around the buttes in the Antelope Valley. He homesteaded 160 acres on rocky Piute Butte and in 1928. With his wife and teenage son, he began construction of what was to be a combination home and showcase for his extensive collection of American Indian culture. A unique structure evolved: a Tudor Revival style building, decorated inside and out with American Indian designs and motifs, incorporating large granite boulders as an integral part of the building both inside and out. You actually climb upon these rocks as you go from picturesque Kachina Hall upstairs to California Hall. This unusual upper level housed Mr. Edwards' original "Antelope Valley Indian Research Museum."
History of Grace Oliver
Grace Wilcox Oliver, a onetime student of anthropology, discovered Edwards' property while hiking in the desert. She felt it would be a perfect setting for a personal hideaway. She contacted the owner with an offer to buy the property. Successful in these negotiations, she modified some features of the main building, added her own collections, and expanded the physical facilities on the property. By this time she had decided to open the entire structure as The Antelope Valley Indian Museum. Grace operated the museum intermittently through the 1940s, 1950s, 1960s and 1970s.
Becoming a State Park
Local support for the acquisition of the property by the State of California led Oliver to sell the land and donate the collection to State Parks in 1979. The museum has been designated as a Regional Indian Museum, emphasizing American Indian cultures of the Great Basin.
This collection starts with monarch butterflies and their migration. My hope was to remind the second graders about what they have already learned about monarchs.
Once the students' background knowledge is activated then the students can participate in the Tuning In activity. Students will analyze the art piece using the Harvard's Project Zero Thinking Routine: See, Think, Wonder.
Once the students have made their thinking visible then the class will find more out by learning about the art piece from the artist and learning about bird migrations. The students will engage in the Harvard Global Thinking Routine The 3 Ys.
To push the students beyond flying animals the Going Further section will expose the students to migrations of animals on land, air, and see. The students will end this section using the Thinking Routine Think, Puzzle, Explore. Students can then have time to research about animals on their own.
Astrophotography: Student Activity in STEAM (Science, Technology, Engineering, Arts, and Mathematics)
In this collection, students will explore the life cycle of stars and learn about the connection between elements and space. They'll explore real data that provides evidence for the dispersal of several elements produced by the explosion of massive stars, specifically through the Cassiopeia A supernova. Then they’ll put their knowledge into practice by navigating the remains of the supernova in the online interactive “Journey through an Exploded Star.”
- The activity begins with “DISCOVER." The students will go through a series of slides, learning first how the visible spectrum of light is only a small part of the entire electromagnetic spectrum, about the different telescopes scientists use to view the electromagnetic radiation across that spectrum, and finally how they've used that data to form a composite view of our universe, specifically through a 3D model of the Cassiopeia A supernova.
- In the "EXPLORE" activity, students examine the 3D visualization of data, compiled by astrophysicist Tracey DeLaney, to understand how and why scientists study supernovas such as Cassiopeia A: to gain a comprehensive picture of the cosmos.
- The “PLAY” online interactive then takes the students on a first-person flight through the center of this exploded star. The interactive is split into two parts: The first part is a 2 minute guided fly-through, where Kim Arcand, project lead of the original 3D visualization found in the collection, explains the different forms of light and the elements that are traceable under those spectrums. The second is a free explore option, where students are able to manipulate the different spectrums by adjusting filters as they choose. Both parts of the interactive reinforce what they’ve previously learned within the collection about light across the EMS. This interactive works across browsers and requires no software downloads. Also included is a 360 video tour that works on mobile devices and Google Cardboard.
- Finally, three extension activities are included. The first allows students to take photographs using real MicroObservatory robotic telescopes located at Smithsonian Observatory sites in Cambridge, Massachusetts and Amado, Arizona to create their very own authentic astrophotographs. They’ll use specialized image processing software to bring out visual details from images of objects like the Moon, Sun, star clusters, nebulas, and galaxies. The second, "Recoloring the Universe," is a suite of resources that use astrophysical data to teach basic coding. The third resource, "How to Be a Scientist: Careers in Astronomy" highlights the career and data visualization work of astronomer Kimberly Arcand.
This online activity could be used to augment study about the forms of radiation light can take, learning about supernovae and what happens after a star explodes, as well as learning about some of the different careers in science that are available (astrophysicists, astrophotographers, engineers, and visualization experts). As with all Learning Lab collections, it is built to be freely modified and adapted to fit your specific needs.
MicroObservatory is a network of automated telescopes that can be controlled over the Internet. In this collection, students will learn how they can control these telescopes themselves, using many of the same technologies that NASA uses to capture astronomical images by controlling telescopes in space. After gathering their very own images of space, students will learn the steps professional astronomers take to process the astronomical masterpieces so often seen from NASA, and then have the opportunity to create their very own!
IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.
Have you ever wondered what's going on out there in the universe? Would you like to discover exciting things about planets, stars, and galaxies? Today, we will go on a GALAXY QUEST to EXPLORE THE UNIVERSE!
RATIONALE | Digital technology has transformed how we explore the Universe. We now have the ability to peer into space right from our homes and laptop computers. Telescopes, photography, and spectroscopy remain the basic tools that scientists—astronomers and cosmologists—use to explore the universe, but digital light detectors and powerful computer processors have enhanced these tools. Observatories in space—like the Hubble Space Telescope—have shown us further into space then we have ever seen before.
EDUCATORS | For the LESSON PLAN of the original "Galaxy Quest" << CLICK HERE >>
1. Process and save at least one digital image of a galaxy or space image (with caption)
2. Create a three-dimensional astronomy sculpture (galaxy or other space body, space alien, plant, animal)
3. Create a digital astronomy sculpture (galaxy or other space body, space alien, plant, animal)
4. Visit the Explore the Universe exhibition at NASM and identify Hubble parts (mirror, lens, spectroscope)
1. What a galaxy is
2. What a space telescope is
3. Learn how to open an image on the computer and process it
4. Socialize well in the museum setting
Tags: decision-making, self-determination, access, disability, accessibility, neurodiversity, special education, SPED, out of school learning, informal learning, cognitive, social skills, engagement, passion, creativity, empowerment, All Access Digital Arts Program
Put the ARTS in STEM - From Egypt to South Africa, take a brief tour of the African Cosmos and have your students discover the intersection of Art and Astronomy in the southern hemisphere. Explore constellations only seen on the African continent. See why the Goliath beetle became a symbol of rebirth for the Egyptian scarab. Learn about celestial navigation by people and animals.
Create Your Own Constellation! Request Activity sheets for your classroom.
Submit your class constellations to our Student Gallery and be a part of your own school's online exhibition!
I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring rain. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about weather, the water cycle and thunderstorms. Families can also read articles about rain, learn about how native peoples interact with rain, and listen to a read aloud in the hopes to keep families from feeling bored. At the end of the collection I have provided a few ideas for families about what to do next.
If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.
The guiding questions of this Learning Lab are
- What is visual art’s connection to historical events? Why is it important that we recognize these connections?
- What does studying art add to our understanding of historical events and time periods?
The goals of this Learning Lab are
- Bridge the gap in understanding between art analysis and historical analysis
- Explore the inherent ties between art pieces and their surrounding historical context
- Introduce the foundations of formal art analysis and develop close looking skills for visual art pieces
If you are new to Learning Lab, visit https://learninglab.si.edu/help/getting-started to learn how to get started!
Special thanks to National Museum of African American History and Culture (NMAAHC), the National Museum of American History (NMAH), Smithsonian Folkways, and the Smithsonian American Art Museum (SAAM) for inspiring this learning lab and for their resources.
Keywords: Portraiture, African American, American, Selma, Alabama, visual art, Civil Rights Movement, United States, visual literacy
This playlist on Labor Organizing in the U.S. is designed for self-guided learning with intermittent check-ins for high school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual, video, written, and audio texts. Students have the option to complete the tasks online by connecting through Google classroom or print PDF versions of each formative and summative assessments for work offline. By the end of the week, students will create work of art that represents work people are doing today to create change in a current social issue.
- Formative assessments are represented by a chevron (Learning Check In, Tasks, and Guides).
- Summative assessments are respresented by a circle (Quiz and Final Task).
- PDF versions of all formative and summative assessments are in the tiles immediately after the digital versions.