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Found 6,988 Collections


Space Explorers

Amanda Blanco

Famous Pennsylvanians on U.S. Postage

This lab has a collection of postal commemoratives that honor Pennsylvanians from the colonial period to the present day. These honorees represent science, art, industry, sports, politics, finance and many other fields.
Arthur Glaser

The Civil War in Illinois

Artifacts related to Illinois soldiers and regiments
Janis Michael

I Am a Man--We Are Human

This collection traces how a powerful phrase and its variations have been adopted by different voices in United States history.

Questions to consider:
-How is the phrase (and/or design of the original poster) used? How do the changes and adaptations it has undergone reflect different time periods and issues in United States history?
-Why has the phrase "I am a Man" had such staying power? Alternately, why has "We Are Human" been adopted?
-How do the above phrases reflect or reject concepts like "separateness," "personal identity," or "inclusion"?
-Why do you think many artists are drawn to the phrase and design? Do you think the artists expect viewers to recognize the influence of the original work? Why or why not?
-Why is the verb underlined? How would it change if another word were emphasized?
-What other examples could be included in this collection? This collection focuses primarily on visual interpretations of the phrase. Can you think of literary or pop culture examples?

Tags: Ernest Withers, Dread Scott, Ferguson, Abolition, Sojourner Truth, Memphis, sanitation workers, immigration reform, refugee crisis, Hank Willis Thomas, protest, sign, placard, broadside, civil rights
Kate Harris

The End of the Cold War

This teaching collection chronicles the events and people associated with the end of the Cold War. Suggested teaching strategies are embedded throughout.

Guiding questions include:
-Who started the "revolutions" of 1989--Gorbachev and his reforms? People in Eastern Europe?
-Evaluate the roles of the United States and the Reagan and Bush administrations, as well as the changes within the Soviet Union, in bringing about the end of the Cold War.
-Why did the Cold War end?
-What were the costs of the Cold War, both human and material?
-What are the legacies/lessons of the Cold War?
-What uncertainties or questions remained as the Cold War came to a close? What would come to characterize the 'New World Order' that followed?

Tags: Wilson Center, Cold War, Reagan, Gorbachev, glasnost, perestroika, revolution, Soviet Union, USSR, Communism
Kate Harris

The Kennedys

This is a topical collection of resources depicting the Kennedy family.
Linda Muller

Polio in America

In the United States, the 1952 polio epidemic would be the worst outbreak in the nation's history, and is credited with heightening parents' fears of the disease and focusing public awareness on the need for a vaccine.
Linda Muller

The Wilderness Road

In 1775, the now-legendary frontiersman Daniel Boone blazed a trail through the Cumberland Gap - a notch in the Appalachian Mountains located near the intersection of Kentucky, Virginia and Tennessee - through the interior of Kentucky and to the Ohio River.
Known as the Wilderness Road, the trail would serve as the pathway to the western United States for some 300,000 settlers over the next 35 years. Boone’s pioneering path led to the establishment of the first settlements in Kentucky, including Boonesboro, and to Kentucky’s admission to the Union as the 15th state in 1792.

Source: The Wilderness Road. A&E Network. 2010. Web. 2 Aug 2016.
Linda Muller

The Sinking of the Lusitania and America's Entry into WWI

Is there ever a time when war can be justified? World War I, or The Great War, started in Europe in 1914. The Lusitania was sunk by a German U-boat in 1915. Yet, throughout all of these events America remained neutral. Why was President Woodrow Wilson hesitant to get involved? What finally made him change his mind? What came out of America's involvement in WWI?
Linda Muller

Moments in History: Discovery

This is a topical collection of objects that represent significant moments in history. What event is behind each object? Who does the object belong to? Why is the object significant?
Linda Muller

Manifest Destiny

This collection is comprised of only two resources. It is designed to help students' deepen their analyses of these resources to understand the abstract concept of Manifest Destiny.
Linda Muller

Identity/ Expansion Defining America

Indian Removal Act. This is an introductory lesson on the Indian Removal Act and president Jackson's Presidency. This lesson touches on the 5 civilized tribes and foreshadows Manifest Destiny. Students will use Visual thinking techniques and observation strategies to Create a two voice poem and a short constructed Response.
Barbara Summey

Picturing the Civil Rights Movement--Photographs by Charles Moore

This learner resource includes a 26 minute documentary where Charles Moore explains the context of many of his most famous civil rights images. Then, students examine the images and think about the importance of photojournalism to the civil rights movement. Finally, students are presented with Andy Warhol's image based on a Charles Moore photograph and asked to consider why certain images remain culturally significant.

Guiding questions for this collection include:
-How does seeing visual images of news events affect one differently than reading about them? Why?
-How did the photographs in this collection impact the outcome of the Civil Rights Movement?
-What makes some images more compelling than others?
-Does photojournalism have a similar impact today?

Tags: photography, Civil Rights, Birmingham, MLK, Martin Luther King, Charles Moore, photos, black and white
Kate Harris

Political Philosophy in Cape Cod Morning

This lesson asks students to contemplate Edward Hopper's Cape Cod Morning from a philosophical perspective.
Michael Hristakopoulos

Manifest Destiny

Emma Cisneros

Tenement Lesson Concept

The purpose of this lesson is to examine tenement housing in London and New York City during the Industrial Revolution, and California during the Great Depression. The lesson will begin with a teacher led discussion/evaluation of an artwork by Millard Sheets, Tenement Flats, in which the "Claim, Support, Question" method will be utilized. Next, students will break into groups to analyze additional artwork and photographs to continue examining tenement life. They will access their assigned work and sources through They will also Close Read a primary source that provides further information on the era. In small groups they will create a poster size Claim/Support/Question chart that will later be presented to their peers. The class will engage in the "Ladder of Feedback" strategy to analyze and evaluate each others work. The culminating activity will be a low-stakes writing assessment in which groups will open and share a Google Doc to write a thesis, three supporting claims followed by bulleted evidence. Each group will post their final product on Google Classroom. For homework, each individual student will be asked to read and review at least three groups' thesis/claims and post a minimum of two responses providing feedback to their peers. #SAAMteach
Ann Campbell

The Reconstruction, Art, and The Adventures of Huckleberry Finn

Title: Reconstructing African-American Roles in Post-Civil War America.
Subject: American Literature
9-12 grades
Objectives: Using close reading of texts, themes, tying art to literature, students will consider the impact of Reconstruction on African-Americans in post-Civil War America.
Resources: art in this collection; student copies of Huck Finn; Fishkin article (in collection)
Methodology : CLAIM / SUPPORT / QUESTION METHODOLOGY (see collection)


Cynthia Storrs

North American Indian

in progress
andrew cashin

Lawrence's The Library and Lee's To Kill a Mockingbird

This collection has a lesson plan to connect Jacob Lawrence's painting The Library with Harper Lee's novel To Kill a Mockingbird. Students will connect Scout's love of reading with their own interests using Think, Pair, Share. They will explore the painting using Visual Thinking Strategies. They will discuss empathy in the context of the novel and use Perceive, Know, Care About to write from the perspective of someone in the painting. Pdfs of the strategies and the lesson plan are included.

Jennifer Bates

Dual Identity Project

Students will use George Catlin's "Wi-jun-jon, Pigeon Egg Head (The Light), Going to and Returning from Washington" and a sketch from Sherman Alexie's "The Absolutely True Diary of a Part-Time Indian" to explore how communities and others' perceptions can affect our identities. Students will end this study by creating their own dual identity project.

This project is intended for 8th or 9th grade students who are reading "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie. However, there are ideas on how to adapt this project to a variety of different situations in the "Adaptations" section of the Lesson Concept document.

This project is broken down into a 4 stages:
Day 1: Analyze Catlin's "Wi-jun-jon," make claims and support them, and connect the portrait back to "Absolutely True Diary."
Day 1/Day 1 HW: Read "How to Fight Monsters," make a claim about the dual identity portrait and support it, complete the Dual Identity Preparation Sheet.
Day 2: Discuss the dual identity, view an example project, brainstorm requirements, review the assignment, and begin working.
Day 3/Project Due Date: Discuss what makes identity complicated and how Catlin and Alexie express this in their portraits.

Sydnee Lindblom

Think Like a Curator: George Catlin and La Malinche

This activity is designed for high school students for a unit on the Spanish Conquest of Mexico and Michael Wood's Conquistadors.

After working with primary sources from the point of view of Mexicas when the Spaniards first arrived in Mexico (from First Encounters: Native Voices on the Coming of Europeans edited by Howard B. Leavitt (2010)) and Bartolome de Las Casas' "Brief Account of the Devastation of the Indies" (1552), students will curate their own gallery comprised of Catlin's depictions of white Europeans, Native Americans, and American landscapes and various artists' depictions of Hernan Cortes' translator La Malinche.

Students will engage with the questions about Malinche that have survived to modern-day Mexico: was she a victim of conquest, or a traitor who aided in the destruction of the Aztec culture? Students will also explore poems from Gloria Anzaldua's Borderlands in considering the dual identity of Malinche and of the Native Americans depicted in Catlin's paintings.

The "Think Like a Curator" technique will guide students to place the artwork into categories, develop names for those categories, think about the order in which a museum visitor should encounter the artworks, what they would name the exhibit overall, etc. In this way, students will write their own story of La Malinche - do they want their museum visitors to walk away seeing her as a victim, or as a traitor?

Following the gallery creation, students will work individually to write a paragraph using the Claim/Support/Question thinking routine in response to one of the La Malinche paintings. Students will then share their paragraphs in small groups. This extension activity will allow students to further engage with La Malinche’s legacy after exploring different visual interpretations of her.

Rebecca Marks

Work and Leisure--Independence (Squire Jack Porter) and "Rip Van Winkle"

Independence (Squire Jack Porter) is the image of a self-made man at leisure on his porch. However, surrounding him are the symbols of his humble past...and possibly of the work not yet completed. Rip Van Winkle is the image of a lazy man who is more content with having fun than in working. These two characters, one from the artwork and the other from literature, provide an excellent contrast with each other and provide an opportunity for student discussion and writing.
Randy Jackson

Artists who are full of themselves

This is a collection of art by artists who have incredibly large egos.
Matt Johnson

Flowers of the World - Daffodils

The daffodil is the Welsh national flower and symbol of spring. Worn on St. Dafydd's Day, the patron saint of Wales.

Many states and countries have national flowers. If you could choose a flower as the symbol of your city, state or country, which one would it be and why? When and how would your national flower be worn/represented?
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