Found 901 Learning Lab Collections
Presented with the National Museum of the American Indian December 9, 2017 9:30a.m.–1:30 p.m.
What learning opportunities arise when we add complexity to “the story” of westward expansion? How can Native perspectives and contemporary events engage student historians-in-training? Leave with strategies and resources that will help you add depth and breadth to your teaching and inspire inquiry in the classroom.
Created in conjunction with participating in the Learning to Look: Summer Teacher Institute [June 2017]
With a courageous act of civil disobedience, Rosa Parks sparked a challenge to segregation that culminated in one of the seminal victories of the modern civil rights movement. On December 1, 1955, while traveling on a public bus in Montgomery, Alabama, the seamstress was arrested for refusing the driver's demand that she surrender her seat to a white male passenger. When Parks was convicted of violating local segregation laws, Montgomery's African American community launched a massive one-day boycott of the city's bus system. The boycott expanded with the help of Martin Luther King Jr. to last 382 days, ending only after the U.S. Supreme Court ruled bus segregation unconstitutional.
How do various art forms effect the way that the viewer interprets different works of art? Some questions to consider are:
- What are the events occurring in the portrait?
- Do they make a personal connection?
- What is the sitter saying in the portrait?
- What questions does the portrait raise, for future discussions?
Nelson Mandela fights for his country good or bad, he wanted equality for them just as they wanted equality for themselves in South Africa.
Established in 1962, the NASA Artists Cooperation Program gave several artists unrestricted access to several NASA facilities. The goal was to communicate the emotional tone and the cultural significance of space exploration.
This collection uses the "Connect Extend Challenge" visible thinking strategy developed by Project Zero at Harvard University. This strategy encourages students to make connections between new ideas and prior knowledge. It also encourages them to make a personal connection to an artwork or topic.
Observe and discuss the first image as a class. Use the "Connect Extend Challenge" to discuss the image as a class. Ask the following:
- How is the artwork or object connected to something you know about?
- What new ideas or impressions do you have that extended your thinking in new directions?
- What is challenging or confusing? What do you wonder about?
Provide any background knowledge that enhances the conversation, using the metadata information about the NASA Artists Cooperation Program.
Next, divide the students into 4 groups. Have them use the same questions to discuss one of the 4 images that deals the Apollo 11 launch. Wrap-up the discussion by having each group share out key thoughts and responses. Repeat the same process with the 4 images that represent Mission Control (note, Mission Control Images are from a selection of Apollo missions).
Finally, students should choose one of the final 4 images to investigate, using the "Connect Extend Challenge" to guide their exploration. Their work could be shared verbally in a paired group, or written as a personal essay.
The Harmon Foundation Collection, one of the treasures of the National Portrait Gallery’s permanent collection, comprises a group of more than forty portraits of prominent African Americans. The portraits were part of an unprecedented attempt in the 1940s and 1950s to counter racist stereotypes and racial prejudice through portraiture.
In this activity, students will learn about the differences between primary and secondary sources by comparing and analyzing different resources from the U.S. Civil Rights Movement.
This collection provides ideas and strategies on how to spark discussions in the classroom about these types of resources, focusing primarily on students' interpretations of resources found here in Smithsonian Learning Lab.
Students will examine three different types of sources (documents, images, and objects). The activity consists of the following:
- In small groups, have your class examine the primary source, and have them summarize and report on its content, and discuss its strengths and limitations.
- For each primary source, review the groups' responses as a class.
- Then, have each group analyze the corresponding secondary source. Have them spot the differences between the primary and secondary source, and evaluate the reasons for using a primary source versus a secondary source.
- The primary and secondary sources in this collection focus on the same topic (the documents are about the Black Panther Party, the images feature Marian Anderson, and the objects relate to Rosa Parks)
- Near the end of the collection is the students' task to sort through sources to identify which are primary vs. secondary sources.
- The final activity will call on students to reflect on the information that they have learned from the collection and ask them to think about how they would categorize digital resources such as texts and tweets as either primary or secondary.
This collection and activity is based on the “Engaging Students with Primary Sources” guide from Smithsonian’s History Explorer, which can be found here: https://historyexplorer.si.edu/sites/default/files/PrimarySources.pdf. The guide is also included at the end of the collection, and can be used to develop other activities and/or collections on the topic of primary and secondary resources.
In this activity, students will learn about the background and cultural significance of the holiday Kwanzaa through an an analysis of various resources:
- The collection begins with several images related to Kwanzaa. By looking through each of the resources, students can gain a deeper understanding of the holiday. Each image contains text about different parts of Kwanzaa and quiz questions to encourage further thoughts and reflections.
- A resource from the Kwanzaa Planning Committee is featured after these resources to further discuss practices and principles related to the holiday.
- Then, they will compare and contrast them with an image representing Christmas and another representing Hanukkah.
- The final activity has the student upload a separate image and explore how he or she would use that image to describe Kwanzaa to someone.
- The final resource includes an article from the Smithsonian Magazine that you can use to discuss the history of Kwanzaa with your class.
- The resources include multiple choice and discussion questions.
To read more information about Kwanzaa, please read the following official Kwanzaa website set up by the African American Cultural Center in Los Angeles, California: (http://www.officialkwanzaawebsite.org/symbols.shtm...).
Tags: holidays, history, culture, African American culture, African American history, American history, American culture
This Learning Lab collection has been created to support the 2018 National History Day theme, Conflict and Compromise. Utilizing portraits and other resources from the National Portrait Gallery, this collection is organized by Topics within the Conflict and Compromise theme.
Be sure to check out the following at the end of the collection:
-Reading Portraiture Guide for Educators highlights close looking strategies that can be used with the portraits listed
-Conflict and Compromise In History Theme Book from National History Day 2018
Everyone enjoys a festival or celebration! Let's look at some. . .
- Observe images and guess which culture each represents.
- Play "I Spy Juxtaposition." Work with a small group to examine an image and find where the artist has juxtaposed symbols or text with the image to create meaning.
- What might you include in an artwork about a festival or celebration? Would there be dances, special music, food, clothing, or activities?
Art making challenge: Collaborate in a small group to create a design for a booth, stage, or other area for a cultural tradition at a festival. Designs will be combined into a festival mural.
This collection contains three instructional videos on how to create authentic Native American crafts. The items used in the videos can be substituted for other materials to adapt to different age levels.
Note: The last resource is a document available for download with detailed instructions on how to make a daisy bracelet.
The cultural online programs and resources developed by The Smithsonian Latino Center (SLC) featuring Dia de los Muertos represent groundbreaking efforts by the Smithsonian to promote a deeper appreciation for Latino heritage and our connections to the ancestral past. In addition to its online festival, complete with bilingual interactive online resources based on Smithsonian scholarly research, is a vehicle for the exploration of this traditional practice which has become a phenomenon of popular American culture today. The online programming is in part a collaboration with Michigan State University (MSU) and other key community partners across the country.
Generous support for the Smithsonian Latino Center's bilingual digital educational resources provided by the following Education Sponsors: Target and The Walt Disney Company.
During an excavation in New Mexico in 1908 broken pieces of polished, jet-black pottery were uncovered by an archeology professor named Edgar Lee Hewett. He sought out native people who worked in clay to recreate these older pieces in the Pueblo style.
Maria Montoya Martinez, (born Maria Poveka Montoya was a Native American ceramicist who created internationally known pottery. She and her family members examined traditional Pueblo pottery styles and techniques to create pieces which reflect the Pueblo people’s legacy of fine art and crafts.
Here is an article that discusses how Maria and her family grew a business and brought attention and acclaim to Native American artist. https://www.khanacademy.org/hu...
Watch Maria putting slip on a pot and using a rubbing stone, to create the sheen that set her pots apart.
Look through the different styles of vessels and their decorations.
This collection explores plaited and twined woven objects from the North Pacific Coast. A link to the website "Woven Together" introduces students to the Nuu-chah-nulth community and language. Simple step-by-step illustrations using easily accessible materials allow students to learn plaiting and twining techniques.
Two videos at the end introduce the classroom to master weavers and sisters, Teri Rofkar and Shelly Laws. They explain the twining technique with examples of their work, including Chilkat woven blankets.
This is a Smithsonian Learning Lab topical collection, which contains images, text, and other multimedia resources that may complement the Tween Tribune feature. 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.
This student activity explores the Holocaust through art - three sculptures and one photograph of an artwork, with additional references to give historical context . Using two of Harvard's Project Zero Thinking Routines, students take a deeper dive into the material through guided looking and by considering the significance of the Holocaust personally, to the country and to the world.
This collection comes from a family festival at the National Museum of the American Indian that explored uses of leather in Native communities - literally from the hunting and tanning of deer and their hides, to their use in ritual and everyday life. The collection includes demonstrations of deer-hide tanning, moccasin making, bead working, instructions to make a leather pouch and a daisy chain bracelet, and an interview and performance by Lawrence Baker and the White Oak Singers.
This collection comes from a set of lessons plans to introduce students to the culture of Puerto Rico by looking at customs and objects - specifically masks - connected to the annual celebration of Carnival. The lessons are split into four levels, covering grades K-2, 3-5, 6-8, and 9-12. They were originally adapted from a set of activities that appeared in Our Story in History: A Puerto Rican Carnival, a website produced by the Smithsonian's National Museum of American History - also shown in a link inside the collection, along with instructions for students to make their own masks. The lessons include objects from the Smithsonian's National Museum of the American Indian in New York, the George Gustav Heye Center, and the Department of Anthropology, National Museum of Natural History.
Lei making is an important part of Hawaiian culture. These twisted strands are worn on important occasions and given as gifts of welcome. In this collection you'll find a demonstration video by Mokihana Scalph, as well as performances of children's stories, dance performances, and images of leis and ti leaves, to give context to the performances.