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Found 580 Collections

 

Identity

English 12 unit 

Focus on "Identity" and transition to "Conformity" and the response of the individual to environmental sources that might seek to suppress individuality

#SAAMteach

Marie Meyer
15
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Molly Boehler
15
 

Exploring Systems

Systems can be vast or miniscule. They can be man-made or occur in nature. A system can be simple or complex but all systems are have various parts. Each of the parts have functions within the system and each system has its own function (what a part or system is used for is called its function)

In this collection, you will investigate a variety of systems by viewing and reading about them. 

The task is provided in the first slide in the collection. The second slide includes a checklist/rubric for student self-assessment and for teacher use in guiding assessment of the task.

sara gottlieb
36
 

Design with Empathy: Michael Graves Case Study

This collection is designed to explore the essential question: How do designers understand and experience the needs and wants of stakeholders? 

It looks into the design with empathy approach used by Michael Graves to design and test the Prime TC wheelchair for use in a hospital environment.  

Objectives:

  • Examine methods for developing empathy for your stakeholders  
  • Gain familiarity with the design process 
  • Understand what the steps of the design process might look like in application 

Unpacking Questions: 

  • What kind of things did the designers research?
  • What methods did they use to research and document primary data? 
  • Who worked with the designers on this project? What value did this add to the project perspective?
  • Which stakeholders did the design specifically accommodate? 
  • How were stakeholder needs prioritised?
  • What were the main issues the designer was trying to combat? 
  • List the steps of the design process evident in the case study.


Jasmine Kassulke
22
 

Interpreting Early American Portraiture through Pocahontas

This lesson is to be completed in the final days of our Early American literature unit.  Students have been tasked with creating an "Early High School Journal" to mimic the different styles of readings we have completed.  The final task of the journal will be to create an author's portrait page based on the tone and characters they have adopted for their project. 

#NPGteach

Leslie Reinhart
7
 

How Did We Get Here?: Introduction to Flying Machines

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
8
 

What does it Mean to Be a Scientist?: The Scientific Method and Taking Good Notes

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
9
 

African Americans and the Fourth of July

In celebration of the Fourth of July, this Learning Lab considers the day’s meaning in the history of the African American community and their nation. 

Take some time to explore the objects, images, documents and media that explore the Fourth of July in relation to the African Americans from the Revolutionary War to the modern day. Questions to deepen exploration are embedded into each of the squares. 

Keywords: nmaahc, African, American, Fourth, July, 4th, slavery, enslavement, freedom, Revolutionary, War, British, Independence, celebration, Douglass, Washington, Founding, Fathers, declaration


NMAAHC Education
19
 

American Flag/Washington DC Flag Lesson, One or Two Part

With this collection, students will use a version of the Zoom In thinking routine to analyze several flags with an eye toward creating their own flag at the end of the lesson.

The Guiding Questions used in this lesson are:

-How did the United States flag change over time?

-Why do countries feel that it's important to have a single flag?

The Big Idea for this lesson is:

Simple symbols, like the those presented on flags, can represent a lot about a country's past and what makes that country unique.  

In this lesson, students will begin by exploring the collection and answering, using the quiz tool,  the questions embedded about the two early versions of the American flag.  The questions push students to analyze each flag, consider how versions of the American flag changed, and think critically about how symbolism can be used in a flag to represent unique and/or historical aspects of a country. 

Once students have completed the quiz questions, the teacher will call them together to discuss  the evolution of the American flag and what the elements of the flag's current and former designs represent.  The teacher will then turn the class's attention to the Washington DC flag and reiterate that its design was taken from George Washington's English ancestry.  Using this as another example of a flag drawing upon elements of history, the teacher will  make the point that the DC flag hasn't changed in appearance in over 80 years.  

The class will brainstorm what they feel are the most important and/or interesting aspects of DC history based on what they have studied.  They will then brainstorm symbols that could be used to abstractly represent elements of DC's unique past, status, and culture.  

Once a number of good ideas have been generated, each student will have the chance to create their own version of the DC flag, either modifying the exiting version of creating a completely new design.  On the draft sheets will be a checklist that focus's students attention on the  most important aspects of any flag, namely its symbolism and its connection to the history of the place it represents.  

If the teacher wishes to make this a longer activity featuring multiple drafts, he or she can consider looping in the art teacher to discuss concepts of sketching and design.  

#LearnwithTR



Peter Gamber
5
 

U Street Riots Two Part Lesson

These six images give a glimpse of the damage done during the 1968 riots on U street following the assassination of Dr. Martin Luther King.  The images are all attributed to Scurlock Studios, which students will study more in depth in a separate collection.  

The two day lesson centered around this collection begins with a gallery walk.  The Guiding Question for this lesson are:

-What can primary source photographs tell us about an event in history?

-How did the 1968 riots change Washington DC?


The Big Idea for this lesson is:

One event can have lasting effects on the history of a place.

 Each student will have a packet featuring  six 'See, Think, Wonder' pages, and a final page titled 'Gallery Walk Debrief.'  On Day 1, computers will be set up at six tables throughout the classroom, with all computers on a given table showing one of the six images in the collection.  At the teacher's direction, student partnerships will have 3-5 minutes to stop at each station and fill out one of the 'See, Think, Wonder' pages.  

At the conclusion of the gallery walk, student will meet with their partner for approximately 3 minutes to discuss the important question on the last page of their packet: 'Based on the images you viewed, how do you think the riots on U Street changed Washington DC?'  Once students have discussed, they will have approximately 5 minutes to write at least two sentences in response to this question.

On Day 2 of the lesson, the teacher will use a projectable screen in the class room  to walk through the interactive Washington Post article about the 1968 riots, allowing time to pause and watch each embedded video and answer any pressing questions.  

At the conclusion of the article, students will spend approximately 5 minutes at their tables discussing how their understanding of the 1968 riots has changed or expanded based on the Washington Post piece.  The teacher will then lead a discussion that should convey, at the very least, the following points:

-The U Street riots were widespread and caused major damage to areas of the city including but not limited to the U Street Corridor.  

-Many business' in DC were forever wiped out because of the riots and entire neighborhoods took, in some cases, decades to fully recover.

- Martin Luther King's death served as the final straw for many African Americans both in DC and around the country who had long been suffering under the crippling effects of segregation, discrimination, and racism.  

- Following the 1968 riots, most white people left the city.  

Following the teacher discussion, students will have approximately 5 minutes to write down an answer to the single question on the worksheet titled Washington Post Article Debrief:  After viewing the Washington Post article about the 1968 riots, what new information did you learn about how the 1968 riots changed Washington DC?

#LearnWithTR




Peter Gamber
10
 

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
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Leslie Reinhart
15
 

Spacesuits: Working Under Pressure

A collection of articles, images and videos about the function and necessary components of a spacesuit.

#MCteach

Virginia Miller
19
 

Portrait Analysis: Norman Mineta

In this activity, students will analyze a portrait of Norman Mineta (b. 1931), a U.S. politician and the first Asian American to hold a post in the presidential cabinet, serving as Secretary of Transportation and Secretary of Commerce under President George W. Bush. The son of Japanese immigrants, Mineta and his family were incarcerated in the Heart Mountain camp in Wyoming under Executive Order 9066 during World War II.

This activity can be used to build students vocabulary in discussing visual elements of a portrait or as an entry point for studying Norman Mineta's life and achievements, U.S. history, and more.  Questions from the National Portrait Gallery's "Reading" Portraiture Guide for Educators and a Project Zero See-Think-Wonder routine guide the student inquiry.  The complete guide and instructions are located at the end of the collection. To learn more about other Asian Pacific American activists and leaders, visit this collection: https://learninglab.si.edu/collections/asian-pacific-american-activists-and-leaders/MR1jszd7YDA7gujx#r

This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.

Keywords:  internment; Japanese American; Nisei; San Jose, California

#APA2018 #EthnicStudies

Ashley Naranjo
10
 

“Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050”

This Learning Lab collection was made to guide participants  during the Digital Storytelling workshop “Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050””, a two-day event organised by the Storytelling Research Team at Loughborough University, UK, and hosted in the London campus at Here East on the 6th and the 7th of August as part of the East Education Summer School at Here East in Queen Elizabeth Olympic Park.

During the workshop, designed and facilitated by Dr Antonia Liguori, museums objects will be used to trigger stories about a day in East London in 2050.

Participants will 

  • learn how to use the cloud-based video-editing software WeVideo to make their own digital story;
  • explore the variety of museums digital resources available online;
  • experiment with storyboarding techniques for creative writing;
  • learn how to record and edit an audio file;
  • be supported in the selection of images and the production of a short video;
  • reflect on the 5-step Digital Storytelling process;
  • increase visual literacy through close looking at art.

Digital stories work best when there are rewards for both the storyteller and the viewer. Stories are always told from the perspective of the storyteller and for maximum benefit, it is vital to carefully choose the right story to tell.  All necessary information will be given during the workshop, but to maximise opportunities, participants need to bring with them an object or a photo that connects them to the place where they live now and/or to their idea about how this place could change in the future.

This workshop is also the final event of the EOOL project and aims to showcase the methodology applied in this EU funded project to explore its potential in other formal and non-formal education contexts.

Antonia Liguori
36
 

The Pullman Porters and the Railcar: Nexuses of the Great Migration

The Pullman Porters and the railcar were carriers of hope during the era known as the Great Migration. Pullman Porters were employed by George Pullman who created the nation’s first luxury railcar and made his home in Chicago, Illinois. During the Great Migration, hundreds of thousands of African Americans sought greater employment and housing opportunities in northern cities like Chicago, Pittsburgh, and New York. They traveled to the North primarily on railcars though segregated from white passengers and in less comfortable conditions. The Pullman Porters were pillars in the Black community and made positive impacts on African American migrants, entrepreneurs, and social causes effecting the Black community.  

This collection displays the story of the Pullman Porters and demonstrates the railcar as a nexus of the Great Migration. A restored Pullman Palace railcar, Southern Railway No. 1200, is now housed at the National Museum of African American History and Culture. 

Keywords: Pullman Porters, George Pullman, Railcars, The Great Migration, NMAAHC, African American History, American History

Le'Passion Darby
13
 

Coral Reefs and Climate Change

Explore coral reefs and climate change through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.

Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM


Smithsonian Center for Learning and Digital Access
42
 

Volcanoes

Explore volcanic eruptions and their effect on rock formations through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.

Keywords: plate tectonics, seismic activity, geologist


Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM


Smithsonian Center for Learning and Digital Access
28
 

Lives of Stars

Explore the life cycle of stars and learn about the connection between elements and space through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.

Keywords: supernova, electromagnetic spectrum, nuclear fusion, space, planetary science


Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM


Smithsonian Center for Learning and Digital Access
28
 

Forensic Anthropology: What Bones Reveal

Explore what human bones reveal about the past through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.


Keywords: anthropology, archeology, archaeology, carbon dating, chemistry, data, heredity, evolution, carbon 14

Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM

Smithsonian Center for Learning and Digital Access
46
 

Bees

Explore bees' behavior and their role in pollination through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections.

Keywords: animal, insect, plant adaptation, animal communication, flowers, pollen, honey, hive, engineering, entomologist, pollinator, colony, system


Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM

Smithsonian Center for Learning and Digital Access
61
 

Spark!Lab Invention Steps with Shopping Carts

Explore Spark!Lab's invention steps through the process of a real inventor, Orla Watson, who changed grocery shopping for millions of people with his telescoping shopping cart. Then make your own cart with our final invention challenge! Click through each of the items below and be sure to read the information (i) sections

Objectives:

  • Understand the invention process by examining one specific invention 
  • Discover and critically analyze objects and primary sources from the National Museum of American History's archives and collection

The Draper Spark!Lab is a hands-on invention activity center housed at the Smithsonian's National Museum of American History. 

Marie-Louise Orsini
22
 

Women at the Forefront - Heian Japan

This module is designed to compliment a unit on Heian Japan or of feudalism in Japan in general. The goal of this collection is to purposely include the role of women within an evaluation of feudal Japanese society and history. The lesson plan highlights Japanese women in leading roles, with a focus on historical representations of women during Heian Japan; it also includes similar examples of female characters from the Kamakura and Edo period. The two main categories of the collection are warriors and noble women, with the inclusion of the writer Murasaki Shikibu and illustrations of The Tale of Genji. The idea is to study ‘women’ as its own historical component, and the group as actors exerting historical agency. 

Given that the purpose of this collection is to concentrate on the role of women, it includes artwork that was achieved after the Heian and Kamakura periods and that are representations of salient women from the feudal era. 


Lesson plan (3-4 hours) 

1. Teacher leads an introduction to the feudal system and its particularities in Japan. If the class is by topics, this discussion could easily stem from a general discussion of feudalism in Europe. In our particular case, we have already discussed feudalism in Europe earlier, and so the teachers highlight parallels between the two systems in order to activate the main keywords of the unit and review ideas of how the feudal economy worked. 

2. Students read a textbook chapter on feudal Japan and answer comprehension and analysis questions from the text. Key concepts are established following this reading such as: daimyo, samurai, land distribution, family clans, and feudal social pyramid, among others.  

See: 

Spielvogel, Jackson J. World History: Journey Across Time. New York: Glencoe/McGraw-Hill, 2008. Print.

3. In small groups, students analyze original documents from the feudal period. Documents from the book cited below include: the Bushido code, family letters, and excerpts of laws, among other primary sources. Each group of students is in charge of one particular document. Students should identify: main idea, intended audience, who wrote it, and how does this particular document help understand Japanese feudalism. These documents should also help activate many of the key concepts studied earlier. Once all tables have their findings, the class comes together to present and discuss all documents. 

See: 

Stearns, Peter N. World History in Documents. New York, USA: NYU Press, 2008. Print.

4. Use this collection to shine the light on women during the feudal period. Lead a "Step Inside" routine with the resource "Ohatsu avenging her mistress Onoe." 

Students may well have noticed the silence regarding women's role at this point in the unit. In my classes, for instance, students automatically assume that there are working women alongside male merchants and farmers, but they have doubts as to women occupying higher roles in society. This routine can clarify some doubts as to their presence among higher social ranks. 

5. Allow students to browse the collection, play one of the videos on female samurais or lead other Project Zero routines with the other paintings of female warriors and writers. Once the class is familiar with the resources in the collection, lead the visible thinking routine "People/Parts/Interactions" to reevaluate society as a whole. 

Discuss how their reading of the texts in Step 2 and Step 3 has changed based on this new information. How do they now imagine women in feudal society?

6. Close the unit with the visible thinking routine "Circle of viewpoints." In our class, we use the routine's questions as a prompt for a one-page essay. Students answer the questions of the routine as if they were a person living in feudal Japan; they can choose to write a journal entry or an essay in the third person. Students should use the resources in this collection and in the texts provided to describe the life of their chosen character. This exercise allows students to explore context, society, thoughts, limitations and daily life from the point of view of a historical actor.


Extension activity (1 hour) 

Instead of leading a written routine of "Circle of viewpoints" students can create postcards written from the point of view of their historical characters. Students also design the flip side of their postcards and the artwork should illustrate the environment or experiences of their historical character. 


Denise Rodriguez
18
 

Women of Japan

Time- 2 class periods

Description:

Using the Project Zero Design Thinking routines  "Parts, People, Interaction", this activity provides an understanding of the system of gender power at stake in the representation of Chapter 34 of Tales of Genji - Kashiwagi catches sight of the third Princess.  It then looks at a modernization of the illustrations and offers a reflection on what the new feminine contemporary perspective brings to the interpretation of the Third princess story. 

In exploring the representations of the tales of Genji, students have the opportunity to discover tales that have become a standard for Japanese culture. They look at the first known literature piece written by a woman, who shares a rare and intimate perspective of a woman on a world governed by men.  Students compare the representation of the tales from the XVIth century with one from the XXth century to identify in what ways they have been interpreted.

Day 1:

Step 1: Have students sketch The tale of Genji, chapter 34; Kashiwagi catches sight of the third Princess

Step 2: Debrief as a whole group

Discuss what the students have noticed.  Do not show the caption to the students yet. The observational drawing is good to help students pay attention to details and unveil the artist's choices. It also encourages them to initiate a first interpretation.

Step 3: Parts, People, Interaction

Once students have discussed the painting, guide them through the routine "Parts, People, Interaction". 

"This thinking routine helps students slow down and look closely at a system ( here the system of gender power.) In doing so, young people are able to situate objects within systems and recognize the various people who participate—either directly or indirectly—within a particular system. 

Students also notice that a change in one aspect of the system may have both intended and unintended effects on another aspect of the system. When considering the parts, people, and interactions within a system, young people begin to notice the multitude of subsystems within systems. 

This thinking routine helps stimulate curiosity, raises questions, surfaces areas for further inquiry, and introduces systems thinking." (PZ)

Step 4: Read the PDF "More about Chapter 34" and go back to the questions 

Have students read the caption, go back and look at the painting and ask them to take notes on how their understanding has shifted from their initial interpretation.

Step 5: Debrief the "Parts, People and Interaction" routine as a whole group:

During the discussion, here are some specific question students may want to address:  

  • What does the illustration of Chapter 34, Kashiwagi catches sight of the third Princess says about the system of power gender in place at the Japanese court in the XIth century? 
  • To what extent the architecture in the painting play a role in facilitating the superiority of men? 
  • How does the system in place impact relationship between men and women?

Day 2:

Step 1: "See, Think, Wonder" - The third princess with her pet cat, Yamato Maki, 1987

Have them do a quick "See, Think, Wonder" to encourages them to reactivate prior knowledge, pay attention to details and reflect on the effects of the modernization of the illustration of The tales of Genji though manga. Identify the audience and the context of the illustration.

Step 2: Read the caption as a group - notice what is important.

Step 3: "Layers"

This routine will encourage students to refine their first analysis of the illustration by looking at it through different angles (Aesthetic, Mechanical, Connections, Narrative, Dynamic). It will allow them to draw upon their prior knowledge and consider the impact of modernization of art on the public. 

Students can work in small group and cover between 3 and 5 of the categories.

Step 4: Each group of students present their learning to the class 


Anne Leflot
7
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