Found 453 Learning Lab Collections
This Learning Lab Collection is designed for students who are studying Korean. Students will explore Korean art from the Freer collection, and learn more about Korean culture, history, and tradition by using artworks. Through the exploring art and learning Korean process, student will develop a greater understanding of the unique aspects of Korean culture and the structure of Korean language.
Keywords: Korean, Language, Art, Culture, Tradition
This Learning Lab Collection is following Virginia Department of Education Standards of Learning for World Language: Non-Roman Alphabet Language for character-based language. Click here to find more information (p. 29-46)
Level 1: Students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language.
Level 2: Students continue to develop their communicative and cultural competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language.
Level 3: Students communicate on a variety of topics at a level commensurate with their study, using structures that are more complex in the language and moving from concrete to more abstract concepts in a variety of time frames.
Level 4: Students continue to develop their communicative and culture competence in the interpersonal, interpretive, and presentational modes of communication.
Level 5: Students are able to exchange and support opinions on a variety of topics related to historical and contemporary events and issues at a proficiency level commensurate with their study.
The Goryeo period (918-1392) is referred to as Korea’s age of enlightenment, when arts and cultures flourished under the patronage of the Goryeo aristocracy. Buddhism was the official state religion, which Buddhist temples and members of the royal court committed a huge portion of their resources to the practice of faith and to the creation of ritual implements and artworks as expressions of devotion.
Tremendous ceramics, lacquer wares, Buddhist paintings and sculptures, illustrated manuscripts, and metal crafts in Buddhist symbols and motifs were made during this period. The Goryeo period is widely known as the jade-green glazed, graceful shape, elegant floral motifs and decorative inlaid design celadons to the Western culture.
This Learning Lab Collection is created for Summer Institute for Educators, Discovering Korea's Past: Interdisciplinary Connections.
Keywords: Korea, Goryeo, Celadon, Buddhism, Inlay, Jade-green, Glazed, Ceramics
The National Museum of African American History and Culture (NMAAHC) is the first museum on the National Mall to be recognized as a LEED Gold building due to its construction using renewable energy sources and locally-sourced building materials. LEED or Leadership in Energy and Environmental Design certifications are granted to buildings and other structures that meet global standards in areas such as water use, energy efficiency, and use of sustainable materials. To minimize energy use, the architects and engineers designed the building to allow lots of natural light inside of the museum. The Corona, the ornamental bronze-colored metal lattice that covers the museum like a crown covers a head, helps to keep the museum cool by allowing some sunlight inside, but by blocking the rest. As a result, the museum uses less electricity for lights and air conditioning.
But how does it work? Have your students complete the following experiment to find out!
This Learning Lab collection is designed to accompany the Pittsburgh CLO's teacher guide for Beyond the Moon. In this new Gallery of Heroes musical, fifteen-year-old Maya has big dreams of being the first person to set foot on Mars but believes she is simply too ordinary to become an astronaut. Her view of what is possible transforms when actual NASA astronauts past and present, including Neil Armstrong, Mae Jemison, and José Hernandez, take her on an amazing journey to discover that extraordinary feats are accomplished by regular people one step at a time.
The activity is based on "Touchdown," created by PBS Kids Design Squad. It was adapted by the Heinz History Center to include the story of the Alcoa aluminum innovation used for the legs of the Lunar Module.
The theme of TIME can be explored in art using key concepts throughout the semester or year. Explore various concepts related to the idea of TIME by playing the Connections Card Game. The mind maps made after playing the game can be used as a reference throughout the course.
- Download and print images on card stock (resource attached to this collection). Create multiple sets for small groups to play the game.
- Print Key Concept Cards (resource attached to this collection)
- Take turns choosing a card and connecting it to a key concept by placing it near an appropriate Concept Card.
- Defend choice with evidence in the image.
- After all cards have been played, students make inferences about how people experience, measure or represent time.
- Small groups collaborate to draw a mind map to illustrate their ideas.
- Present maps in a "Carousel Interview." One group member stays with the mind map to answer questions; other group members visit tables to explore mind maps and ask questions.
- Return to original group. Encapsulate overarching ideas and record them on your group's mind map.
Railroads started well before 1869, but it was not until that year that the nation was bound together by a commitment to build the first transcontinental system. On May 10, 1869, the driving of a golden spike, signaled the ceremonial end to a process that had been going on for 6 years of construction, engineering, and human toil. Two companies, one starting in Omaha, Nebraska and the other in Sacramento, California competed to lay track towards each other to join the Central Pacific and Union Pacific Railroads. Their reward for each mile was government money and lots of it. By the time that they met at Promontory Summit, Utah, vast sums of money and untold human labor and sacrifice had been expended on this incredible technical endeavor. A single track united the continent's Wester and Eastern regions. Travel from East to West used to take months by wagon train, could now be measured in mere days. This collection utilizes Primary Source student review strategies from the Library of Congress' Primary Source Analysis Tools.
In this collection we explore the definition of an artifact and analyze various artifacts from multiple cultural periods.
In this activity, students will examine photographs documenting the Bracero Program, the largest guest-worker program in US history. Started in 1942 as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million contracts were awarded.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs tell about the experiences of braceros in this program, and the impact of these stories in multiple contexts. Additional resources (primary sources, a digital exhibition, and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».
Keywords: mexican, immigration, work, migration, migrant workers, agriculture, reform, politics, government, leonard nadel, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, California, Arizona, New Mexico, Texas, Arkansas, 1940s, 40s, 1950s, 50s, 1960s, 60s
Photos and Articles that are supplemental learning to the forces of flight. All artifacts are interactive for student engagement and assessment.
Here is a collection of coding games using Scratch interactive media using MakeyMakey , integrating Aztec games, culture and information.
In this collection, I am going to highlight Aztec games and culture to recreate projects that I do in my my own design classroom with my students based on these historical artifacts.
This collection is hopefully an inspiration for young designers and artists to use designs inspired by the Aztec games and culture to make a Scratch game or remix with the examples I have posted in this collection. This collection shows you a pathway to create coding and designs based on these Aztec games and culture, to create games similar in motif and structure to the originals. (This lesson is more focused on 9-18 year olds, but can be adapted for older students, as well as adults with some rewriting and restructuring, especially with coding aspect of the lesson.)
You will be creating and studying these cultural artifacts to gain insight into how they were constructed, drawn, and fabricated. In order to gain perspective on these cultures, the research your students use by viewing and constructing their own coded games/designs will give agency to their work, albeit through the eyes of these people. The students will gain a new understanding and vision of these cultural motifs and what they carry to the viewer.
Students will be creating and researching designs and motifs based on this culture. Once they have constructed and drawn an idea either through digital or non-digital means, they will be rendering their designs in Scratch or another coding app like Processing.
The students will then use these coded games with MakeyMakey and a create a controller like these musical instruments/controllers my students created at Labz at my school Charter High School for Architecture and Design in Philadelphia.
This collection is hopefully an inspiration for young designers and artist to use designs and motifs from Mexico, Peru, Panama, and Guatemala. This collection shows you a pathway to create designs based on these motifs and artwork to use in 3D printing using Morphi and other tools to create prints using relief printing making techniques. (This lesson is more focused on 9-18 year olds, but can be adapted for older students, as well as adults with some rewriting and restructuring. I also have run the printmaking section with younger students, but with the 3D relief plates already being printed, or facilitated by adults, teachers, or parents to help them with the process so as to make it a successful lesson. )
You will be creating and studying these cultural artifacts to gain insight into how they were constructed, drawn, and fabricated. Ours of course are totally opposite of how these fabric fragments and other examples were constructed, but they can help a student (and yourself ) gain insight into the process that these cultures used to created these designs, art and patterns within the drawings. In order to gain perspective on these cultures, the research your students use by viewing and constructing their own designs will give agency to their work, albeit through the eyes of these ancient craftsman, designer, and artist. The students will gain a new understanding and vision of these cultural motifs and what they carry to the viewer.
Students will be creating and researching geometric designs and motifs based on ancient to modern patterns from Peru, Mexico, and other areas. Once they have constructed and drawn an idea either through digital or non-digital means, they will be rendering their designs in Morphi or another 3D modeling app. Here is a link to a design I did specifically for this lesson on Youmagine that you can use with your prints, as well as your students.
The students will then export these files to be 3D sliced for the printer. I suggest using Cura as this is my go to software for getting digital files ready for the 3D printer. Depending on your press, I suggest making the geometric design small and thin enough that they fit in your print bed, so you might need to resize the design in Cura. If you do not own press, you can use tools to do relief prints like you would any regular printmaking project.Iif you have access, you can use the OpenPressProject to print your own, which I highly recommend as it is my preferred method that I printed my designs in the last resource of this collection.
The inking process should be similar to regular relief printmaking, depending on your students design complexity, and you can experiment with texture, motifs, multiple plates, etc. based on the resources that are in this collection.
In this collection, I am going to highlight Penn Museum' s Inca Aryballus collection as wells the Smithsonians, and show you resources on how you can create designs in Morphi, and 3D modeling software that I use in my own design classroom with my students based on these historical artifacts (This lesson is more focused on 9-18 year olds, but can be adapted for older students, as well as adults with some rewriting and restructuring.)
This collection is hopefully an inspiration for young designers and artist to use designs inspired by the Incan Aryballus and other motifs. This collection shows you a pathway to create designs based on these Aryballus' to use in 3D printing using Morphi and other tools to create vases similar in motif and structure to the originals.
You will be creating and studying these cultural artifacts to gain insight into how they were constructed, drawn, and fabricated. Our Aryballus' of course are totally opposite of how these ceramic pottery fragments and other examples were constructed, but they can help a student (and yourself ) gain insight into the process that these cultures used to created these vessels. In order to gain perspective on these cultures, the research your students use by viewing and constructing their own designs will give agency to their work, albeit through the eyes of these craftsman, designers, and artists. The students will gain a new understanding and vision of these cultural motifs and what they carry to the viewer.
Students will be creating and researching geometric designs and motifs based on Incan pottery. Once they have constructed and drawn an idea either through digital or non-digital means, they will be rendering their designs in Morphi or another 3D modeling app. Here is a link to a design I did specifically for this lesson on Youmagine that you can use with your prints, as well as your students.
The students will then export these files to be 3D sliced for the printer. I suggest using Cura as this is my go to software for getting digital files ready for the 3D printer. Depending on your students' design, I suggest making the geometric design small enough that they fit in your print bed, so you might need to resize the design in Cura.
This collection explores this essential question: How was the changing status of women in American society during the late 19th and early 20th century represented in professional baseball and the United States Postal Service. In small groups, students will discuss this underlying question through the variety of resources in this collection, examining the historical access women have had to these institutions, their divergent experiences compared to their male counterparts, and how women have historically been depicted on USPS stamps. Some supporting questions to scaffold inquiry can be found in the “Notes to Other Users” section.
Clarice Daley served as a nurse in the First World War (1914-1918) with the Australian Army Nursing Service.
Keywords: women, history, military,
In 1862, the Pacific Railroad Act chartered the Central Pacific and the Union Pacific Railroad Companies, and tasked them with building a transcontinental railroad that would link the United States from East to West. Over the next seven years, the two companies would race toward each other starting from Sacramento, California in the West and Omaha, Nebraska to the East, both teams struggled to overcome great engineering obstacles and physical risks to their workforce before the two lines were joined at Promontory, Utah, on May 10, 1869. This "network" connecting our nation and continent, was a huge technological step forward for our country that incited many other technologies and industries.
The famous discovery of gold in California, forever changed the landscape, economy and culture of California by the hundreds of thousands of people who migrated during California's gold rush. The famous discovery was made by James Marshall, at Sutter's Mill, on January 24th, 1848. Rumors and stories spread throughout the land of the discovery of gold, in California. The discovery was confirmed by President Polk, 11th President of the United States. President Polk made the announcement of the gold discovery, in California and the news spread world wide. Hundreds of thousands of people migrated to California from all around the world during the California Gold Rush of 1849. The journeys were long and dangerous. The three major routes are: around Cape Horn by ship (six to eight months), the Isthmus of Panama (two to three months), and the Overland trail (three to five months). By ship, dangers included: ship wrecks, lack of food and water, seasickness and disease. Ships that survived the long journeys arrived to the ports of San Francisco, where the migrants continued their journeys to the foothills of the Sierra Nevada.
Traveling 2,000 miles across an entire nation, on the Overland Trail by foot and wagons, exposed travelers other dangers, such as: misinformed trails, lack of food and water, and exposed them to inclimate weather while crossing deadly rivers, deserts, and high mountain passes. Only the very basic necessities were taken for these long journeys on the Overland trail; such as: food, water, wagons, stock, hunting tools, blacksmithing tools, clothing, blankets, sewing kits, medical supplies, etc.
On the Overland Trail, many miners joined companies. These companies were made up of people with various skills; such as, carpentry, medicine, navigation, hunting, blacksmithing and wheelwrights. The likelihood of surviving these long and dangerous journeys increased, significantly for those individuals who joined companies. If a company survived the journey to California on the Overland Trail, the company also had a higher likelihood of success in gold mining. Individuals within the company could stake multiple gold mining claims and the gold would then be divided among the people of the company. During the gold rush, individuals were only allowed to own one claim.
- Industrial Revolution, in modern history, the process of change from an agrarian and handicraft economy to one dominated by industry and machine manufacturing. This process began in Britain in the 18th century and from there spread to other parts of the world. Although used earlier by French writers, the term Industrial Revolution was first popularized by the English economic historian Arnold Toynbee (1852–83) to describe Britain’s economic development from 1760 to 1840. Since Toynbee’s time the term has been more broadly applied.
This collection was created as an introduction to Korea and its culture by focusing on one object in the Freer/Sackler Museum. "Water dropper in the form of a duck." Interdisciplinary lesson for Media (information literacy, research skills), Art (calligraphy), and Music (children’s songs).
In this activity, students will take on the role of archaeologists and make inferences about what objects included in the elaborate tomb complex of China’s First Emperor, Qin Shihuang (259 – 210 BCE) can reveal about his values, afterlife beliefs, and how he saw himself and his world. Students will analyze objects including not only members of the Terracotta Army, a group of approximately 7,000 terracotta soldiers and horses, but also terracotta acrobats, bronze waterfowl, and more. This collection is Part 3 in a series of collections created for a social studies classroom; for more information, click “Read More.”
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; spiritual beliefs; military; soldier; sculpture; chinese; world; asia; asian; xi'an; empire; cross-cultural comparison; terra cotta; qin shi huang; shihuangdi; shi huang di; earthenware; ceramics
Throughout world history artists have used visual cues to communicate role and rank. As a cultural window, art shares insights in to the structure and beliefs of a society. Through compare and contrast questions students analyze the selected works to better understand artistic techniques as well as the cultural mores communicated through each work. This activity was developed at Discovering Korea's Past: Interdisciplinary Connections Summer institute for Educators held at the Freer/Sackler, summer 2018.
How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture.
This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and our research.
Begin by looking closely at an artifact, Lone Dog Winter Count, using a Project Zero Routine, Zoom In. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?
Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial Zoom In documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.
Begin the research process with the first video Lakota Winter Counts. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.
Guiding Points for Inquiry using The Artifact Investigation Map:
Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?
Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?
Plan: Identify and describe what could have been key factors influencing design process. Examples: materials/natural resources, people power, skills, technology/tools, historical and natural environment….
(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a mini-version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map
Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation? *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?
Documenting Ongoing Conclusions/Questions/Reflections
Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.
For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.
This is a master collection designed to be copied and adapted to your individual classroom needs. Included are three scalable student activities that teach students engineering skills using methods similar to those that made the Wright brothers pioneers of aviation. Feel free to pick and choose from the activities in creating your own collections:
1. The Four Forces of Flight
In this student activity, students will briefly go over the four forces of flight (lift, drag, weight, and thrust) and put them to the test in the Paper Airplane Challenge! This activity is suitable for Primary/Intermediate grade levels.
2. Engineering the Wright Way
The second student activity is an online interactive, "Engineering the Wright Way"*, where students will develop engineering skills to design and test all the different components of an airplane based on the the Wrights' methodology. Students can write down a save code generated in the interactive to store their progress and return to finish the activity later. This activity is suitable for Intermediate/Middle grade levels.
3. Take a Wright Flight
The third student activity is an online flight simulator to learn three controls of flight: yaw, pitch, and roll. The final segment is an online interactive** to test fly the original Wright Flyer in conditions similar to that cold December morning when the Wrights first achieved flight, using direct 3D scans of the original Wright Flyer made by the Smithsonian. This activity is suitable for all grades.
*The "Engineering the Wright Way" lesson plan and activity were created by the National Air and Space Museum, courtesy of the Alcoa Foundation.
**The Wright Brothers Flyer activity was created by the Smithsonian Center for Learning and Digital Access.
This is one of 5 activities used in the Lenovo Week of Service event.