Found 543 Learning Lab Collections
These materials address a unit on resilience and global competence as related to and extended from The Book Thief by Markus Zusak. #SAAMteach
After using the "Seven Ways to Look at a Portrait" strategy, students create self-portraits in the style of Kehinde Wiley that incorporates study symbolism, self-identity narrative, and reflection on the poses of traditional American portraiture. This lesson requires access to computer technology, a camera (mobile phone is fine), a green screen background, a green screen phone app or program, and ideally a printer.
This collection is meant to be used as an introductory activity to the novel Their Eyes Were Watching God by Zora Neale Hurston. Specifically, it focuses on the different styles employed by artist Aaron Douglas, most notably in his Scottsboro Boys portrait and in his 1925 self-portrait. In doing so, it asks students to consider when and why an artist who is more than capable of creating within the boundaries of classically beautiful art or writing might chose to create in this style at some times and at other times to create in more radical or avante-garde styles. It uses a Compare and Contrast looking technique before revealing to students that all four distinct pieces are created by the same artist.
Ideally, teachers can end the unit by facilitating discussion of the social change Douglas aims for with his Scottsboro portrait and of the bridge that Hurston creates with her prose narrator before launching into the dialect of her characters that earned her such scorn from the African American community of her era.
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
This collection/lesson is designed to compare and evaluate portraiture of Gilded Age Industrialists and of the Founding Fathers. Students will explore different mediums of portraiture and attempt to place these examples of artwork into the legacy that Gilded Age Industrialists hoped to create for themselves. This lesson plan involves close analysis of specific portraits of Andrew Carnegie, a sorting activity, a Google Doc graphic organizer to help students inquire information, and some overarching discussion and analysis questions to help foster class discourse. Each of the sources used in this collection are owned by the National Portrait Gallery, and many - as of 6/27/19 - are currently on display. Some questions to consider as you and/or your students peruse this collection: What does it mean to have a legacy? How are portraiture and legacy connected or related to each other? Why, in an era when photography is en vogue, would an individual choose to have a painting done of them? What would you want a portrait of you to look like?
Lesson Overview: (See Collection or the link below for Full Google Doc Lesson Plan)
CLASS (SUBJECT & LEVEL): High School American History - for an 80 minute block
- Students will closely analyze Gilded Age industrialist portraits in both painting and photograph formats, attempting to understand the legacy that these leaders were trying to create for themselves in the future.
- Students will compare and contrast portrayals of Gilded Age industrialists and the Founding Fathers.
- Students will argue different ideas about portraiture in U.S. History and reach their own conclusions.
CONTENT: Gilded Age Industrialists, Founding Fathers, Portraits and Photos, Source Analysis
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
This activity will be used to reinforce close reading and analysis of visual text in either a pop culture unit or an identity unit in AP English Language and Composition. The idea is to examine how iconic popular images can be remixed to create new meaning and conversation about identity.
The collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
Opening: Class Discussion: What is a portrait? What are the Elements of Portrayal?
Show Michelle Obama Portrait- Have students work in pairs to come up with a list of things the artist wants us to know about the sitter.
Read Washington Post article - Add any ideas to list
Divide class into 6 groups - Each group is given a group of first ladies. Students should come up with a list of attributes/characteristics/symbols for the group as a whole.
Small groups should then meet together and complete a Venn Diagram to show similarities and differences of the groups to distinguish how portraits may/may not have changed through time. Does this portray how the role of the first lady has evolved over time?
Further questioning: What roles will future first ladies (men, husband, partner) play in the U.S.
Extension activity: Portrait - Create a portrait of someone of importance or even a self-portrait. What style will it be in? How will you use the elements of portrayal?
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
This collection was created in conjuncture with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.The following collection showcases images of key figures such as Martin Luther King, and Malcolm X from the Civil Rights Movement, particularly on the issues of voting in Alabama. The images and activities showcase the struggle of the march from Selma to Montgomery in an effort to make voting an equal right among all people. This lesson can be used in the social studies classroom for the subjects of Civil Rights, Voting, and Federal Government VS State Government. In addition to the images there are in class activities and thought provoking questions that go along with the visuals to provide for a more engaged learning experience. #NPGteach
Using the Project Zero Visible Thinking routine "See Think Wonder," this activity explores the struggle of suffragists during the Women's Rights Movement through deep analysis of one object - a pin, worn by suffragist Alice Paul, in the shape of a jail door with a heart-shaped lock. Pins such as these were given in a ceremony to suffragists who were imprisoned as a result of the 1917 pickets. Includes the pin, an article discussing the history behind the pin, and multiple photographs suffragist picketers.
Keywords: women's rights, suffrage, suffragette, protest, reform, civil rights, equal rights, alice paul, jailed for freedom, pin, national women's party, nwp, voting, vote
Overview: Within the new realm of STEAM learning, students explore transdisciplinary themes connecting Science, Technology, Engineering, Art and Math in new ways, finding similarities and differences. The overall goal of STEAM learning is to link the subjects for 21st century career paths.
Use this lesson as a provocation to a unit on planet Earth, our solar system, and/or space and the human interaction within those topics. This will get students thinking about how we translate the world around us and motivate them to dig deep when researching.
Use the thinking routine: Beauty and Truth for an engaging discussion with students. The discussions will help you assess students’ prior knowledge of space, Earth, and our solar system.
Purpose: In this lesson students explore their knowledge of science and art. Students are asked to make connections with the two as they use a Project Zero thinking routine: Beauty and Truth. This lesson can be adapted to students Grades 5-12 to work collaboratively and enhance their communication skills within the regular classrooms or Design Thinking and Maker Space learning workshops when available.
History connections: This collection offers a historical perspective of the synergistic role of art and sciences for innovations used for human exploration both on Earth and in space. The images and artifacts have been selected to capture science and art from the early 20th century to current times.
Directions: In order to allow student led learning, model the activity (described below), then allow the students to explore the activity. The very last resource in the collection is a video entitled “Heaven and Earth”. Use this as a tool for a reflection discussion in the beginning and end of your lesson. Please feel free to modify the lesson. Note that it is imperative to discuss Science and Art before and after the lesson to show the growth of understanding from beginning to end.
A sample discussion to get students thinking about how to describe art and science can use the following questions: "Where do you see art in these images? What, to you, makes it "art"? Where do you see science? What, to you makes it "science"? Let's look deeper, could you say that what you thought was art could have aspects of science? What could make it science? And now the opposite, could you say that what you thought was science could have aspects of art? What could make it art?" As a teacher, document the descriptions on the board for the students to see the words they are using. Create a Venn diagram of the words used, each circle being science or art with the overlap being similar descriptions. Use your personal style to dig deep in the discussion, working on the students' abilities to communicate effectively and with metaphors. Highlight when they use powerful metaphors or challenge them to make associations when speaking to best express themselves.
Teacher will demonstrate a sample first: Choose two images (Art and Science): one that you think best demonstrates concepts in science that you are interested in and one that best demonstrates art concepts that you are interested in. Please explore the artifact by exploring the tabs that display more information about the piece.
The teacher demonstrates the thinking routine to analyze the images: Beauty and Truth. Document both beauty and truth evidence for each image. Compare the list and see if there are similarities. Then the students pair up to do the same: choose two images and explore Beauty and Truth for each image. Have them chart using 4 squares to get the beauty and truth observations for each of the two images. After, share out their findings and have a reflection discussion for any similarities amongst students. The main goal is to have the students realize on their own that science and art overlap in many ways, and that beauty and truth can be extracted from each.
The purpose of first exploring science vs. art and then beauty and truth is to increase the sophistication of the discussion and students' abilities to communicate effectively and clearly. After all four words are analyzed for the two images, students will have both exercised their communicative abilities and their reasoning of the world around us created and real. This challenges their point of view of the world around them and calibrates their critical reasoning skills.
This should lead some rich discussions as well as powerful creative expression and scientific reasoning. These are the skills that students need to analyze the world around them to further extend their STEM skills and best prepare for the 21st century workforce. Take your time to use this as a platform for discussion in your classroom and continue to have student discuss their perceptions of the world.
- Literacy: Have the students write a persuasive paragraph that promotes either of the images as more beauty or truth with multiple reasons why and concrete examples to demonstrate.
- Science: Have the students research more about the science they observed. You can even combine literacy by having them complete a technical article where they place themselves within that time period of the scientific discovery and write a “Breaking News” article telling the general public about the amazing new science discovery.
- History: Create a timeline for 5-10 images. Discuss the progression of discovery and innovation. Discuss the impact on society and humans.
- Use design thinking to extend the learning. Pretend there will be a circus coming to town that gets everyone excited about STEAM. Use graphic design tools to combine both images and create a promotional poster.
- Create a model or diorama of the scientific discovery.
Let the learning take you on an STEAM adventure.
Enjoy this lesson!
Ages: Grades 5-12, scope per ability
- Students understand the similarities and differences of science and art.
- Students learn historic scientific discoveries.
- NGSS - Use these objectives after using this lesson as a provocation to learn about our Earth, the Universe, and the solar system. Sample science units can include the following learning standards:
- Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Grade: Middle School (6-8)
- Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. Grade: High School (9-12)
- Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. Grade: High School (9-12)
Cultural Connections - Global Perspectives
- Investigating the world: With prompting and support, I can ask a question about an idea that is important to my community.
- Recognizing perspectives: With prompting and support, I can identify when someone else has an idea that is different from my own.
- Communicate Ideas: I can speak and write to share my ideas with others. This means with help I can look at my audience, speak loudly and clearly, and share my ideas so that my audience can understand them.
#GoGlobal #STEAM #STEM #designthinking #makeractivity
This activity analyzes the stories told by photographs of the Resettlement Administration (RA) and Farm Security Administration (FSA) programs, which ran from 1935 to 1937 and 1937 to 1942 respectively. These photographs were taken to document the conditions and hardships experienced by Americans across the country during the Great Depression, as well as the success of relief services implemented by these two programs. Published widely in newspapers, magazines, books, and exhibitions, these photographs helped shape the public's perception and memory of this difficult time period.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will uncover the stories and perspectives portrayed by these photographs in multiple contexts, from the personal to the global. Additional resources (photographer interviews and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».
RA & FSA photographers included in this collection: Carl Mydans, Dorothea Lange, Arthur Rothstein, and Marion Post Wolcott.
Keywords: poverty, rural, urban, roy stryker, new deal, inquiry strategy, global competence, global competency, 1930s, 30s, dust bowl, photojournalism
Significant persons and events from Virginia History are told through U.S. Stamps. Discover the history of the Old Dominion.
This lesson is inspired by Out of Eden Learn, the journey of Paul Salopek, and the idea that each person is an amalgamation of the people and events that came before them. These people and events include the nature of their birth, the lives of their parents, the experiences of their grandparents, the creation of the printing press, etc. The idea behind this lesson is, in its inception, to expose students to milestones in black history, and to use that rich history to challenge them to look into their past to see how they connect to larger events that came before them last week or even a century or millennia ago.
This lesson is especially crafted for Black History Month (though of course it can be used at other times) to have students from multiple ethnic backgrounds try to find a connection to the African American Experience in the United States. It removes students from an ethnic vacuum and asks them to see how the journey of others not like them has an impact on their, their family's and their country's history.
To begin your use of this collection please read the lesson plan at the beginning labeled Lesson Plan: Paths To Perspective. It is the full lesson for using this Learning Lab collection. You may use it in full or alter as you see fit for the needs of your class. It is by no means exhaustive, especially in terms of Project Zero ideas that can be used with the collection, but it is a good starting point for how to use this material in class.
Movie Posters from Puerto Rico
Introduction to feature film’s narrative stories
Arch of the story – Beginning, middle, & end
Introduction to the Lesson Plan
Constant scrolling through social media platforms and click bait headlines, many of us uncritically consume vast amount of visual media every day. This lesson plan asks student participants to make observations of visual media and to transform those impressions through the creative medium of cinematography. The goal of the lesson plan is to help develop a more nuanced, informed visual literacy among young learners.
The use of visual impressions in this lesson plan allows the student to construct cinematic narrative stories based on Puerto Rican culture and daily life. The images printed on these posters relate to themes that explored art and exhibitions, medical education and prevention of diseases, natural disaster awareness and relief actions, community engagement in medical campaigns, as well as rural life in Puerto Rico. In order to write this narrative story, the student will interact heavily with the poster visuals and the stories they represent in order to awaken the student’s imagination and intellect as they engage in an exercise of writing fiction, allowing them to learn about Puerto Rican culture and cinematic history.
-Exposure to film archival material
-Development of writing skills for film narratives
-Analyses and comprehension of the screenwriting process and structure
-Exposure to Puerto Rican culture and daily life activities
-Teamwork and ability to multitask
Concluding Questions to Students
- What did you know about Puerto Rico and its culture before the lesson plan, and what are new things that you learned about it after engaging in this exercise?
- What visuals impacted you the most and why?
- After completing step # 3, how did you initially envision the characters of your story to be or to behave?
- Do you feel confident about using the beginning-middle-end structure to write a screenplay?
- What are a few things that you can take from this exercise and how do you see implementing them in future–artistic, cinematic, writing–projects?
The following seven images are screen printings of movie posters from Puerto Rico. These screen-prints are housed at the Archives Center at the National Museum of American History in Washington, DC.
The purpose of this lesson plan is to help you create a narrative story (aided by the poster’s images and scenarios) following a movie scrip sequence of “beginning, middle, and an end.” Then compare your story with others in your classroom and see how close or far were you from the stories–of the films–these posters represent.
Here are the steps you need to follow:
- Choose 3 (out of the 7) posters.
- Once you have selected your posters, assign them a place in your narrative story as follow;
- Poster # 1 - Beginning
- Poster # 2 - Middle
- Poster # 3 - End
- Look at the characters, the setting (place and/or type of surroundings), objects, symbols, and the text on your posters (we will provide attendees with Spanish to English translation for this lesson plan).
- Give Names to the characters in the posters. Names can repeat if you want a character in one poster to be the same character in another poster (this might be helpful to write your narrative story). Or! each character in a poster can be unique and have its own story.
- Go to the lesson plan images and read the description and keywords for each of your 3 choices.
- Combine your text from step # 4 and incorporate it into your narrative (in your own words) with your observations from step # 5
- Arrange your narrative, shuffle the order of your posters (beginning, middle, end), move characters around, change names, etc. Have fun.
You will have the option of shuffling the order of your posters at any time in order to re-arrange your narrative.
Your narrative does not have to be perfect or make any sense. The purpose of this lesson plan is to put you in the mindset of the writer and director of a feature film. Using as inspiration movies made in Puerto Rico as you analyze the meaning and stories behind the posters you chose in order to make your own Puerto Rican movie.
This lesson plan was an assignment completed as part of University of California, Berkeley Undergraduate Research Apprenticeship Program with PhD candidate, Amanda Guzman.
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
In this activity, students will analyze photographs documenting the exodus of Bikini islanders from Bikini Atoll prior to Operation Crossroads, a pair of nuclear weapons tests and the first detonations of nuclear devices since the bombing of Nagasaki. These photographs were taken by Carl Mydans and were published in the LIFE Magazine article, "Atomic Bomb Island," on March 25, 1946.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs communicate about the experiences of the Bikini islanders and America's perspective on military advancement after WWII. They will also consider the perspectives presented by these photographs, in multiple contexts from the personal to the global. Additional resources (primary sources and the original article) and information on using this collection in the classroom can by found by clicking Read More ».
Keywords: atomic testing, atomic bomb, operation crossroads, bikini islands, bikini atoll, rongerik, able test, baker test, nuclear bomb, photojournalism, inquiry strategy, global competence, global competency, 1940s, 40s, 1950s, 50s, 1960s, 60s
Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society.
- Students can complete the sorting activity to categorize the images.
- Students should select one source they find most intriguing and generate questions about the source and its related topic by completing the quiz question.
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.
This collection highlights important information and pictures of battles of the Revolutionary War. The materials are not in timeline order. They are simply for research purposes for the students.
This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended to demonstrate various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources.
- Section 1: a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms.
- Section 2: a variety of student activities and resources to explore artist Luis Cruz Azaceta's "Shifting States: Iraq," a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis. This section includes an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, and an array of prompts and Learning Lab tools to help students think critically and globally.
- Section 3: a short assignment to get participants started using the Learning Lab.
- Section 4: spacer tile template to serve as chapter headings in longer collections.
This collection is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. It was created for the 2019 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "The Search for American Identity: Building a Nation Together," - the subject of the Montgomery College - Smithsonian 2019 Fellowship program.
This collection can be used as a pre- and post-resource to support the free Smithsonian Science How webcast, Exploring Fossil Ammonoids with Paleobiologist Lucy Chang. During the 30-minute program, your students will have an opportunity to interact with the scientist through live Q&A and polls.
This collection contains objects from the Smithsonian’s National Museum of Natural History. Many of the specimens in this collection are fossil ammonoids, but other mollusks are included for comparison. Also included in the collection is a companion worksheet for students (with teacher key) to express their newly gained knowledge about ammonoids.
Ammonoids are an extinct group of marine mollusks that belong to the subclass Ammnoidea and the class Cephalopoda. A popular and well-known subgroup of ammonoids are ammonites. The closest living relatives of ammonoids are also cephalopods like squids, octopods, and cuttlefish, while the modern nautilus is more distantly related.
Ammonoids had shells made of calcium carbonate just like today’s snails, clams, oysters, and other shelled mollusks. Ammonoid shells varied in shape and size. Some ammonoids had tightly coiled shells (planispiral), while others had uncoiled, irregularly shaped shells (heteromorphs). Regardless of shape or size, the shell provided the ammonoid with protection and possibly camouflage.
Ammonoid shells had interior walls (septa) that created chambers inside of the shell. These chambers were connected by a narrow tube structure called a siphuncle. The ammonoid could use the siphuncle to control the amount of gas and fluid in each chamber, giving it the ability to achieve neutral buoyancy and move about in the marine environment.
Although ammonoid shells are abundant in the fossil record, there is an extremely poor record of their soft parts being preserved or fossilized. Based off of their relationships to mollusks alive today, ammonoids likely had bodies that were soft. The animal would have lived exclusively in the last chamber of its shell with numerous arms extending in a ring around its mouth, eating plankton and detritus, dead or decaying matter. Scientists study the shapes and patterns of ammonoid shells and related species, fossil and modern, to learn about the extinct animal.
Ammonoids lived around the globe and were present on earth for a very long time, about 350 million years. The entire group went extinct at the end of the Cretaceous, about 66 million years ago, along with the dinosaurs.
The abundance of ammonoids in the fossil record and their long history on earth make them good fossils to study. Geologists use ammonoid fossils as guide or index fossils, helping to date the rock layers from which the fossils were found. Paleobiologists can use fossil ammonoids to learn about patterns of extinction and glean information about the group's evolutionary history.
Charles Russell brought the west alive with his paintings and sculptures of western life. His authentic depictions of Native Americans allow the viewer to appreciate the dress and life of the plains Indians. Also skilled in sculpture, Russell depicts cowboys and wildlife in action settings. This lab provides samples of Russell's best work.
This Collection contains resources to help students understand the three branches of government in the United States.
SWBT identify and describe the purposes of each branch of the United States government.