Found 1,204 Learning Lab Collections
This is my digital story of my experience visiting the American History Museum in Washington D.C.
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.
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.
#NHD #NHD2019 #Lincoln #LincolnAssassination #FordsTheatre #FordsTheater #Assassination #Triumph #Tragedy #CivilWar
This collection combines resources from Ford's Theatre, and other scholarly sources, to assist in student research for National History Day 2019. Including documents, objects, artwork, and video, these resources show President Abraham Lincoln’s triumphs and the tragic end of his life by assassination. In particular, this collection contains primary sources about reactions to Lincoln’s assassination, which give us insight into the mood of the still-divided country as the Civil War wound down.
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
How did families celebrate Christmas then and now?
1.H.1.2 Explain the importance of folklore and celebrations and their impact on local communities.
Collection of photos showing Mission Era skills including Blacksmithing, Weaving, Bread Making, Adobe Brick Making, and Pottery.
In 1834, Secularization of the 21 Missions of California was enforced. This meant California Missions were either converted into Catholic Churches or reduced to ranches, or to other uses. As a result La Purisima Mission property and land holdings were divided into ranches.
As the years progressed the property was bought and sold a number of times. In 1845, La Purisima Mission was sold to Juan Temple of Los Angeles for $1,000. At the close of the 19th century the property was so badly neglected the adobe buildings, and other features of the Mission eventually collapsed from weather and lack of upkeep.
In 1933, Union Oil Company obtained ownership of La Purisima Mission for oil speculation, and the condition of the Mission was in complete ruin. It wasn't until 1934, when preservation and reconstruction of the Mission began through efforts of the County of Santa Barbara, the State of California, the National Park Service, and the Civilian Conservation Corps.
This collection shows the neglect and decay of the adobe buildings at La Purisima Mission through the lens of history.
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.
Trevor Paglen: Sites Unseen combines the disciplines of art, science, and investigative journalism to bring unseen and, at times, unsettling elements of our contemporary world to light. Zooming outward from personal, to local, and finally global implications of this work, participants will work collaboratively to identify extensions and troubleshoot any challenges of this content for the classroom.
All Grade Levels
Considering the growing popularity of the graphic novel, could they be a venue for your students to explore and express identity? This collection offers interactive activities that incorporate building the structure of comic book and graphic novel pages. Utilizing the special exhibition Eye to I: Self-Portraits from 1900 to Today, this workshop takes a close look at self-portraiture as a means of exploring identity. The ideas here were presented by Sean Murphy, art teacher at Samuel Tucker Elementary School, in Fall 2018 and Spring 2019.
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.
Historical images of placer gold mining tools and techniques used, in Columbia, CA may be used for learning different placer gold mining techniques. These visual aids may provide a better understanding of how the types of mining tools changed over time, in Columbia, CA. As the California Gold Rush began miners traveled throughout the Sierra Nevada foothills, in search for gold. These miners traveled with very few items; some which included a gold pan, pick and shovel for easier travel. As more gold was discovered, mining parties established mining camps or tent towns; and, the cradle or rocker box was used to wash gold. Further development of mining camps brought in the use of long toms, sluice boxes and water diversions created for mining. The history of Columbia State Historic Park follows this storyline, but evolved into a full-scale mining town. Eighty-Seven Million dollars worth of gold, in the 1860s prices (Twelve to Sixteen dollars per ounce vs. current price of gold is over One Thousand dollars) was extracted from Columbia, CA. The amount of gold not only attracted miners, but business people, as well. In the mid 1850s, brick buildings with iron doors were built to provide more stable structures for the strong merchant economy. Today Columbia State Historic Park is home to the largest collection of gold rush era brick buildings, in California; whereas, structures of other mining camps of the California Gold Rush no longer exist.
The historic gold mining town of Columbia, CA is home of the largest collection of gold rush era brick buildings, in California. The town's fire history shaped the unique architectural design of this historically significant collection of buildings. Columbia started as a mining camp built of wood and canvas. These flammable structures did not survive the fire of 1854. The Columbia Volunteer Fire Department Engine Company No. 1 was formed by miners, in the 1850s. In the early 1850s fire was fought using primitive techniques; such as: bucket brigades, human chains, and hook and ladder methods. To prevent fire from spreading, brick buildings with iron doors were constructed, in the mid 1850s . In 1857, another devastating fire stuck the town of Columbia, which destroyed 30% of the town. By the late 1850s, Columbia purchased two hand pumpers to combat town fires. Tuolumne Engine Company Number 1 was the first engine company in the county, with John Haskell, as Foreman. Joining this company was in high demand and a waiting list was created to manage new members. Columbia Engine Company Number 2 formed, due to the notion that foreigners were being excluded. Inevitably the companies became rivals.
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.
The culture of Columbia expressed through a collection of historic photos.
Paper money did not exist and was prohibited by California's constitution, in 1849. During the California Gold Rush, there were different forms of currency, such as: coins from other countries, gold dust, gold nuggets and gold slugs casted by individuals.
Mining techniques evolved over time with development of larger mining companies. These photos also show cultural diversity during the California Gold Rush.