Found 4,529 Learning Lab Collections
Allow small groups to "look/think/wonder" about a mask image: Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.
Facilitate a discussion with students using some open ended questions:
- Why do people make and wear masks?
- What can be hidden or revealed using a mask?
- What might a mask symbolize or stand for?
- If you were to design a mask for a special purpose, what would it look like?
Direct students to sketch their ideas to plan for creating a mask.
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!
Loteria arrived in Mexico the last half of the 18th century. It began as a Spanish colonial card game played for amusement by the social elite, but was eventually played by all social classes. Unlike bingo, loteria is played using a board filled with colorful illustrations and instead of numbers being drawn, cards with corresponding images are selected from a stack. There is yet another twist, the announcer does not simply say the name of the image, traditionally he recites a poem or phrase to hint at what the card depicts before revealing it by name.
Prior to the Spanish colonization of Mexico, the Aztecs of Mesoamerica played a similar game of chance called Patolli, which means beans in Nahuatl, the Aztec language. High wagers were placed on a Patolli game, sometimes resulting in the loss of home, freedom and family members. The main objective of the game is to move a marker across 52 squares on an X shaped game board. Beans, or patolli, with a painted white dot on one side would determine the passage of a player’s markers.
Today, loteria is often played using beans as markers and can be utilized as an informal educational language tool. The Traditional Instrument Loteria, created by the Arizona State Museum, is an example of how this fun game can be a way to learn Spanish and Yaqui words, as well as an excellent introduction to Yaqui and Mexican culture.
Description Credit: Arizona State Museum
The Rosamund B. and Edward H. Spicer of photographs of Yoeme (Yaqui) documents lifeways, culture, ceremonies, and families from the mid-1930s to the early 1940s in the villages of Old Pascua, Arizona and Potom, Sonora, Mexico.
This is my digital story of my experience visiting the American History Museum in Washington D.C.
This Learning Lab from the National Museum of African American History and Culture (NMAAHC) will explore the connection between visual art and history.
When studying history, it is important to remember that all historical sources do not look the same. Visual art, being an active response to a stimulus, serves as a mirror to the contemporary landscape. Art engages in a conversation with history while acting as a visual expression of contemporary thoughts and ideas.
Through the visual art piece "Walking" by Charles Henry Alston (1958), students will learn more about the events and cultural context of the 1950's including the Civil Rights Movement and the role of women as social activists while honing their visual literacy competency. Students can use this Learning Lab collection to help sharpen their historical thinking skills and expand their conceptions of historical sources.
Some “artistic” food for thought...
“There can be different, competing, and contradictory interpretations of the same artwork. An artwork is not necessarily about what the artist wanted it to be about.” – Terry Barrett, Criticizing Art: Understanding the Contemporary
“Our interest in the painting grows only when we forget its title and take an interest in the things that it does not mention…” – Françoise Barbe-Gall, How to Look at a Painting
Learning lab that students will use from our field trip to PHAM. Create a caption and a title of each image.
A small collection of the most important things that I have on me daily.
This collection gathers depictions of Santa Claus from ads, paintings, photographs, stamps from 1837 to today. Also, includes analyses of his evolving image from the Smithsonian Magazine and the National Museum of American History blog. How does the description of Santa in the Christmas poem, "A Visit from St. Nicholas" compare with the images that follow? Includes a discussion question extension: How might you revamp Christmas stories to better reflect the time and country that you live in?
Keywords: Saint Nicholas, holidays, poetry
A Collection of items I carry on myself in everyday life. Each item has a description of how I obtained said object, it's appearance as well as what it means to me and why I carry the item everyday. Each object has a special meaning to me and a story behind it. This collection gives each object a history and a face, of sorts. These are some of the things that I carry each day.
In this collection of resources you will find multiple different sites that allow for you to find out how to incorporate play in academic learning. These resources will allow for a teacher in an elementary level classroom to get ideas on how to incorporate play into ones own classroom in multiple different subjects.
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.