Found 759 Learning Lab Collections
In the lesson in this issue of Smithsonian in Your Classroom, students closely examines four of the 13 million photographs in the Smithsonian. The pictures represent four important steps in the history of the medium: the introduction of portrait photography, the invention of a photographic printing process, the capture of instantaneous action, and the advent of home photography.
Click on the PDF icon to download the issue.
Shape-note singing is a tradition that began in the American South as a simple way to teach the reading of music to congregations. Each note head has a distinctive, easy-to-remember shape. What a great way, then, to introduce the reading of music to children!
In this issue of Smithsonian in Your Classroom, "A Shape-Note Singing Lesson," you'll find a lesson plan and a background essay. Click the PDF icon to see the issue. Click the last box for audio samples of shape-note hymns from the Smithsonian Folkways archives.
Lessons in this issue of Smithsonian in Your Classroom introduce students to the rhythms of poetry. The focus is on two poetic forms that originated as forms of song: the ballad stanza, found throughout British and American literature, and the blues stanzas of Harlem Renaissance poet Langston Hughes. Poetry is put into terms of movement, physical space, and, finally, music.
Click the PDF icon to download the issue. Click on the boxes (then click again on "View original") for audio samples of ballads and blues from the Smithsonian Folkways archives.
This is a single document with hot spots and questions used to model primary source analysis for a sixth grade class. It is drawn from a collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States. You can find the full collection here:
Questions to consider are:
a. Who are the Weikers?
b. Where did they live?
c. When did they live? What can they tell us about this time in history?
d. How were they affected by Nazi Germany?
e. What did they feel about the Nazis?
Tags: Nazi Germany, Holocaust era, primary sources, Pittsburgh
The Dred Scott case was one of America's most controversial Supreme Court decisions. Who was Dred Scott and did he have a right to his freedom?
The goal of this Collection is to engage students to read and research people and texts that comprised this historical event then write a persuasive essay based on opinion gathered from details and facts procured from their readings and research.
Dred Scott vs Sanford
Dred Scott vs Sandford
U.S. Supreme Court
Chief Justice Taney
Declaration of Independence
Pre Civil War Era
This teaching collection includes introductory resources to begin a study of Zora Neale Hurston, as an author, anthropologist and folklore researcher during the Harlem Renaissance.
For more on this strategy, see the "Notes to Other Users."
A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.
Also included in this collection is an accompanying activity sheet on building archival narratives. This prompt is meant to guide students through the process of building the Weikers family story based on the records that they created and kept during a harrowing chapter in their history.
For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/
Tags: Nazi Germany, Holocaust era, primary sources
This is a Collection of resources including images, videos, text, online exhibits, and a lesson plan that support Lewis and Clark's expedition across American in the early 1800s.
Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.
After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Steps in Vocabulary Coding:
1. Start with a gateway question (a question to get students into the text in a non-threatening way that requires no prior knowledge or comprehension) Which word appears most often in The Gettysburg Address? Identify the word. Is it used in the same form or part of speech throughout the text? Present the text as a puzzle to solve.
2. Read aloud the Gettysburg address while students follow along.
3. Practice Coding: Directions: Code important words with a plus sign "+" above known words, and a minus sign"-" above unknown words.
Get with a partner and compare words, then list them in a T-chart.
4. After teams have selected words, the teacher briefly provides a 5 W’s and H background for the text using the slides in the collection: Who wrote it, What was it about, When was it written, Where was it set, Why was it written, and How was the text presented. For more rigor and if time allows, give teams of students one image from the collection to research and present as background knowledge for the class.
5. Group defines words: Partners whip around to share word choices, then chart words (tally repeated words.)
Choose at least six "minus" words to chart as a class and briefly define with synonyms or short phrases.
6. Teacher assigns one section of the text per group. Group finds and selects shortest definition for that word in the context of the text and summarizes the main idea of that section of text.
7. Teams share word definitions and summary while class annotates.
8. Finally, each team picks at least three of the important vocabulary words to write a group summary of the text in 1-2 sentences (starting with 5 W’s + H). Then each individual student writes a personal response to the text (how they feel, the historical impact, the meaning of the text today, etc.) using at least three new vocabulary words from the text. Highlight vocab words, and share writing with partner.
Through Bud's Eyes: An exploration of the history behind the novel Bud, Not Buddy by Christopher Paul Curtis
Targeted Vocabulary: Orphan, migrant, segregation, mission, soup kitchen, Pullman Porter, Redcap, Negro Baseball League, shanty, Hooverville, jazz, and Great Depression
Student partners or small groups each select an artifact to research and present to the class. This may be done before staring the novel, after sections of the story, or after completing the novel.
Tags: Pennsylvania, narrative, Pittsburgh, mining, miner, immigration, coal, worker safety, child labor
In this activity, students will explore what life was like during the Great Depression through the perspectives of multiple artworks. After using looking strategies to examine six paintings, students will write a short essay comparing and contrasting these artworks while considering what art can reveal about life in particular time periods.
- How did perspectives regarding life during the Great Depression differ during that historical period
- How can you see these differing perspectives through artwork created during the historical period?
Keywords: Public Works of Art Project, Federal Arts Project, Works Progress Administration, New Deal
Kindergarden-1st--Pick a letter, write a sentence using that letter and illustrate.
2nd-4th--The class takes a topic such as insects and each student takes a page, researches and illustrates it.
5th-12th--Students take a topic (biography, historical topic, memoir about themselves, book that they've read) and creates an alphabet book with each page telling the story or giving information about the subject.