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Found 5,999 Collections

 

National History Day: Art and World War I

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including artworks, handwritten memoirs, lesson plans, and articles  - help explore World War I (1914-1918) through artwork created by soldiers and other individuals involved in the Great War.  Collection highlights artists Horace Pippin (a member of the Harlem Hellfighters), Claggett Wilson, William James Aylward, and Harvey Thomas Dunn.  Other important artists and artworks, as well as additional information on World War I, is located at the end. The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait and object resources. The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides a launching point for further research.

This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.

Tags: wwi; ww1; world war 1; soldier; military; perspective; witness;  african american; artist; artwork; 20th century; 1900s; national endowment for the humanities; nhd; #NHD2018 #NHD

EDSITEment
75
 

National History Day: World War I

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2019 theme, "Triumph and Tragedy in History," resources found in this collection are useful for researching other National History Day themes.  

These resources - including photographs, letters, artwork, lesson plans, and articles - explore the costs and consequences of America’s involvement in World War I and its complex legacies in the decades following. Resources highlight Woodrow Wilson and his foreign policy, the roles of African American soldiers during and after the war, artwork by soldiers and government-sponsored artists depicting the psychological effects of the battlefield, letters written by soldiers to those back home, the physical costs of war and the triumphs of medical innovation, and the sinking of the RMS Lusitania, which resulted in the deaths of 1,198 civilians. The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait, and object resources. 

By no means is this collection comprehensive; instead, it provides a launching point for further research.

This collection was created in collaboration with Tess Porter at the SmithsonianLab.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment & @SmithsonianLab, #NHD2019. If you publish a collection on your National History Day topic, be sure to enter #NHD2019 in the description!

Tags: the great war, wwi, ww1, world war one, world war 1, military, perspective, 20th century, 1900s, american expeditionary forces, aef, woodrow wilson, buffalo soldiers, 92nd infantry division, 93rd infantry division, african-american, black, harlem hellfighters, art, horace pippin, claggett wilson, harvey thomas dunn, william james aylward, anna coleman ladd, prosthetic, rms lusitania, postcard, form letter, #NHD

EDSITEment
82
 

National History Day: The Mexican Revolution

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including primary source newspaper articles, recorded symposiums, lesson plans, and artwork - help explore the complexity and impact of the Mexican Revolution (c. 1910-1920). Resources highlight Pancho Villa, US-Mexico relations, and the artistic movements that rose out of the Revolution.  The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait and object resources. The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides a launching point for further research.

This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.

Tags: mexico; new spain; independence; revolutionary; encomienda; francisco pancho villa; emiliano zapata; agrarista; porfirio diaz; madero; woodrow wilson; 20th century; 1900s; national endowment for the humanities; nhd; #NHD #NHD2018

EDSITEment
31
 

National History Day: Origins of the U.S. Constitution

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including lesson plans, portraits, digital exhibitions, and artwork - help explore how conflict and compromise led to the drafting and ratification of the U.S. Constitution, the Bill of Rights, and the Thirteenth Amendment. The second tile of this collection contains questions to help with both the analysis of this historical event and the analysis of different types of resources (photograph, document, artwork, portrait, and object). The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides a launching point for further research. 

This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.

Tags: 1700s; 1800s; civil war; james madison; john jay; thomas jefferson; roger sherman; federalists anti-federalists debate; frederick douglass; abraham lincoln; slavery; anti-slavery; constitutional convention 1787; george washington; early democracy; national endowment for the humanities; nhd; #NHD; #NHD2018


EDSITEment
32
 

National History Day: Chinese Exclusion Act

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including digital exhibitions, photographs, documents, and lesson plans - help explore the Chinese Exclusion Act (1882), a United States Federal Law restricting immigration of all Chinese laborers and the first law implemented to prevent a specific ethnic group from immigrating to the United States.  Resources highlight the lives of Chinese-American families and racism in American advertisements from the Act's enactment to its repeal in 1943. The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait and object resources. The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides a launching point for further research.

This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.

Tags: prejudice, discrimination; immigration; china; asia; asian; chinese-american; asian-american; 19th century; 1800s; 20th century; 1900s; national endowment for the humanities; apa; asian pacific american; nhd; #NHD2018; #NHD; #APA2018

EDSITEment
47
 

National History Day: American Immigrant Experiences

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2019 theme, "Triumph and Tragedy in History," resources found in this collection are useful for researching other National History Day themes.  

These resources - including objects, documents, websites, and articles - reveal challenges and opportunities experienced by American immigrants in the 19th to mid-20th centuries.  Resources highlight hardships that compelled people to leave their homelands, difficulties immigrants faced upon arrival, and ways they overcame obstacles to build new lives and communities in America.  The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait, and object resources. 

The history of immigration in America is an immense topic, and this collection addresses only aspects of it.  Use this collection to brainstorm project topics, find connected resources, and as a launching point for further research.

This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment & @SmithsonianLab, #NHD2019. If you publish a collection on your National History Day topic, be sure to enter #NHD2019 in the description!

Tags: 1800s, 1900s angel island, ellis island, immigration test, community, prejudice, irish, jewish, syrian, lebanese, arab, italian, mexican, german, greek, bohemian, czech, slovenian, know nothing, triangle shirtwaist factory fire, swedish, chinese exclusion act, japanese american incarceration, internment, bracero program, stories project, #NHD

EDSITEment
128
 

National History Day: The Vietnam War

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2018 theme, "Conflict and Compromise in History," resources found in this collection are useful for researching other National History Day themes. 

These resources - including protest posters, archival photographs, interviews, artwork, and articles - explore the topic of the Vietnam War from multiple perspectives. Resources highlight politics, the experience of soldiers, anti-war protests, and artwork created in reaction to the Vietnam War. The second tile of this collection contains questions to help with both the analysis of this historical event and the analysis of different types of resources (photograph, document, artwork, portrait, and object). The third tile contains a graphic organizer, created by National History Day, to help explore historical context and the "Conflict and Compromise in History" theme.

By no means is this collection comprehensive; instead, it provides a launching point for further research.

This collection was created in collaboration with EDSITEment, a website for K-12 educators from the National Endowment for the Humanities.

Tags: ho chi-minh; lyndon b. johnson; richard nixon; walter cronkite; henry kissinger; veteran; oral history; viet cong; protest; peace; 50s; 60s; 70s; 20th century; 1900s; national endowment for the humanities; nhd; #NHD2018 #NHD

EDSITEment
88
 

Climates of Inequality: Design Interventions

Humanities Action Lab (HAL), currently hosted by Rutgers University-Newark (RU-N), is a coalition of universities, issue organizations, and public spaces, that collaborate to produce community-curated public humanities projects on urgent social issues. HAL’s current project, Climates of Inequality, explores climate and environmental justice in 23 localities around the world. RU-N's Graphic Design | Senior Seminar I partners with the Newark iteration, focusing on the (current) Newark Water Crisis.

Student are asked to respond to the escalating public health crisis— elevated levels of lead in Newark’s water. How can we, as designers, assist in this conversation? Teams design participatory experiences to engage Newark residents and RU-N students in order to create awareness about the crisis. Projects may include collecting and visualizing data, an action (prompted by elements of a campaign), a toolkit, among other design tactics. These projects are prototyped in support of the Climates of Inequalities exhibition at Express Newark, opening October 3, 2019.


This learning labs collection focuses on the design process and research components, that introduce the public rhetoric surrounding the 2019 Newark Water Crisis. Design students, investigate the social, historic and political contexts surrounding the crisis, study various sources of news media coverage and focus their research and engagement approaches based on conversations with Newark residents affected by the lead contamination, the RU-N student body, as well as community individuals and organizations working to manage the crises, raise awareness and proposing solutions.

In addition to media coverage and community insights, student investigate creative methods for public engagement, participatory and experience design examples, public art intervention to reference materials/media, communication strategies, language, a visual expression/solutions. 

The design process focuses on the human-centered design (HCD) model, but is rooted in self-reflection, to sensibly define the designer’s role in this conversation before proposing design interventions. The process also considers the "launch" of the project part of the "testing" phase, and involves reflection, before refining and re-packaging their design approaches.

Additional resources in this collection offer design project examples, ethnographic research approaches/definitions (ways to engage the audience), HCD & Design-Thinking resources, and more. 


DESIGN PROCESS 

FORMULATE: Frame the challenge. Research and Ideate.
+ Understand the challenge based on the project brief, scope, timeline and initial information provided. Ideate and research further to explore directions/angles of the challenge. 
+ Involve self reflection. What is the designer’s role in this conversation. From where you stand (your background, affiliations, skills) what can you do/make? How can you help? 
+ (RE)Frame the challenge.  

EMPATHIZE & DEFINE: Understand the User/Audience
+ Observe the Audience/Stakeholders/Community. 
+ Collect stories. 
+ Examine the larger picture: human needs, barriers & constraints. Define and shape your approach to the challenge.

BRAINSTORM: Diverge and Converge
The design thinking process is ultimately a divergent and convergent thinking process. Through the exercises of evaluation, comparison, and consolidation, a limited number of solutions are selected for prototyping and testing. The final solution sometimes merges the merits of several alternatives.” —Jasper Liu
+ Based on intellectual & experiential understanding of the challenge (Divergence), map the problem and define approach for your intervention (convergence). What is the right solution? 
+ Ideate forms of engagement. Create valuable, compelling and educational experiences for others. How is the medium relevant and accessible, to best communicate-with, educate and/or empower the audience? 

PROTOTYPE: Bring Ideas to Life
There are no perfect solutions, only trade-offs. Iterations are indispensable.”  —Jasper Liu
+ Generate an abundance of rough and rapid visuals to test, transform, and polish. 
+ Gauge final design directions based on feedback.
+ Produce well executed/functional prototypes for soft launch.

TEST/LAUNCH: Learn and Refine – Share with User
+ Produce all required artwork (prepped for print and/or digital formats). 
+ Test design & document interactions.
+ Gather findings and articulate effectiveness or non-fulfillment.

REVISE & RE-LAUNCH:
+ Revise project, perfect, re-produce for travel.  
+ Measure Impact


FACULTY

Chantal Fischzang
Assistant Professor
Department of Arts, Culture & Media
Rutgers University-Newark

Co-Director
Design Consortium
Visual Means

+

Rebecca Pauline Jampol
Visiting Professor
Department of Arts, Culture & Media
Rutgers University-Newark

Co-Founder & Co-Director
Project for Empty Space



#socialengagementdesign 
#socialImpactdesign
#humancentereddesign
#designforgood
#articipatorydesign
#publicengagement
#experiencedesign
#ethnographicresearch
#awarenesscampaign
#designinterventions




Chantal Fischzang
29
 

chairs

sketches, designs, prototypes and finished chairs

Louise Brady
22
 

Comparing & Contrasting

This collection is a great way for students to practice comparing and contrasting objects. 

I begin by having students complete a See, Wonder with the first image of the Odyssey Video Game. I then show them the second image of the GameBoy. They complete a See, Wonder for that image, then complete the Connect portion by comparing and contrasting both images.

#PZPGH

C.Harris
4
 

Character & Setting

This collection focuses on exploring characters and settings, as well as how the two can be used together for a specific purpose. I used this collection to demonstrate to students how characters and settings impact one another.

#PZPGH

C.Harris
6
 

Seeking equality: A brief history of the American women's fight for political rights to match their civic contributions.

This learning lab provides the preface and context for an in-class SAAM presentation on the ideology of republican motherhood as it influenced women during the years 1770 to 1920.  This lesson seeks to answer two questions:

  • To what extent did American women embrace the ideology presented by  republican motherhood?
  • In what ways and to what extent did women find the ideology to be confining, and thus, challenge it?

Preparing for the lesson:

The night before the first lesson, students will:

  • Study the document Women’s Suffrage Postcard and respond to the Claim-Support-Question activity built into the document. Look for the paper clip icon in the upper left hand corner.
  • Read the article: How women’s history and civil rights came to the Smithsonian; be sure to read my annotation attached via the paper clip icon.
  • Watch Dr. Berkin’s short presentation on republican motherhood; craft your own definition of republican motherhood and post it in the text entry box under the paper clip icon.

Day 1 – Jigsaw Activity


The class will break into 4 groups, each becoming an expert on a particular aspect and era in which the women’s rights movement made strides. As you study the listed resources, on the note taking worksheet, record the ways women embodied the principles of republican motherhood. Additionally, note the ways in which they challenged this philosophy.

Once each group has completed their research, students will break into jigsaw groups through which they will share the resources they studied and their analysis of these resources. 

Day 2 – Video Conference with SAAM

Using artworks presented by  the Smithsonian American Art Museum and in conversation with a SAAM curator, students will analyze artworks from each era to extend their understanding of the ways through which women both accepted and challenged the ideology of republican motherhood.

Concluding activities (day 2 HW):

  • Study the Women’s Suffrage photography and respond to the Claim-Support-Question activity built into the document. Look for the paper clip icon in the upper left hand corner.
  • Read the article Women in World War I and the Time Magazine article How World War I helped women gain the right to vote; watch the two video excepts embedded in the Time article from PBS’s The Great War.
  • Study the photo / painting The Emancipation of Women, and synthesizing all of your knowledge, respond to the Claim-Support-Question activity built into the document. Look for the paper clip icon in the upper left hand corner.
Jill Stedman
21
 

NHD 2020: Breaking Barriers with American Art

This collection is designed to support teachers and students exploring the 2020 National History Day theme: Breaking Barriers in History. Included in this collection are five prospective topics aligned with the NHD theme, for each of which we have supplied American artworks that could be used as primary source texts and/or inspiration for further research.

How did the invention of photography break down the barrier between ordinary Americans and the battlefield during the Civil War? 

What barriers, both geographic and social, did the invention and expansion of the subway break for New Yorkers? 

How did James Van Der Zee's Harlem photography studio help a rising middle class African American community break barriers?

How have American Indians overcome barriers to tribal sovereignty, and what barriers still exist?

How did abstract painter Alma Thomas break gender and racial barriers in the art world?

#NHD2020 #NHD #BecauseOfHerStory

Phoebe Hillemann
55
 

MUSIC: Dance to the Beat!

Talk with Me!

Having conversations with young children contributes to their thinking and language development. All conversations are good, but research shows that the quality of words children hear matters more than the quantity. Further, what’s best is an exchange; in other words, talk with children, not at them.

The Talk with Me Toolkits give parents and caregivers thematically organized high-quality, authentic materials to make children their conversational partners in discussions that matter. Each online toolkit features captivating videos and real-world photographs, as well as intriguing paintings and other artworks to observe and discuss through conversation prompts.  Hands-on activities and books complete each toolkit. Simple instructions appear right in the toolkits, so you can jump right in. See what interests your child and get started. There’s a lot to talk about!

This collection explores Music. All children, including young children, have musical potential! For more information, check out the National Association for Music Education and their statement on music in early childhood here:  https://nafme.org/about/position-statements/early-childhood-music-education/

This series of four Smithsonian Learning Lab collections is funded as part of the Smithsonian Year of Music. #SmithsonianMusic 

Talk With Me Toolkit
19
 

MUSIC: Animal Tracks

Talk with Me!

Having conversations with young children contributes to their thinking and language development. All conversations are good, but research shows that the quality of words children hear matters more than the quantity. Further, what’s best is an exchange; in other words, talk with children, not at them.

The Talk with Me Toolkits give parents and caregivers thematically organized high-quality, authentic materials to make children their conversational partners in discussions that matter. Each online toolkit features captivating videos and real-world photographs, as well as intriguing paintings and other artworks to observe and discuss through conversation prompts.  Hands-on activities and books complete each toolkit. Simple instructions appear right in the toolkits, so you can jump right in. See what interests your child and get started. There’s a lot to talk about!

This collection explores Music. All children, including young children, have musical potential! For more information, check out the National Association for Music Education and their statement on music in early childhood here:  https://nafme.org/about/position-statements/early-childhood-music-education/

This series of four Smithsonian Learning Lab collections is funded as part of the Smithsonian Year of Music. #SmithsonianMusic 

Talk With Me Toolkit
18
 

MUSIC: Travel this Land

Talk with Me!

Having conversations with young children contributes to their thinking and language development. All conversations are good, but research shows that the quality of words children hear matters more than the quantity. Further, what’s best is an exchange; in other words, talk with children, not at them.

The Talk with Me Toolkits give parents and caregivers thematically organized high-quality, authentic materials to make children their conversational partners in discussions that matter. Each online toolkit features captivating videos and real-world photographs, as well as intriguing paintings and other artworks to observe and discuss through conversation prompts.  Hands-on activities and books complete each toolkit. Simple instructions appear right in the toolkits, so you can jump right in. See what interests your child and get started. There’s a lot to talk about!

This collection explores Music. All children, including young children, have musical potential! For more information, check out the National Association for Music Education and their statement on music in early childhood here:  https://nafme.org/about/position-statements/early-childhood-music-education/.

This series of four Smithsonian Learning Lab collections is funded as part of the Smithsonian Year of Music. #SmithsonianMusic 

Talk With Me Toolkit
23
 

MUSIC: Create and Improvise

Talk with Me!

Having conversations with young children contributes to their thinking and language development. All conversations are good, but research shows that the quality of words children hear matters more than the quantity. Further, what’s best is an exchange; in other words, talk with children, not at them.

The Talk with Me Toolkits give parents and caregivers thematically organized high-quality, authentic materials to make children their conversational partners in discussions that matter. Each online toolkit features captivating videos and real-world photographs, as well as intriguing paintings and other artworks to observe and discuss through conversation prompts.  Hands-on activities and books complete each toolkit. Simple instructions appear right in the toolkits, so you can jump right in. See what interests your child and get started. There’s a lot to talk about!

This collection explores Music. All children, including young children, have musical potential! For more information, check out the National Association for Music Education and their statement on music in early childhood here:  https://nafme.org/about/position-statements/early-childhood-music-education/.

This series of four Smithsonian Learning Lab collections is funded as part of the Smithsonian Year of Music. #SmithsonianMusic 

Talk With Me Toolkit
21
 

Civil Rights Posters

Christina Ratatori
8
 

Snowboarding; Evolution of Sport, Products, and Culture

Investigating the evolution of Snowboarding as a transformative force in snow sport culture and professional athletics, a driver of product engineering and design, and a powerful voice for environmental stewardship that resonates with our youth.

Navigation North
13
 

Thanksgiving menu

MrsK Shealy
2
 

Artist Trading Cards: Database

In this collection, students will explore  artists from modern and contemporary eras. Students will choose one artist to learn more about using the links provided. Students will research the history in connection with the chosen artist and describe their work. Students will then create 4 trading cards about their chosen artists, with images in the style of the artist. 

Collection includes artwork by the following artists: El Anatsui, Andy Warhol, Dorothea Lange, Monet, Helen Frankenthaler, Mark Rothko, Nick Cave, Yinka Shonibare, Wayne Thiebaud, Mary Cassat, Kandinsky, Paul Klee, Mies van der Rohe, Kehinde Willey, Amy Sherald, Ansel Adams, Ran Hwang, Julie Mehretu, Sarah Sze, Rusell Crotty, Jasper Johns, Romare Bearden, Frank Lloyd Wright, Mondrian, Seurat,  Calder, Donald Judd,  Sol Lewitt, and Roy Lichtenstien.

This collection was created for the "Smithsonian Learning Lab, Focus on Global Arts and Humanities" session at the 2019 New Jersey Principals and Supervisors Association (NJPSA) Arts Integration Leadership Institute. 

Keywords: art history, trading cards, modern, contemporary,

Rebecca Beaird
135
 

Thanksgiving--A Reflection of a Nation

A learning resource for students about Thanksgiving. The images in this collection are different portrayals of the United States holiday of Thanksgiving. They are grouped in order of publication from 1863 to 1994. As you look through them and complete the activities, think about these three key questions:
-How does the context in which the image is produced affect the result? Meaning, how does what is happening during the time period affect what kind of picture of Thanksgiving we see?
-What do the images say about our national identity: who is a welcome part of the United States? What do we celebrate in this country?
-Whose version of the Thanksgiving story is being told in these images?
Kate Harris
15
 

Self and Place: Reflections and Refractions

This lesson pairs Childe Hassam's Tanagra (The Builders, New York)  (1918) with Charlotte Perkins Gilman's "The Yellow Wallpaper" (1892)  to help students consider the relationship(s) between character and space both in literature and in their own lives. 

For comparison and practice, the lesson could be repeated with Portrait of Mnonja by Mickalene Thomas (2010) and another work: "Everyday Use" by Alice Walker (1973), Baldwin's "Stranger in the Village," Langston Hughes' "Theme for English B." 

The collection includes an excerpt from the introduction of Edith Wharton's The Decoration of Houses (1898). Another document includes comments on interior design from multiple sources.

Finally, while the lesson centers on interior landscape/decor, the collection includes multiple examples of external architecture, to use in an alternative warm-up activity.  

#SAAMteach

Martha Bedeaux
19
 

Smithsonian Science How: Exploring the Coral Reefs of Belize

Teachers: Use this collection of resources to prepare for the Oct. 8, 2019 Smithsonian Science How webcast programs, Tracking the Health of Coral Reefs: Live from Belize. The webcast programs will be broadcast live at 2pm and 3:30pm ET. To sign up and get more information, visit: https://naturalhistory.si.edu/education/distance-learning/tracking-health-coral-reefs-live-belize


How to use this collection: Use this collection of resources to learn more about the scientists being featured in the live broadcasts, about the Carrie Bow Cay Field Station in Belize, and to access resources about coral reef habitats and health.  Download and print the pre- and post-webcast worksheet, or paste the questions into your own Google Classroom assignment (word doc). 


Start a conversation: We suggest using these resources to start a conversation with your students about who does science and how they do it. You can extend their understanding of how real science happens in the field by participating in our live webcasts on Oct. 8, 2019. Here are some questions to help facilitate a conversation with your students:

  • Before reviewing resources: What do you think marine scientists study?  Can you think of an example of a marine habitat? How do you think scientists study marine habitats? What kind of tools do you think they can use to study underwater habitats? 
  • After reviewing resources: Do you have new ideas about what a marine scientist is? What are they? What is something you might have in common a marine scientist? What kind of tools do these marine scientists use for their research? What marine habitat are they studying? What's one way you can observe the world around you, like a scientist?





About the Carrie Bow Cay Field Station, Belize, Central America

The Smithsonian Institution has a field station in Belize, which is located on a small island called Carrie Bow Cay. To get there, scientists must take a 15-mile boat ride from the town of Dangriga, Belize. Researchers from all over the world have been conducting research from this tiny field station for the 50 years that Smithsonian has been operating the station.

The Smithsonian’s Carrie Bow Cay Marine Field Station supports research projects of marine scientists year-round. It offers ready access to a variety of habitats, including thousands of small mangrove islands, countless patch coral reefs, vast seagrass meadows, underwater caves, three off-shore atolls, and the Belize mainland. 

Carrie Bow Cay is located 14 miles offshore, located on the barrier reef off the coast of Belize and within the Mesoamerican Barrier Reef, which contains the largest barrier reef if in the Western Hemisphere and second largest in the world, second only to the Great Barrier Reef in Australia.

This reef system contains many different kinds of coral, which provide homes and food to hundreds of fish species, turtles and countless invertebrates, which are animals without backbones, like snails, squid, sea anemones, sea stars and urchins, and crustaceans like crabs and shrimp.

Coral reefs are important habitats for not just the plants and animals that live there, but for the health of the entire ocean. As our ocean changes, so are coral reefs. 

Scientists use the Carrie Bow Cay marine station to study and monitor these changes. MarineGEO, a global partnership program operated by the Smithsonian Institution, sends scientists to the Carrie Bow Cay marine station every year to monitor these reef systems, along with the other nearby habitats like mangroves and sea grass beds. 


Maggy Benson
15
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