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Found 6,985 Collections

 

Umbrellas for a Rainy Day

Umbrellas and the Water Cycle

Linda Jaeger
14
 

Ultraboost Shoe, 2016-Ongoing

Cooper Hewitt, Smithsonian Design Museum
9
 

Ultimate Smithsonian Challenge: Arts & Culture Edition

Collection containing items from the 2017 Smithsonian Arts & Culture quiz


https://support.si.edu

Jordy Nelson
6
 

UFW: United Farm Workers Collection PART 1

This collection will be used to support students in understanding the UFW and their plight for farm workers rights.

ISABEL BARAJAS DE BENAVIDEZ
8
 

UFW: United Farm Workers Collection PART 1

This collection will be used to support students in understanding the UFW and their plight for farm workers rights.

Pamela Leonidas
8
 

Ubject Project

After reading Tim O'Brien's The Things We Carried, Our senior English class had discussion about the things that we carry. These items are personal belongings that are used to represent myself and who I am. These are the things that I carry.

TAYLOR JACKSON
3
 

Ubject Project

CAILEE KIZER
3
 

Ubject Project

Everyone of these items are things I will carry for a long time. They are memories, they are me, and they are what I love. All are very similar, but I believe they are all the biggest part of what makes me Haileigh.

Haileigh Gray
3
 

Ubject Project

Michaela Tarpley
3
 

Ubject

Abigail Kurth
3
 

Ubject

This shows that I am sentimental. And that I cherish and appreciate the little things.  All of these objects shown are things that were given to me by family or were my favorite growing up. 

Dannielle Dankenbring
3
 

U.S. Presidents

Learning about the leaders of the U.S.

Kayla Monson
1
 

U.S. Presidents

The presidents that led our country.

Katie Judson
3
 

U.S. Presidents

All of the U.S. Presidents

Lauren Petersen
3
 

U.S. Presidents

The history of our country

Rheannon Vernon
4
 

U.S. Presidential Inauguration Resources

This teaching collection includes resources, such as video interviews with expert historians, artworks, memorabilia and photographs of the American tradition of presidential inaugurations, including the Oath of Office, the Inaugural Address, the Inauguration Parade and the Inaugural Ball.

Discussion Questions:
-How does a U.S. presidential inauguration compare to a royal coronation?
-How are these events populist (for ordinary citizens)? How are they elitist (for the high class elite)?
-Where can inauguration traditions be traced?
-What is required by the Constitution to occur at a presidential inauguration?
-What events have become a tradition over time?
-What objects help tell the story of inaugurations over time?
Ashley Naranjo
36
 

U.S. History: Code Talkers

The following collection contains a possible lesson plan with ideas on how to use the resources.  The collection consists of information that identifies the bravery and contributions of Native American Code Talkers.  

#EthnicStudies

Rick Bleemel
12
 

U.S. Guide for NEW American Citizens

THE PURPOSE of this U.S. Guide for New American Citizens is to help them understand WHY they took the oath to uphold the laws defined by the Constitution of the United States of America, and to understand the structure of the United States Government.

Collection Source: http://civiced.org/resources/c...  - https://en.wikipedia.org/wiki/... - http://civiced.org/home - https://www.uscis.gov/sites/de...

Researched/Compiled/Edited by John A. Simonetti, former USS Intrepid (CV-11) Association President ('05-'06) .                                                                                            Continue reading at the 'Eligibility Requirements' WHITE LINK below on Left

    
John Simonetti
18
 

U.S. Dollars in Liberia

The Value of Money exhibition's new acquisition case is currently featuring a display on the use of U.S. Dollars in Liberia.  This Learning Lab makes this display available digitally. 

U.S. Dollars in Liberia 

From 1820 to 1904, about 16,000 people formerly enslaved in the United States sailed to West Africa and established the country now known as Liberia. The American Colonization Society, which sought to create a colony in Africa for formerly enslaved people, issued currency like this 1833 token and established a government led by white officials. 

In 1847 Liberian migrants declared independence from the American Colonization Society and issued their own coins as a symbol of nationhood. The coins were minted in England and circulated alongside indigenous currencies like the Kissi penny. In the late 19th and early 20th century, the Liberian government struggled with debt, making it difficult for the Liberian dollar to maintain its value. As a result, merchants and then the government began to use the colonial currency of British West Africa instead. 

In 1943, with financial help from the U.S. government, the U.S. dollar replaced British West African shillings as the primary currency in circulation. The Liberian dollar continued to be in use as small change. Today Liberia is one of few nations with a dual currency system, as both American and Liberian dollars circulate alongside each other. In 2019 the National Numismatic Collection acquired contemporary Liberian banknotes to help tell this story. 

Suggested Reading:

Gardner, Leigh A. "The rise and fall of sterling in Liberia, 1847-1943." Economic History Review 67, no. 4 (2014): pp. 1089-1112. 

Rosenberg, Emily S. Financial Missionaries to the World: The Politics and Culture of Dollar Diplomacy 1900-1830. Chapel Hill: Duke University Press, 2007. 


 To see all of the West African currency objects in the National Numismatic Collection, click here.  Please feel free to reach out to Dr. Leigh Gardner or Dr. Ellen Feingold with questions or feedback.

This project was generously funded by the Knowledge Exchange and Impact Fund at the London School of Economics. It was completed in partnership with the Smithsonian’s National Numismatic Collection.




NMAH and London School of Economics
7
 

U Street Riots Two Part Lesson

These six images give a glimpse of the damage done during the 1968 riots on U street following the assassination of Dr. Martin Luther King.  The images are all attributed to Scurlock Studios, which students will study more in depth in a separate collection.  

The two day lesson centered around this collection begins with a gallery walk.  The Guiding Question for this lesson are:

-What can primary source photographs tell us about an event in history?

-How did the 1968 riots change Washington DC?


The Big Idea for this lesson is:

One event can have lasting effects on the history of a place.

 Each student will have a packet featuring  six 'See, Think, Wonder' pages, and a final page titled 'Gallery Walk Debrief.'  On Day 1, computers will be set up at six tables throughout the classroom, with all computers on a given table showing one of the six images in the collection.  At the teacher's direction, student partnerships will have 3-5 minutes to stop at each station and fill out one of the 'See, Think, Wonder' pages.  

At the conclusion of the gallery walk, student will meet with their partner for approximately 3 minutes to discuss the important question on the last page of their packet: 'Based on the images you viewed, how do you think the riots on U Street changed Washington DC?'  Once students have discussed, they will have approximately 5 minutes to write at least two sentences in response to this question.

On Day 2 of the lesson, the teacher will use a projectable screen in the class room  to walk through the interactive Washington Post article about the 1968 riots, allowing time to pause and watch each embedded video and answer any pressing questions.  

At the conclusion of the article, students will spend approximately 5 minutes at their tables discussing how their understanding of the 1968 riots has changed or expanded based on the Washington Post piece.  The teacher will then lead a discussion that should convey, at the very least, the following points:

-The U Street riots were widespread and caused major damage to areas of the city including but not limited to the U Street Corridor.  

-Many business' in DC were forever wiped out because of the riots and entire neighborhoods took, in some cases, decades to fully recover.

- Martin Luther King's death served as the final straw for many African Americans both in DC and around the country who had long been suffering under the crippling effects of segregation, discrimination, and racism.  

- Following the 1968 riots, most white people left the city.  

Following the teacher discussion, students will have approximately 5 minutes to write down an answer to the single question on the worksheet titled Washington Post Article Debrief:  After viewing the Washington Post article about the 1968 riots, what new information did you learn about how the 1968 riots changed Washington DC?

#LearnWithTR




Peter Gamber
10
 

Types of Triangles

math/geometry
Christina Ratatori
13
 

Types of Triangles

math/geometry
Randi Jones
13
 

Types of Triangles

math/geometry
Randi Jones
0
 

Types of Slopes

Identify as many slopes as you can from each of the 10 images. There are 4 types of slopes: positive, negative,  no slope, and undefined. Type your answers in the comments section of Google Classroom under the question. 

Misty Smith
10
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