Found 792 Learning Lab Collections
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.
Students can use this collection directly to explore the literature and history.
In this student activity, explore five musical artists and their connections to environmental advocacy as shared by a Smithsonian Folkways archivist. Inspired by these songs about water issues, you will write lyrics for a song on an environmental theme, incorporating relevant words and imagery.
Annotations for each image contain key questions to help students practice visual thinking.
Civil Rights Movement
Civil Rights leader
African American rights
This collection was created for a brief warm-up activity where students practiced analyzing portraits of recognizable figures as a group, prior to working on their own portrait analysis. Portraits of Muhammad Ali, Serena Williams, Rosa Parks, and Booker T. Washington are included and they vary in detail and medium.
The last resource, a PDF file, is a teacher's guide created by the National Portrait Gallery. Teachers should lead discussion about the portraits using suggested questions in the guide, and then let students search for a portrait of someone of their own choosing to analyze.
tags: civil rights, sports, tennis, boxing, African-American, black history, analysis, comparison
This collection includes student activities and learning to look questions, as well as additional teacher resources for extending the lesson. Students will use the primary sources to understand the changing perspectives and perceptions of Japanese Americans in the World War II era.
Keywords: Japanese Incarceration, George Biddle, Franklin D. Roosevelt, WW2, WWII, analysis, written response, essay, text, Max Yavno, Pearl Harbor, Works Progress Administration (WPA)
A collection of teaching resources about African-American history, from slavery to modern-day. This is a work-in-progress based on the digitized materials within the Smithsonian Learning Lab's collection--it is not meant to be wholly definitive or authoritative. This collection will be updated frequently and includes both individual artifacts and lesson plans.
This collection looks at an image and phrase used widely in abolitionist materials, and at how that symbol was adopted and adapted by Sojourner Truth and/or other women's rights activists. Students will examine an abolitionist medallion and then learn about Sojourner Truth through a short reading, image analysis, and video. They can then review two version's of Sojourner Truth's speech and consider why the second version, as reported by another suffragette, Frances Gage, is markedly different. This collection is designed to be used as a short stand-alone lesson on the topic of the abolition movement and its intersection with the women's movement in the United States.
Tags: compare and contrast, change over time, "Ain't I a Woman?", abolition, slavery
Questions for classroom discussion and research might include:
-What is the purpose of writing? Why use hand-writing or calligraphy instead of using a computer?
-How do alphabets differ?
-How can a style of calligraphy (or font change) the interpretation of a written work?