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Found 792 Collections

 

Activism and Change: Clara Lemlich and the New York Shirtwaist Strike of 1909

This teaching collection asks students to consider photographs and documentation about early 20th-century Jewish immigrant activist Clara Lemlich (1886-1982, leader of the International Ladies Garment Workers Union and founder of the Progressive Women’s Councils), in the larger context of New York's Garment Industry, the New York Shirtwaist Strike of 1909, and the 1911 Triangle Waist Factory fire. By pairing historical documentation with three thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials - "Step In, Step Out, Step Back," "Think, Feel, Care," and "Circles of Action," - the collection encourages students to explore complexity and perspective, and fosters a disposition to participate. 

Included here are photographs, documentation, and resources from the Jewish Women's Archive's Encyclopedia of Jewish Women, the Kheel Center for Labor-Management Documentation and Archives at Cornell University's Industrial and Labor Relations School, the Tenement Museum, and the National Museum of American History. 

This collection pairs well with chapter 11 ("Jews are Pushed from Russia") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 1: Intersectionality of Economics, Politics, and Policy, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. 

#EthnicStudies

Philippa Rappoport
16
 

Acting to Overcome Systems of Oppression

This collection is designed to extend students' thinking about acting to overcome systems of oppression after they read a memoir that focuses on social justice and activism. In our English program, students in 6th grade read I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousazai; in 7th grade, students read March: Book One by John Lewis; and in 8th grade, students read Persepolis: The Story of a Childhood by Marjane Satrapi. All use the Project Zero thinking routine "Think, Feel, Care" to explore Malala's, John Lewis's, or Marjane's reaction to the system of oppression they face in their story. To engage with the thinking routine, we ask the following questions:

Think: How does the character understand the system and her/his role within it?

Feel: What is the character's emotional response to this system and her/his position within it?

Care: What are her/his values, priorities, and motivations with regard to this system? What is important to her/him?

From there, students analyze the question: How does the character act on what is important to her/him in response to this system?

We use this collection and the "Think, Feel, Care" routine to look at how others have responded to and acted against different systems of oppression. After spending time with this collection, we end with the "Circle of Action" thinking routine to help us think about the potential for our own action against systems of oppression.

This collection could be used in conjunction with any unit that focuses on social justice or activism. 

#GoGlobal

Marissa McCauley
14
 

Access Series: Fantastic Creatures

This topical collection of artworks is based upon "fantastical things." It was originally used in a collage art activity (printed out; using paper, glue, and art materials); and as a discussion prompt in an informal learning activity with a group of teens with cognitive disabilities during a summer camp program. Other suggested uses beyond collage and discussion prompts would be a writing exercise, utilizing the "See|Think|Wonder" visible thinking routine. You could also pair the collection with popular young adult fantasy novels, and ancient myths and legends.

Descriptors: Decision Making, Disabilities, Self-Determination, Self-Efficacy, Student Empowerment, All Access Digital Arts Program

Tracie Spinale
64
 

Abraham's Letters: Unstacked

UNSTACKED is a wonderful way to spark inquiry, analysis, and discussion. By visually exploring our images, you can bring the Smithsonian Libraries' collections into your classroom. Use UNSTACKED as a morning exercise, a way to introduce a new topic, or to discover your students' interests. Picture your world, dive into the stacks! 

The research and creation of this project was funded by the Smithsonian's Asian Pacific American Initiatives Pool Award.

Smithsonian Libraries
10
 

A STEAM Approach to Exploring Identity with Your Students

How is identity constructed? What role does biology play? 

This collection will highlight:

-how portraiture can be integrated into the science classroom by making connections between identity and genetics

-how we can explore identity from a broader perspective, utilizing global thinking routines

This collection is a collaboration between a Portrait Gallery educator and a high school IB Biology teacher, and was the topic of a professional development workshop at the museum and an NAEA session, both in March 2018. 

#NPGteach

Briana White
49
 

A Shape-Note Singing Lesson

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.

Smithsonian Center for Learning and Digital Access
7
 

A Plane's Purpose

This learning lab will help aid the unit plan based on engineering and design. The learning lab "A Plane's Purpose" will be used during the first of three lessons in the unit plan. 

The first lesson is where the students will learn all about the functions and purposes of certain planes. This lab can be used during and after the lesson. When used during the lesson, the instructor can use it to provide information about the planes. After the lesson, students can refer back to it on their own to help them with research, details, or ideas. 

When using the learning lab during the lesson, make sure to go over each plane and what is was used for. The last plane in the learning lab should specifically be the Douglas C-47 because it is a plane that had a variety of uses. Emphasize that the way that the C-47 was designed, allowed it to be versatile, which is why design is important when the students begin their own. With the different images of the C-47, you can show how it is used differently in each mission. At the end of the lesson, go back and review the different aircrafts and what they were used for. You can also introduce other aircrafts that have other uses that were not mentioned in the lab.

 The purpose of the lab is to help students identify details that they might want to incorporate when designing their plane. 

Samantha Tufaga
6
 

A Long Walk to Water

     This collection is to be used in conjunction with the novel, A Long Walk to Water by Linda Sue Park.  The lesson concept spans the total of three 55 minute class periods for a middle school ELA course.  

   Students will begin by completing a pre-reading activity where they will analyze the artwork, Iceman Crucified #4through a "See, Think,Wonder" activity.  Students will then discuss the overarching ideas or themes that they observed in the piece.  This lesson will end with students making a prediction about the book, A Long Walk to Water, through previewing the cover/title and using information from the artwork to predict a possible theme of the story.  

   After reading chapters 1-4, students will then begin analyzing their predictions.  They will also be introduced to a new piece of art, The Girl I Left Behind, to analyze in conjunction with another character in the book.  Students will do a collaborative poem with the artwork.  They will then work in pairs to analyze lines of text and draw similarities/differences between the character in the text and the girl in the painting.  

#SAAMteach

SARA LOGAN
8
 

A Just Society

This collection, first of all, is a work in progress and may change as time goes on. The collection includes pieces that are meant to prompt students to think how to create a "just society" and potential consequences when those ideals don't become reality. #SAAMteach

Nikysha (Nikki) Gilliam
20
 

A Hero's Journey

in progress

This collection is designed to be used across several days in conjunction with any study of literary heroes. The last page includes a description of how I plan to use the collection with a group of 6th graders studying The Lightning Thief by Rick Riordan.

#npgteach
Alison Gillmeister
15
 

A Golden Destiny: Manifest Destiny and Westward Expansion

This collection explores Leutze's Westward the Course of Empire Takes Its Way in connection to westward expansion, Lundeberg's Pioneers of the West, and Whitman's poem "Pioneers! O Pioneers!".

#SAAMteach
Lauren Chavey
5
 

A Classroom or Family Project: "Today I Am Here," with examples of student work

This collection contains assets and resources designed to help teachers (art, English, ESOL, social studies, and media technology), museum educators, and community-based informal learning educators recreate their own "Today I Am Here" project, based on the specific needs of their classroom or learning community. 

The "Today I Am Here" book is a wonderful classroom activity, made from one sheet of paper, in which students can share their family stories. The design of the book works well for a K-5 classroom displays, and helps to show the breadth and diversity of the class and to encourage cross-cultural understanding. The project also works extremely well with ESOL students of any age, although the teacher will need to be prepared for possible difficult issues to surface. 

Included here are instructions to make the book, examples of student work (images and video of students reading), as well as images from classroom displays.

The book design is one of many available in another collection: Fun for the Whole Family: Making "Family Memory" Storybooks: http://learninglab.si.edu/q/ll-c/1tozk88HXhnFBU6d.


Philippa Rappoport
9
 

A "Family Lessons" Storybook Activity for the Classroom or Home, with examples of student work

This collection includes instructions and ideas for a classroom activity designed to get children and their families talking and creating together. It is suitable for K-5 classrooms, as an art, English, or social studies-based activity. Included here are examples of student work (images and video of students reading their books), as well as images from classroom displays.

In this activity, a 1st grade teacher from a bilingual school in Washington, D.C., used what we called the "Connections" handmade storybook design to have her students share important family lessons. She described how she did the activity: "I loved the book project and found that it was a way to get parents involved in making a book with their child at home. I pre-made the books since I thought the instructions were a little tricky. The instructions were to discuss and write about a Life Lesson that their families taught them. Our students created bilingual Spanish/English books. The format was perfect for this because it could be English on one side and Spanish on the other. Students enjoyed hanging their books up outside of the class for others to read and then sharing them with the class. It really helped them to understand what important life lessons families teach them and it helped to bring students' home knowledge into the classroom. We connected the books to our Life Lessons unit and plan to do the same thing this year."

This project is based on a handmade book design that can be found, along with several others, in another collection: Fun for the Whole Family: Making "Family Memory" Storybooks: http://learninglab.si.edu/q/ll-c/1tozk88HXhnFBU6d.

Philippa Rappoport
11
 

8th Grade Spanish Literacy: Mi Comunidad

This collection is for an 8th grade Spanish Literacy unit on community, but it can be used for any secondary ed unit on a topic related to community. The essential questions that guide student learning are: What is a community? How am I shaped by my community? There are 5 instructional activities attached to this collection that can be used to explore the concept of community and help students generate understandings in response to the essential questions. These lessons include activities related to project-based learning, oral presentation, experiential learning through field trips, viewing artworks using thinking routines, and writing poetry.  The images included in the collection serve as options that pair well with the thinking routines or any other activities that teachers might like to use to explore this topic with their students. #GoGlobal


Maria Fernanda Garcia
50
 

6th Grade- Identity

Themes: identity, super heroes, interests, play spaces, landscapes, figure drawing, perspective/illusions of depth

ladyinn
65
 

5th Grade- Globalization

Themes: Globalization (ideas shared across time and place), landscapes, perspective/illusion of depth, contour line drawings, ancient cultures, American History, world architecture

ladyinn
48
 

4th Grade- Time

Themes: Time, figures in motion, coil vessels, American history, colonization of America, wire sculpture,

ladyinn
44
 

4 Forces of Flight

Photos and Articles that are supplemental learning to the forces of flight. All artifacts are interactive for student engagement and assessment.

Dalton Alatan
10
 

3rd Grade- Culture

Themes: culture, ethnicity, holidays, celebrations, animal vessels, still life (especially table settings)

Ancient Cultures: Egypt, China, Greece, Rome, Mali

Renee Voce
69
 

3rd Grade- Culture

Themes: culture, ethnicity, holidays, celebrations, animal vessels, still life (especially table settings)

Ancient Cultures: Egypt, China, Greece, Rome, Mali

ladyinn
69
 

30 Second Look Strategy: Learning to Look with the National Portrait Gallery

In this collection, we look at portraiture through the lens of the 30 second look strategy. This looking strategy allows participants 30 seconds to look at a portrait, and then turn away from the portrait and have a conversation about what they saw. This activity challenges participants to first look on their own and then have a collaborative conversation with their peers.

Visually rich portraits, with both objects and setting, are most effective when using this strategy.

Included in this collection are examples of portraits National Portrait Gallery educators have had success with when faciltiating the 30 second look while teaching in the galleries: George Washington, Men of Progress, Shimomura Crossing the Delaware
Briana White
10
 

2nd Grade- Community & Habitat

Themes: communities, habitats, economics (goods, services, interdependence, producer, consumer), Native Americans culture, explorers, overlapping, multiple ground lines, various sky colors

Animals live in habitats; people live in communities.

ladyinn
44
 

2H Course Themes

Megan Dawson
20
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