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Found 1,040 Collections

 

Breaking Barriers: Reconstruction

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, primary source documents, portraits, lesson plans, and articles—explore the efforts of individuals and groups to overcome racial, economic, and political barriers during the era immediately following the Civil War known as Reconstruction. Resources highlight influential individuals and groups, the intentional and unintentional consequences of actions and policies that resulted in the construction of new barriers for some, and competing perspectives over the best path toward reuniting the United States after the Civil War. The second resource in this collection contains questions to help with the analysis of a chosen topic alongside 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 the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: civil rights, slavery, Freedman’s Bureau, U.S. Bureau of Freedmen Refugees and Abandoned Lands, Fisk Jubilee Singers, African American, Emancipation Proclamation, Abraham Lincoln, Andrew Johnson, Sojourner Truth, South Carolina, Congress, House of Representatives, Frederick Douglass, Robert Smalls, Hiram R. Revels, Benjamin S. Turner , Robert C. De Large, Josiah T. Walls, Jefferson F. Long, Joseph H. Rainey, R. Brown Elliot, Thomas Mundy Peterson, Sidney Taliaferro, John Roy Lynch, Octavius Catto, Edmonia Lewis, Laura Smith Haviland, John W. Menard, Harper’s Weekly, Oliver Otis Howard, William T. Sherman, Howard University, W.E.B. Du Bois, nineteenth century, 19th, Washington, D.C., #NHD

EDSITEment
78
 

Breaking Barriers: Race, Gender, and the U.S. Military

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, objects, portraits, lesson plans, and articles—explore how individuals overcame barriers during and following their service in the U.S. military. Resources address how issues of race and gender operated as barriers to equal treatment for all those who serve in the U.S. military, as well as circumstances endured by veterans following the end of major wars. The experiences of members of the armed forces during the American Revolution, U.S. Civil War, WWI, and WWII are highlighted; however, other wars and perspectives should be considered when exploring these resources. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside 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 the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: military, soldiers, women, African American, Tuskegee, Airmen, Airwomen, war, World War One, World War I, World War Two, World War II, Red Jacket, Tayadaneega, Joseph Brant, Native Americans, American Indians, Horace Pippin, Theodore Milton Sullivan, J.W. Lucus, Buffalo Soldier, Charles Young, Carter Woodson, Willa Beatrice Brown, Bessie Coleman, Airforce, pilots, Jacqueline Cochran, Janet Harmon Bragg, Cornelia Fort, Nancy Love, WASPs, twentieth century, 20th #NHD

Cristi Marchetti
94
 

Breaking Barriers: Race, Gender, and the U.S. Military

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including photographs, objects, portraits, lesson plans, and articles—explore how individuals overcame barriers during and following their service in the U.S. military. Resources address how issues of race and gender operated as barriers to equal treatment for all those who serve in the U.S. military, as well as circumstances endured by veterans following the end of major wars. The experiences of members of the armed forces during the American Revolution, U.S. Civil War, WWI, and WWII are highlighted; however, other wars and perspectives should be considered when exploring these resources. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside 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 the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: military, soldiers, women, African American, Tuskegee, Airmen, Airwomen, war, World War One, World War I, World War Two, World War II, Red Jacket, Tayadaneega, Joseph Brant, Native Americans, American Indians, Horace Pippin, Theodore Milton Sullivan, J.W. Lucus, Buffalo Soldier, Charles Young, Carter Woodson, Willa Beatrice Brown, Bessie Coleman, Airforce, pilots, Jacqueline Cochran, Janet Harmon Bragg, Cornelia Fort, Nancy Love, WASPs, twentieth century, 20th #NHD

EDSITEment
94
 

Breaking Barriers: Innovation and Industry

This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."

These resources—including, objects, photographs, portraits, lesson plans, and articles—explore how technologies developed in the interest of advancing industrialization during the United States’ Second Industrial Revolution made it possible to overcome economic and social barriers, while, in some cases, unintentionally creating new ones. Innovators who developed technologies and tools to make every day living easier and more enjoyable, along with transportation technologies that broke barriers in terms of travel and movement, are also included in this collection. Users are also asked to consider the legacies of these inventions and their significance to innovation and industrialization through to today. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside 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 the Smithsonian Center for Learning and Digital Access.

Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!

Tags: factory, industry, invention, innovator, Thomas Edison, Nikola Tesla, Alexander Graham Bell, Samuel F. B. Morse, telegraph, Christopher Latham Sholes, typewriter, telephone, communication, technology, workers, labor, International Ladies Garment Workers Union, David Dubinsky, Asa Philip Randolph, John Llewellyn Lewis, Frances Perkins, Samuel Gompers, strike, boycott, union, Transcontinental, railroad, nineteenth century, 19th, twentieth, 20th, #NHD

EDSITEment
98
 

Bracero Program: Step In, Step Out, Step Back

In this activity, students will examine a painting of Mexican guest-workers, known as braceros, involved in the Bracero Program (1942-1964), the largest guest-worker program in US history.  Started as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million work contracts were awarded. 

Using a Project Zero Global Thinking Routine - "Step In - Step Out - Step Back" - students will examine the perspectives of those depicted in the painting, consider what it means to take the perspectives of others, and explore avenues and methods to learn more about Braceros. Resources for learning more about the Bracero program are located at the end of the collection and include: Bittersweet Harvest, a digital exhibition about the Bracero Program; the Bracero History Archive, which includes oral histories, objects, and more; and a Learning Lab collection of photographs documenting the Bracero Program.

Keywords: laborer, immigration, work, migration, migrant workers, agriculture, reform, politics, government, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, 1940s, 40s, 1950s, 50s, 1960s, 60s

#EthnicStudies

Tess Porter
6
 

Body Language

  • How does a person's gaze, stance or the way they use their hands communicate a mood or feeling?
  • In artworks depicting two or more people, how are they interacting? What does that say about their relationship to each other?


Jean-Marie Galing
15
 

Bob Dylan and Woody Guthrie: Teaching Resources

This topical collection gathers resources about Bob Dylan, one of the most influential American music artists of the 20th century, and Woody Guthrie, who greatly influenced the work of Dylan and other folk artists. Ideas for classroom application located in "Notes to Other Users." Resources include images, videos, music, and a lesson plan.

Tags: minnesota; hibbing; folk music; medieval music; ballad; #SmithsonianMusic

Tess Porter
15
 

Black Panther Movie Collection

The visual arts can be an entry point to literacy in the classroom.  Use these objects in the collection of the National Museum of African Art to aid students to explore authentic African art works that inspired the Academy Award winning costume design of Ruth Carter in the blockbuster movie Black Panther.  Students can develop visual vocabulary through close looking to describe mood, tone, atmosphere, and inference and explore cross-curricular and cross cultural connections.  It allows them to really be creative and critical thinkers!  

Keywords: Arts Integration; Africa; African Art; Global Arts; 

Deborah Stokes
88
 

Black Panther Movie Collection

The visual arts can be an entry point to literacy in the classroom.  Use these objects in the collection of the National Museum of African Art to aid students to explore authentic African art works that inspired the Academy Award winning costume design of Ruth Carter in the blockbuster movie Black Panther.  Students can develop visual vocabulary through close looking to describe mood, tone, atmosphere, and inference and explore cross-curricular and cross cultural connections.  It allows them to really be creative and critical thinkers!  

Learn more about distance learning opportunities from the National Museum of African Art by visiting the Center for Interactive Learning and Collaboration (CILC).

Keywords: NJPSA

Deborah Stokes
89
 

Black History Month - Celebrating the Rich Cultural History of our Country

This Learning Lab uses interactive virtual tours, videos, images, and much more to Celebrate the Rich Cultural History of African American History in honor or Black History Month.

Students can explore this Learning Lab independently. Learning exercises and worksheets have been provided to help enhance the exploration of the content for the NMAAHC Black Superheroes 

Wakanda Learning Lab is this? #SJ2019LP

Kara MontgomeryRoa
29
 

Black Art History

Artists to support Black (Art) History Month, February

Jamie Cosumano
29
 

Bison Bison

At their peak there may have been as many as 60 million Bison Bison roaming America. By the start of the 1800s, the impact of Euro-Americans on Bison herds was already evident. Throughout the 1800s, the bison population decreased from millions to less  than 400 wild bison left in the United States.

1.  Look through the provided artworks of bison provided.

2.  Select two artworks.

3.  For each artwork do See, Think, Wonder. 

See - write down exactly what you see.

Think - write a sentence about what you think about the artwork.

Wonder - write a sentence about something the artwork made you wonder about.

4. Write a short paragraph (3-5 sentences) comparing and contrasting the two different depictions of bison.


Madeleine Roberg
20
 

Beyond the Frame: Using Art as a Basis for Interdisciplinary Learning

In this set of lesson plans, students look for meanings behind artworks in the Smithsonian collections. Click the PDF icon to download.

Smithsonian Center for Learning and Digital Access
12
 

Bessie Smith: Examining Portraiture

This teacher's guide provides portraits and analysis questions to enrich students' examination of Bessie Smith, the "Empress of the Blues" and one of the most influential blues singers in history. Includes the video "Defining Portraiture: How are portraits both fact and fiction?" and the National Portrait Gallery's "Reading" Portraiture Guide for Educators, both of which provide suggestions and questions for analyzing portraiture. Also includes a video clip of Bessie Smith performing "St. Louis Blues" in 1929 and a post from the National Museum of African American History and Culture discussing her and other LGBTQ African Americans of the Harlem Renaissance.

Consider:

  • What do these portraits have in common? How are they different?
  • How are these portraits both fact and fiction?
  • How do these portraits reflect how she wanted to be seen, or how others wanted her to be seen? Consider for what purpose these portraits were created.
  • Having listened her music, does the portrait capture your image of Bessie Smith? Why, or why not?
  • If you were creating your own portrait of Bessie Smith, what characteristics would you emphasize, and why?

Keywords: singer, musician, 20s, 30s, American, Tennessee, #BecauseOfHerStory, #SmithsonianMusic

Tess Porter
11
 

Benjamin West: America's First Painter

Benjamin West began painting in America during the late colonial period. His works represented a variety of styles. He was equally good at portraiture which was what most customers wanted and romantic renditions of battle scenes. Later in his career he devoted much of his time to Greek and Roman mythological themes.

Arthur Glaser
25
 

Behind every great man is a woman! Looking at the role the First Lady plays.

Opening:  Class Discussion:  What is a portrait?  What are the Elements of Portrayal?

Show Michelle Obama Portrait- Have students work in pairs to come up with a list of things the artist wants us to know about the sitter.

Discuss answers

Read Washington Post article - Add any ideas to list

Divide class into 6 groups - Each group is given a group of first ladies.  Students should come up with a list of attributes/characteristics/symbols for the group as a whole.

Small groups should then meet together and complete a Venn Diagram to show similarities and differences of the groups to distinguish how portraits may/may not have changed through time.  Does this portray how the role of the first lady has evolved over time?

Further questioning:  What roles will future first ladies (men, husband, partner) play in the U.S.

Extension activity:  Portrait - Create a portrait of someone of importance or even a self-portrait.  What style will it be in?  How will you use the elements of portrayal?


This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#NPGteach

Tammy Fitts
14
 

Behind Design: Inka Bridge

Introduction

How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture?

This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and our research.

Procedure

Begin by looking closely at an artifact, INCA BRIDGE, using a Project Zero Routine, Zoom In or See Think Wonder. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?

Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial Zoom In documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.

Begin the research process with the first video Weaving the Bridge at Q'eswacha. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.


Guiding Points for Inquiry using The Artifact Investigation Map:

Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?

Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?  

Plan: Identify and describe what could have been key factors influencing design process. Examples: materials/natural resources, people power, skills, technology/tools, historical and natural environment….

(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a mini-version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map

Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation? *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?


Documenting Ongoing Conclusions/Questions/Reflections

Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.

For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.

#PZPGH

Erik Lindemann
32
 

Behind Design: Exploring American Indian Cultures Through Artifact Investigation

Introduction

How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture.

This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and our research.

Procedure

Begin by looking closely at an artifact, Lone Dog Winter Count, using a Project Zero Routine, See, Think, Wonder. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?

Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial See, Think, Wonder documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.

Begin the research process with the first video Lakota Winter Counts. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.


Guiding Points for Inquiry using The Artifact Investigation Map:

Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?

Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?  

Plan: Identify and describe what could have been key factors influencing design process. Examples: materials/natural resources, people power, skills, technology/tools, historical and natural environment….

(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a mini-version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map

Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation? *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?


Documenting Ongoing Conclusions/Questions/Reflections

Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.

For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.

#PZPGH

Andrea Croft
31
 

Behind Design: Exploring Culture Through Artifact Investigation

Introduction

How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture?

This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and research.

Procedure

Begin by looking closely at an artifact, Lone Dog Winter Count, using a Project Zero Routine, Zoom In. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?

Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial Zoom In documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.

Begin the research process with the first video Lakota Winter Counts. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.


Guiding Points for Inquiry using The Artifact Investigation Map:

Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?

Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?  

Plan: Identify and describe what could have been key factors and/or restrictions influencing design process. Examples: materials/natural resources, traditions, people power, skills, technology/tools, historical and natural environment….

(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map

Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation?  *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?


Documenting Ongoing Conclusions/Questions/Reflections

Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.

For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.

#PZPGH

Erik Lindemann
30
 

Beginning of Year - Self-Portraits (Lincoln's Masks)

This is a beginning/end of the year self-portrait project created with first graders in mind. Students will create plaster masks to commemorate the start of first grade, that are filled, surrounded and suspended with items that represent who they are. In progress

#NPGteach
Tags: self-identity; community building; Art; family; National Portrait Gallery
Alicia Ronquillo
10
 

Beauty/Truth/Revealing/and Concealing: Adding complexity to a literary analysis (Wrap up lesson with "A Doll's House," by Henrik Ibsen) #SAAMTeach

While this lesson revolves around Henrik Ibsen's "A Doll's House," it can be used in conjunction with any work of literature featuring strong characters - the type who generate potentially negative reactions among students, such as: "I hate him... There's nothing good about ______....he's the villain... she's the hero, etc." The lesson is designed to push students out of their comfort zone, give themselves permission to speculate and entertain a variety of viewpoints, and as a means to step away from the literature they just read, then step back in with perhaps a more open-minded approach.

This is a discussion-heavy lesson, requiring some patience on the part of the teacher not to jump in and fill in the gaps. But after completing it the first, second, and then third time, I could definitely sense the students were now more apt to be "risk takers" and more "open minded" with their interpretations and insight.

Step by step instructions follow in the "Notes to Other Users" section. #SAAMTeach

Annette Spahr
8
 

Beauty in the Ancient World

This collection has been made to depict the ideals of beauty that were birthed in the Ancient World. The differing time periods illustrate similar and different beauty ideals that are still present today. Body types, makeup, fashion, etc will be showcased to demonstrate how the influence of the culture and time defined beauty. #AHMC2019

Women in Egyptian art are often depicted with slim, high waists, and narrow hips. Dark black hair, possibly even with a bluish tinge, and golden or “bright” skin for women were considered ideal.Women also wore long, braided wigs. Men and women in Egypt routinely shaved their hair and wore wigs instead.Men and women also both wore makeup, namely heavy black eyeliner that doubled as protection from the sun.

While many women today would pluck a thick “unibrow,” women in Ancient Greece liked the look, and many used dark pigment to draw one in.They also bleached their hair in vinegar, which often caused hair loss, so wigs were popular.Long hair was also considered beautiful, as only upper-class women were allowed to grow their hair long. Body positive mentalities were also present as women are depicted with "fuller figures" and considered beautiful.



Steiny Gomez-Jimenez
29
 

Beautiful Day in the Neighborhood

Meet the butcher, baker, pizza-dough maker, and all of the friendly people who make our neighborhoods terrific places to live every day. Recycled crafting and interactive songs make this community day the perfect blend of learning and just plain fun.

Discovery Theater
36
 

Bauhaus Collection

Ethan's Bauhaus Collection
Ethan Candelario
21
841-864 of 1,040 Collections