Found 1,274 Learning Lab Collections
Wakanda Learning Lab is this?
This Learning Lab explores the importance of representation in popular media. How are people portrayed? Why are they portrayed? What does this say about a people in a society and the society itself? How do these messages affect and inform us about others and ourselves?
First, how are African Americans represented in popular media. Second, how African, the African Diaspora, and African American culture are represented in Black Panther (both as a comic book character and as part of the modern Marvel cinematic universe) and through other superhero lore.
The National Museum of African American History and Culture celebrates the museum's acquirement of the movie costume of the iconic and groundbreaking Marvel comic book character Black Panther. The character of Black Panther (King T'Challa of Wakanda), and his iconic suit, debuted in the Marvel cinematic universe in the 2015 film Captain America: Civil War, and featured in his self-titled movie Black Panther in 2018. Since the debut of Black Panther (King T'Challa of Wakanda) in the Fantastic Four #52 in July 1966, Black Panther has been a trailblazer for the black superheroes that have followed him in print and on screen.
Students can explore this Learning Lab independently. Learning exercises and worksheets have been provided to help enhance the exploration of the content.
Keyword: nmaahc, African, American, Black, Panther, Marvel, T'Challa, Wakanda, suit, comic, superhero, super, hero, civil war, Falcon, Bumblebee, Vixen, Storm, Nick Fury, Luke Cage, DC, universe, Green Lantern, Misty
Civil War Era Literature: Brother Against Brother (Realism/Psychological Realism/Naturalism/Impressionism)
This collection of paintings and photos are used in conjunction with a variety of Civil War era works of literature, specifically those featuring elements of the following literary movements:
* Psychological Realism
Works to be used in conjunction with artistic examples include:
1. Occurrence at Owl Creek Bridge, by Ambrose Bierce
2. An Upturned Face, by Stephen Crane
3. An Episode of War, by Stephen Crane
The first two works ("The Girl I Left Behind" and "Departure for the War") will be used to launch/introduce "Occurrence at Owl Creek Bridge." As a class, we'll complete a "See/Think/Wonder" and then read the short story. After completing the story, we'll return to both pictures and discuss how we could imagine such works of art illustrating this particular work.
We will then look through the small collection of photos from the Civil War, and discuss how such images would inspire a writer. I'll then introduce students to the Naturalism and Impressionism literary styles. We'll then read two Stephen Crane short stories, noting his "artistic" use of color, for example, and the despair evident in his naturalistic stories - - which could also be reflected in the photographs.
Established in the mid-19th century, several of the earliest additions to the NNC were artifacts from Japan, Korea, and China, including coins and medals gifted to President Ulysses S. Grant from Japanese Emperor Meiji (received in 1881) and the 2,025 East Asian coins, amulets, and notes from George Bunker Glover’s private collection (received in 1897). These donations were the foundation of the NNC’s East Asian holdings, which continues to grow with new acquisitions, such as the Howard F. Bowker collection in 2017.
This collection was made for a hands-on workshop organised by the Dresher Center for the Humanities at UMBC as part of the Inclusion Imperative Program.
During the workshop UMBC faculty and graduate students have the opportunity to learn some of the key elements of digital storytelling focused on questions of inclusion and justice.
They will practice storyboarding and editing audio/visual materials as well as discuss how narrative structure and modes of storytelling vary in the diverse culture contexts in which we work and live.
1. How are Native American groups defined by cultural practices?
2. How does the environment impact the culture of the people living in a region?
In this collection, students will analyze, compare, and contrast the similarities and differences of the cultures of Native American groups living in the northwest and northeast regions with a focus on food, crops, and natural resources, understanding how the environment influenced the cultures and traditions of Native American people.
American Indian Essential Understandings (Written by the National Museum of the American Indian Native Knowledge 360 https://americanindian.si.edu/...):
1. Culture is a result of human socialization. People acquire knowledge and values by interacting with other people through common language, place, and community. In the Americas, there is vast cultural diversity among more than 2,000 tribal groups. Tribes have unique cultures and ways of life that span history from time immemorial to the present day.
- There is no single American Indian culture or language.
- American Indians are both individuals and members of a tribal group.
- American Indians share many similarities with other indigenous people of the world, along with many differences.
2. For thousands of years, indigenous people have studied, managed, honored, and thrived in their homelands. These foundations continue to influence American Indian relationships and interactions with the land today.
- The story of American Indians in the Western Hemisphere is intricately intertwined with places and environments. Native knowledge systems resulted from long-term occupation of tribal homelands, and observation and interaction with places. American Indians understood and valued the relationship between local environments and cultural traditions, and recognized that human beings are part of the environment.
Time: 3 class periods
Anticipatory set: Begin by viewing the “Food and Cultures Video” from the Pacific Northwest History and Cultures online lesson. Students should use the “Add 1” thinking routine after viewing to note the important take aways. After discussing, students can make a connection to their own cultural practices by writing about the foods they eat in their cultures.
Looking closely: Students can then read the essay written by Shana Brown to extend their understanding about the connections between foods and culture. Students should annotate the article using post-it notes to record connections, challenges, concepts, and changes to their thinking. They can then place them on a class 4 C’s poster to share out their learning during discussion. Students should explore the three case studies, using the annotation tools while they read to look closely at objects, images, and quotes. They can use the student handout to complete a case study analysis and support a claim that “Salmon is important to Native Peoples and Nations of the Pacific Northwest” with evidence from their exploration. Students can then read “People of the Potlatch” and represent the cultural practice of the potlatch with the “Colour, Symbol, Image” thinking routine.
Anticipatory set: Assign students sections of the Haudenosaunee Thanksgiving Address to read aloud. When students have read the address, have them complete the “Step Inside” thinking routine about giving thanks from the perspective of a Haudenosaunee American Indian person.
Looking closely: Students can read excerpts from the “HAUDENOSAUNEE GUIDE FOR EDUCATORS” with a focus on “Who are the Haudenosaunee” and “The Relationship to the Natural World,” and/or the “Celebration of Native American Food” article and create headlines for the most important information for each or all selections. When finished with the readings, students should complete the claims and evidence organizer to identify which foods were important to the Haudenosaunee people based on evidence from the text.
Anticipatory set: Students should work together complete a Venn Diagram sort to compare and contrast Northwest and Northeast cultural practices/foods as review.
Looking closely: Students will construct a compare and contrast writing explaining how the environment influenced the culture of American Indian people of the Northwest and Northeast regions using evidence they have gathered to support their thinking.
American Indian Nations: Kwakwaka’wakw, Haudenosaunee, Cayuga, Mohawk, Oneida, Onondaga, Seneca, Tuscarora
How do Americans identify as American? In this collection we will lock at works by artists and ask how groups fof Americans from different Ethnic backgrounds perceive their American identity. #NPGteach
Collection of Political Cartoons from the late 1800s/early 1900s
Unconstitutional Deportation of American Citizens in the United States during in the 1930's.
#LatinoHAC #LatinoHistoryArtCulture #UnconstitutionalDeportation
This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2019, "Triumph and Tragedy in History."
These resources - including photographs, objects, portraits, lesson plans, and articles - explore triumphs and tragedies in American industrialization from the late 18th century through the early 20th century. Resources highlight influential industrialists called "captains of industry" by some and "robber barons" by others, catastrophes that occurred as a result of rapid industrialization, labor leaders who fought successfully for the rights of laborers dismal conditions, the origins of child labor laws, leading inventors and their inventions, and other important topics. 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 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: strike, protest, union, andrew carnegie, john d. rockefeller, j.p. morgan, cornelius vanderbilt, henry clay frick, helen frick, andrew w. mellon, newsies, newsboys, child labor reform, thomas alva edison, incandescent lamp, nikola tesla, electric motor, electric power, alexander graham bell, telephone, christopher latham sholes, c. lathan sholes, carlos glidden, samuel soule, typewriter, triangle shirtwaist factory fire, pinkerton national detective agency, matewan massacre, wall street bombing of 1920, boston molassses disaster, asa philip randolph, a. philip randolph, john llewellyn lewis, john l. lewis, frances perkins, samuel gompers i.l.g.w.u, international ladies garment workers union, david dubinsky, company towns, #NHD
This teaching collection is designed to be used in the Frost Art Museum's "Exploring Latinx Artists from the Frost Art Museum Collection" workshop on November 6, 2018, to guide participants in a looking activity and to demonstrate the range of tools available in the Learning Lab.
It is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" http://learninglab.si.edu/q/ll...) , which aims to help students think critically and globally using two Thinking Routines to explore the painting. The work is a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.
Included here are an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, a contextual video featuring the artist himself, three suggested Thinking Routines - "Colors, Shapes, Lines," "The 3 Y's," and "Headlines" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, three other works by Azaceta in the Smithsonian collections, and an array of prompts and Learning Lab tools.
For use in Social Studies, Spanish, English, American History, Art History classes
This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.
This collection sparks the imaginative mind of the vast talent in the Latin American Culture concerning the fashion industry. #LatinoHAC
The voice of the human spirit and the condition of life expressed by the heart of these Latin Artists.
Street smart and brash with a fresh approach! This collection has freedom to express yourself all within the confines of our present society.
Student activity collection analyzing the work of two very different Mexican American artists, identifying aspects of culture and exploring expressions about Latino experiences in art. Included in this collection, are five paintings highlighting Latino families, paired with observation and analysis questions and interviews with the artists, Carmen Lomas Garza and Jesse Treviño, as well as podcast analyses of the paintings from the museum's director. As a supplement, students could read a book by Garza depicting her childhood memories of growing up in a traditional Mexican American community, or lead a discussion comparing this artwork with other images of families found in the Smithsonian collections. #LatinoHAC
This collection depicts the fight for Civil Rights and the various movements, through laborers on strike. The strikes were conducted by Cesar Chavez, with the help of Dolores Huerta. Together they helped fight and bring awareness for the conditions of the agricultural workers.
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
Examining the transformational power of non-violence - an everlasting truth-force!
The images used in my Digital Storytelling video.
This collection explores the underlying issues affecting First Nations in the US, such as environmental, social, political, economic and personal and how culture, geography and history are used as a way to ground their resistance as a continuity of Indian identity both personally and as a community.
This is a short unit, intended to reflect various elements of, and stages of, Native American culture and life in North America, including the interaction/domination by those who settled the United States. They are used in cooperation with various representative works of literature. The first picture is used as a brainstorming tool before reading a classic Native American Creation Myth - - "Earth on Turtle's Back." The painting used is " Mamakadendagwad" by Tom Uttech. The second painting introduces the natural conflict arising from forced assimilation ("Wi-jun-jon, Pigeon's Egg Head (The Light) Going to and Returning from Washington"). The third painting, "Ha-tchoo-tuck-knee, Snapping Turtle, a Half-breed." - is helpful in a discussion about stereotypes and offensive terms used to label one another. I will direct students to the painter, and note how there were those who made efforts to document and protect the Natives' way of life. Note interesting facts about Caitlin's background and work. Still, as we know - genocide, forced relocation, and oppression came. Painting will be used to introduce Chief Joseph's "An Indian's View of Indian's Affairs." Students will read an excerpt and discuss use of emotional, ethical, and logical appeals.
Students will finish the short unit by reading Sherman Alexie's "Superman and Me."