Found 6,299 Learning Lab Collections
What can we learn about ancient China by studying artifacts? What does the intricate detail of works of art suggest about values and beliefs in ancient China? In this Learning Lab Collection, students will study ancient Chinese works of art via Project Zero Thinking Routines. Working in groups, students will be assigned to either research ancient Chinese bronze bells or ancient Chinese bronze vessels and make inferences about ancient Chinese values and beliefs based on their research. Then, inspired by taotie, mask-like design patterns of ancient Chinese bronze objects, students will etch their own zoomorphic creatures into metal foil.
This Learning Lab Collection contains a lesson plan, images to research, Thinking Routines, design worksheet, and sample final artwork. Download the pdf Lesson Plan located in the "Teacher Materials and Lesson Plan" section first for instructions and art materials needed.
Tags: metalwork; etch; repoussé; vessels; bells; ritual; Shang; Zhou; dynasty; China; composite animals
"No one plans to become a refugee—to flee your home because your life is in danger. Yet today, there are 25.9 million refugees, more than the world has seen in nearly a century.
There are many reasons a person might become a refugee.
Maybe you live in a country torn apart by war, and your house was bombed to rubble.
Maybe you live in a place where you and your family are being attacked for your religious beliefs.
Maybe you live in a region plagued by famine, and you are facing starvation.
Or maybe you are like 15-year-old Bilan, and you were chased from your home by violence."
Lewis, K. (2019, September). I Live in a Refugee Camp. Scholastic Scope.
As you read Bilan's story, look at the photos and artwork included in this collection. These include all types of refugees from many locations and times in history.
Choose one photo or document that speaks to you. Research it by looking at the "more info" tab. You may also conduct your own personal research. You can use the questions below to guide your research and thinking.
- What was the primary reason these people were fleeing?
- What made them refugees?
- How does this particular document make you feel?
- How can you make connections between the experiences of the people in the documents and Bilan's experience?
Write a (minimum) one page essay in response to this collection and the story My Life as a Refugee. Share it with me via Office 365.
Dolores Huerta: Revolution in the Fields/Revolución en los Campos shares the compelling story of legendary activist and leader Dolores Huerta (b. 1930) and the farm workers movement of the 1960s and 70s. It is a quintessentially American tale of struggle and sacrifice, of courage and victory.
As a complement to the exhibition, these educational resources explore Huerta's public life as an activist and co-founder of the United Farm Workers (UFW) and what led her to become a Latina civil rights icon. In her life as a communicator, organizer, lobbyist, contract negotiator, teacher and mother, Huerta's unparalleled leadership skills helped dramatically improve the lives of farm workers.
Users will broaden their understanding of the farm workers movement through a careful look at Dolores Huerta's significant - but often under-acknowledged - contributions. The exhibition and educational resources also explore how workers of different ethnic and racial backgrounds came together to empower the movement and how the arts played an essential role. In addition, users will come to understand Huerta's far-reaching impact and important legacy.
The resources in this collection include a bilingual community engagement resource to promote dialogue on issues that relate to social justice, activism, leadership, etc. A few activities that can be used in the classroom or when you visit the exhibition at your local museum. In addition, you can learn more by listening to Dolores Huerta by downloading the free downloadable App "Dolores Huerta" on Google and Apple. Please remember that the App takes a few minutes to download.
#NHD #NHD2020 #BecauseOfHerStory
This collection will explain the changes brought to American Life during the Industrial Revolution.
This playlist on Westward Expansion of the United States is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual art, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.
By the end of the week, students will create an original piece that an expresses an evidence-based argument that expresses their opinion how well the impacts of westward expansion align with its goals.
- Formative assessments are represented by a chevron (Learning Tasks and Daily Check Ins).
- Additional processing questions are included with select resources, marked by a question mark in the upper left hand corner of the resource tile.
- Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions.
1. Can you guess who made these? Look at each picture and decide which type of maker created it: Painter, Sculptor, Potter, Printmaker, Weaver, Architect
2. Can you guess what culture or time these things are from? Write your guess, then click on the picture. Click the i symbol to learn the answer.
3. Choose a picture and tell why you think this object is special or useful.
4. How do you think it expresses something important to the people of that culture?
These resources can be used in an activity that introduces a lesson on Japanese-American Internment during World War II.
1. To begin, show students Roger Shimomura's painting entitled Diary: December 12, 1941. Without providing any background information, use the "Claim, Support, Question" routine to have students make claims about what they think is going on in the artwork, identify visual support for their claims, and share the questions they have about the painting. Document responses in three columns on large chart paper or a whiteboard.
2. Following this initial conversation, share the title, artist's name, and date of the painting. Ask students to consider the date in the title, and discuss what significance this date might have. If they don't figure out that this date was five days after the Japanese bombing of Pearl Harbor, share that information. Share with students that this painting is part of a series Roger Shimomura created based on the wartime diary entries of his grandmother, Toku, who was born in Japan and immigrated to Seattle, Washington in 1912. Along with thousands of other people of Japanese ancestry living on the West Coast during World War II , Toku and her family were forcibly relocated to an internment camp after the attack on Pearl Harbor. Roger was a young boy during World War II, and remembers spending his third birthday in the Puyallup Assembly Center on the Washington state fairgrounds, where his family was sent before being transferred to Minidoka Reservation in Idaho for the duration of the war.
3. Jigsaw Activity, Pt. 1. After sharing this context, tell students they will each be receiving a primary source document that relates to the painting in some way. Distribute copies of "Woman at Writing Table," the Superman comic, the Instructions to All Persons of Japanese Ancestry, and Toku Shimomura's diary entries. Divide students into four groups, one per document. Give students time to analyze their document as a group and discuss how it affects their interpretation of the painting.
4. Jigsaw Activity, Pt. 2. Next, create new groups so that each group includes students who received each of the four sources. Ask students to briefly report on their document and what their original group discussed as its possible meaning and relation to Roger Shimomura's painting.
5. Return to the painting as a large group, and discuss how the primary source documents have influenced students' reading of the artwork.
6. Optional additional resource: If time allows, have students watch excerpts from Roger Shimomura's artist talk at the Smithsonian American Art Museum.
The Annie Appel collection at the NMAH Photographic History Collection consists of forty-two gelatin silver portraits of people who attended various Occupy protests.
Copyright Anne Appel
In the lesson in this issue of Smithsonian in Your Classroom, students closely examines four of the 13 million photographs in the Smithsonian. The pictures represent four important steps in the history of the medium: the introduction of portrait photography, the invention of a photographic printing process, the capture of instantaneous action, and the advent of home photography.
Click on the PDF icon to download the issue.
This Learning Lab complements the National Portrait Gallery's student program, Visualizing Democracy.
Students will visualize democracy from the colonial era to the 21st century by analyzing portraits of major figures who played a critical role—as government officials, engaged citizens, or both—in creating a democratic society for the United States. Students will investigate how portraiture can convey democratic ideals and how, as a cultural institution housed in a historic building, the National Portrait Gallery has been and continues to be relevant to American democracy.
I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring the Olympics. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about the Olympics, the Special Olympics and athletes who competed. Families can also read articles about the Olympics, learn about the first Olympics, and explore the amazing athletes who have competed to be the best. At the end of the collection I have provided a few ideas for families about what to do next.
If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.
This playlist on "What makes a place? Memorials in the U.S." is designed for self-guided learning with intermittent check-ins for elementary school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with visual, video, and written texts. Students have the option to complete the tasks online by connecting through Google classroom or print word doc versions of each formative and summative assessments for work offline. By the end of the week, students will create a work of art. Modify the lessons as needed.
- Formative assessments are represented by a chevron (Learning Task and Learning Check In).
- Summative assessments are represented by a circle (Final Task).
- Word doc versions of all formative and summative assessments are in the tiles immediately after the digital versions.
*Social Studies and Visual Arts standards vary by state for elementary grades. We recommend educators and caregivers consult their student and child's state standards for these two subjects.
This collection of quilts offers material to challenge conventional definitions of art and artists, explore the many different ways to tell a visual story and spark discussions about the traditions that are passed down in families. This resource is structured around 2 hour-long lessons in art analysis, a creative task and a reflection session.
A range of styles and traditions are represented here, as each quilt and quilter has their own story to tell. The story can be evident in the visual content of the quilt, but the context in which it was created can be equally important. Quilting is an art form taught between generations and amongst friends, bridging the gap between material culture and intangible heritage.
By encouraging young learners to look closely and develop evidence-based arguments, we can hope to build their skills to think deeply about the interrelationship of art, memory and community.
Enclosed in the Teacher's Resource is a list of quilts, short biographies of the artists and potential discussion questions. Also included are suggested activities and an annotated bibliography for educators who want to do more research on the topic.
- How can we express things that are important to us?
- How can quilts teach us about community?
- Challenge and expand definitions of “art” and “artist.”
- Develop a toolkit for visual analysis.
- Understand different forms of creative self-expression.
- Learn about traditions we share in our communities and pass between generations.
- Empower students’ creativity.
Latino Patriots in American Military History | Patriotas Latinos en la Historia Militar Estadounidense
This bilingual (English/Spanish) collection highlights Latino contributions in American Military History. Resources serve grades 7/8 and 9/10 social studies, U.S. History, AP Military History, Spanish Language courses and life-long learners. They include critical thinking, writing, language arts, visual arts, historical inquiry activities. Wars and topics covered include:
- American War of Independence
- Texas Revolution and the Mexican American War
- Manifest Destiny
- U.S. Expansionism
- Civil War
- World War I
- World War II
- Korean War
- Vietnam War
This collection features bilingual Create-It! STEM activities from ¡Descubra!, the Smithsonian Latino Center's national public education program for kids, teens, and families. These activities can be recreated with materials found at a local grocery or hardware store at home or in the classroom. These bilingual resources can serve teachers in grades 2-5, 6-8, and high school science.
The activities help participants place themselves in the role of scientist as they work on a STEAM-H project. Through active learning and problem solving, students are fully engaged and better able to understand the concepts being presented. This collection also includes interviews with science experts as well as note cards featuring profiles of U.S. Latina/os that have made notable contributes to STEM fields.
¡Descubra! Meet the Science Expert promotes STEM education for youth, with a specific focus on Latino youth, by showcasing Latino role models in STEM fields and discussing career paths and different interests in these areas.
See: Where are these people? What are they doing?
Think: Have you ever done something like that outside?
Wonder: I wonder what it would be like to go there. What would I see, smell, taste, touch, or hear?
Choose an image and imagine yourself being in that place. Then use that as inspiration for a drawing, painting, or collage.
Using the Project Zero Visible Thinking routine "What makes you say that?," students will investigate two photographs, taken from different angles, of Japanese Foreign Minister Mamoru Shigemitsu and General Yoshijiro Umezu aboard the USS Missouri as they signed the surrender that would officially end WWII.
Keywords: world war 2, world war ii, general macarthur, carl mydans, primary source, ww2, japanese instrument of surrender, potsdam declaration, inquiry strategy, japan
There are many ways that families have fun together. Have you done some of these activities with your family? Draw or paint a picture of you and your family enjoying an activity together.
Images of children performing tasks that help their family. How are these children helping others?
What do you do to help out at home? Draw a picture of yourself being a helper.
This playlist on Labor Organizing in the U.S. is designed for self-guided learning with intermittent check-ins for high school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual, video, written, and audio texts. Students have the option to complete the tasks online by connecting through Google classroom or print PDF versions of each formative and summative assessments for work offline. By the end of the week, students will create work of art that represents work people are doing today to create change in a current social issue.
- Formative assessments are represented by a chevron (Learning Check In, Tasks, and Guides).
- Summative assessments are respresented by a circle (Quiz and Final Task).
- PDF versions of all formative and summative assessments are in the tiles immediately after the digital versions.
I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring my favorite animal, bats. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about bats, read articles about bats, and listen to the read aloud Stellaluna. At the end of the collection I have provided a few ideas for families about what to do next.
If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.
Allow small groups to "look/think/wonder" about a mask image: Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.
Facilitate a discussion with students using some open ended questions:
- Why do people make and wear masks?
- What can be hidden or revealed using a mask?
- What might a mask symbolize or stand for?
- If you were to design a mask for a special purpose, what would it look like?
Direct students to sketch their ideas to plan for creating a mask.
How does the past influence the present and future? Compare forms in contemporary architecture with those of buildings from ancient and Renaissance times. What similarities can you find?