Skip to Content
  • Language
  • End User
  • Educational Use
  • Time Required

Found 5,316 Collections


Climate Change and Migration

What will the future reveal about our choices and attitudes toward the natural world? This collection uses the painting 'Mamakadendagwad' by Tom Uttech and two Project Zero routines, ‘Ten Times Two’ and ‘Unveiling Stories,’ to start or continue a dialogue about the impact of humans on the environment. 

“Tom Uttech's visionary paintings emerge from a deep sense of communion with nature. As an accomplished birdwatcher, conservationist, wildlife photographer, and hiker, Uttech (born 1942) has spent his life engaging with the unspoiled wilderness of his native Wisconsin and the neighboring woodlands of northern Minnesota and Quetico Provincial Park in Ontario, Canada. Yet while Uttech's experience of the landscape is grounded in firsthand knowledge and close observation, his paintings do not represent specific scenes. Instead, he uses his understanding of the ecosystem's animals, plant life, light, and atmospheres to conjure fantastic reconstructions of the natural world.”. (

Climate change is expected to cause larger migrations both within and across borders - displacing individuals from their homes. This movement is the result of many complex factors such as: sea level rise, desertification, extreme weather events, etc. While humans are certainly impacted by climate change, so are other living organisms.  

This collection can be used in several classroom settings: Biology (ecology unit or any units that address human impact on the environment or relationships between living organisms), IBDP Environmental Systems and Societies (many connections with content throughout the course), AP Environmental Science (many connections with content throughout the course), Theory of Knowledge (when exploring the Natural Sciences Area of Knowledge or exploring knowledge claims about evidence), or Geography. 

This collection could be used at the start, middle or end of a unit as there are valuable connections possible at any point; however, I think this would be a fantastic starting image for a unit. In the absence of any context of what is being learned in class, students may come up with a larger variety of observations and perhaps a more emotional connection with the painting.

Annotations attached to the painting provide information on how to guide student exploration with each of the thinking routines. 

Extension: The first additional resource is a map showing the average direction mammals, birds, and amphibians need to move to track hospitable climates as they shift across the landscape. The following three articles are related to the moving map and should be used along with the map. Teachers could start with this moving map before showing the painting depending on their students’ level of interest and knowledge. Another extension could be analyzing data to draw conclusions about how migration changes biodiversity in various ecosystems. The last article from National Geographic explains that “…as the planet warms, species are shifting where, when, and how they thrive. They are moving up slopes and toward the poles. That is already altering what people can eat; sparking new disease risks; upending key industries; and changing how entire cultures use the land and sea”. ( Each of these articles highlight an aspect of the complexity of climate change and its impacts on the environment. 

Emily Veres

Climate Change and Human Impact on the Environment

What will the future reveal about the choices we are making and our attitudes toward the natural world? How might future generations judge these choices and attitudes? This collection uses the painting ‘Manifest Destiny’ by Alexis Rockman and two Project Zero routines, ‘See/Think/Wonder’ and ‘Unveiling Stories,’ to start or continue a dialogue about the impact of humans on the environment. 

“Alexis Rockman is a contemporary American painter known for his fantastical paintings of dystopian natural environments”. ( He depicts the future where creatures struggle to survive toxic conditions and invasive species. In Rockman’s paintings we see an absence of human beings, only the altered landscapes they have left behind. (

Climate change is expected to cause larger migrations both within and across borders - displacing individuals from their homes. This movement is the result of many complex factors such as: sea level rise, desertification, extreme weather events, etc. There is a direct impact on availability of resources such as food and clean water as well as a crisis of public health. 

This collection can be used in several classroom settings: Biology (ecology unit or any units that address human impact on the environment), IBDP Environmental Systems and Societies (many connections with content throughout the course), AP Environmental Science (many connections with content throughout the course), Theory of Knowledge (when exploring the Natural Sciences Area of Knowledge or exploring knowledge claims about evidence), or Geography.

This collection could be used at the start, middle or end of a unit as there are valuable connections possible at any point. An interesting interdisciplinary exploration that I have seen in the middle school Science setting is for students to visit local waterways affected by human impacts and take samples back to their lab to test for pH, phosphorus, etc. Then, students read about the importance of water ways in the spread of humans in their humanities or language class before writing poetry about the human impact on the environment in their second language class (half of the students took French while the other half took Spanish). 

Manifest Destiny could be integrated at any point during the interdisciplinary unit. For example, in the beginning to encourage questions or determine previous knowledge, the middle to spark curiosity, or at the end after students have more information about human impacts on the environment.

In addition to or in place of visiting a local waterway, a link to an interactive map can be found in the additional resources section of this collection. Students can research what communities will be impacted by rising water levels. A scale bar allows users to shift the water levels and observe changes to the area. A possible extension could be to consider how vulnerable communities tend to be the most impacted by water level rise. Two articles included within the additional resource collection provide perspectives from the United States and Australia.

Annotations attached to the painting provide information on how to guide student exploration with each of the thinking routines. Annotations attached to each website include possible questions to consider when using each additional resource. 

Emily Veres

Genetics and Stereotypes

This collection uses a print by Enrique Chagoya, “Aliens Sans Frontières (Aliens without borders),” as a starting point to explore our assumptions about certain groups of people and how genetically similar all humans are despite our tendency for 'othering.' "After researching his DNA ancestry, Chagoya learned that his ancestors were Native American (Central Mexico), European, Ashkenazi, Middle Eastern/North African, Sub-Saharan African, and East and South Asian.” In this print, Chagoya presents six self-portraits, “each drawing on a pernicious stereotype of a certain ethnicity". Chagoya “uses his art for activist causes and also uses seemingly cartoonish or naïve imagery as an entryway for discussions of complex cultural and geopolitical issues”. (

This collection can be used in several classroom settings: Biology (genetics unit), Theory of Knowledge (to discuss ways of knowing such as language or consider bias), Geography or History. An interesting interdisciplinary exploration could be connecting a science class with a language class where students read written works from some of the same geographic regions as Chagoya's genetic breakdown.

Annotations attached to the print and video resources provide information on how to guide student exploration with each of the thinking routines.


Articles from New York Times: The first article included in the collection is an opinion piece written by David Reich, whose research focuses on population genetics of ancient humans, including their migrations and the mixing of populations, discovered by analysis of genome-wide patterns of mutations. The second article includes a selection of public comments on the original article as well as responses to each comment from David Reich.

Connection with Skin color, race and migration connection (presently working on this collection, will need to link collection before publishing!)

Emily Veres

Get your Girl On: Women emerging on the exhibition scene

While you jam to Lizzo's empowering hot new tune "Like a Girl," I invite you to explore this collection of women centered art- including pieces of, by, and for women.   I hope you will use this collection to acquaint yourself with the female contribution to the art scene and the contemporary woman.  In this collection you will find a collage of art, tasteful articles, and videos articulating the influence of women on the Smithsonian collection.  No matter what your interests- there is something here for everyone.  Explore this collection and get excited for the Smithsonian at 8 Garden Party featuring women in art internationally.

Ann Durbin

Triumph and Tragedy: U.S. Reconstruction, 1865-1877

This collection brings together Smithsonian and other federal resources to support the initial research into a project for National History Day 2019, "Triumph and Tragedy in History." #NHD2019

These resources - including photographs, broadsides, political cartoons, publications, correspondence, ledger books, and government documents - explore the varying experiences, political arguments, and consequences of the period following the American Civil War, known as Reconstruction. Resources highlight the opposing ideas for and against Reconstruction policies - and their consequences - by the federal government and its citizens, including political leaders and activists. Also included are digital resources related to Constitutional Amendments passed during this era, supporting secondary resources, and various cartoons, broadsides, speeches, and imagery portraying the African American response to Reconstruction policies and the promises of citizenship and equal rights. Other primary source documents included provide a glimpse into how Reconstruction may have affected individual lives and businesses, and links to digitized collections (and corresponding transcriptions) of thousands of documents from the U.S. Bureau of Freedmen, Refugees, and Abandoned Lands. 

By no means is this collection comprehensive; instead, it provides a launching point for further research. 

Tags: Civil War, Reconstruction, U.S. Reconstruction, postwar, South, perspective, politics, southern democrats, Radical Republicans, African Americans, Freedmen's Bureau, Records of the Bureau of Freedmen, Refugees, and Abandoned Lands, art, photographs, political cartoons, military, 19th century, 1800s, Abraham Lincoln, Andrew Johnson, Hiram Revels, amendments, #NHD

Smithsonian Transcription Center

African Americans and the Fourth of July

In celebration of the Fourth of July, this Learning Lab considers the day’s meaning in the history of the African American community and their nation. 

Take some time to explore the objects, images, documents and media that explore the Fourth of July in relation to the African Americans from the Revolutionary War to the modern day. Questions to deepen exploration are embedded into each of the squares. 

Keywords: nmaahc, African, American, Fourth, July, 4th, slavery, enslavement, freedom, Revolutionary, War, British, Independence, celebration, Douglass, Washington, Founding, Fathers, declaration

NMAAHC Education

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. 


Marissa McCauley


Smithsonian Summer Camp

Project Zero Thinking Routines

This introductory collection includes the Understanding Map and several of Harvard University’s Project Zero routines. Workshop participants will select a routine(s) based on the type of thinking and understanding they are trying to encourage. The routine(s) can be paired with museum resource(s) (visuals, audio, texts) that (1) align to a topic or theme that will be taught this semester and (2) provide engaging stimuli to prompt discussion. 

#PZPGH #LatinoHAC #APA2018 #TWUtech #WISSIT

Ashley Naranjo

Behind Design: Exploring American Indian Cultures Through Artifact Investigation


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.


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.


Andrea Croft

Scientific Instrument Collection: Exploring Acoustics

This collection includes videos demonstrating key principles of the science of sound, using some of the Smithsonian's scientific instrument collection. These videos are paired with the Visible Thinking Routine, "What's going on? What do you see (or hear) that makes you say that?" as a way to check for understanding. Learners can select one or more of the videos to watch and then provide their interpretation of what's happening and support it with a justification from the video. Learners can also explore additional short experiments, under the heading "Additional Resources" to further understand these principles in action.  #SmithsonianMusic

Ashley Naranjo

Chelsea D.

My collection is about my life as a dancer. I chose this theme because dancing has had a real and hard impact in my life. 

I have been dancing for eight years. Dancing helped me through hard times and decision making in my life. As a dancer people put so much pressure on you to remember the choreography and make sure it’s clean. 

Never give up and keep trying.

SI Museum Makers 2019

Yoonseong L.

My collection is about different animal skulls. There is a bison skull, a pig skull, and cow skull.

I chose my theme because bones are interesting and important. Also, I wanted to let people know about the inside of animal bodies. The reason why I chose skulls instead of other bones is because the head is the most important for all people and animals. Their protection is from the skull.

I want my visitors to take away that the skulls are gross and even they have skulls.

SI Museum Makers 2019

Lily B.

OoH lA lA France

My collection, Ooh La La, is about French culture. My collection consists of food, art, and tourism. I chose to do stuff about France because I love that country, so I wanted to share it.

I want the people who see this to learn, or take away, more information about France I want them to be inspired by it. And maybe want to visit.

SI Museum Makers 2019

Sasha M.

I like swim team because it’s fun to compete. When we win I feel happy and excited. I made an exhibit about swim team because it i something that is big in my life. 

What the visitor might not know about swim team is that it is less competitive during summer swim than winter swim. I would like visitors to feel the same excitement I felt when we won. 

SI Museum Makers 2019

Who am I?

Choose at least three items (image, audio, video) that tell something about you; who you are as a person, what you think is important, how you want others to “see” you.  Make sure you caption your items with your first and last name and an explanation (1-2 sentences).

Charla Floyd

Alexa J.

The amazing collection here at “The μουσείο (“Museum”) of Greek History” is just Greek pieces of art and things that show the amazingness of Ancient Greece. It shows the beautiful and non-beautiful parts of Greece and to me it is quite extraordinary. 

I have always loved Greek history and art which is why I wanted to create this museum, as well as to share Greece with everyone else. When people enter the museum I want them to be blow away by the history and character of the museum. When they leave I want the guests to take with them Ancient Greece. I want them to remember the excitement of Ancient Greece.

SI Museum Makers 2019

Lucy W.

My collection is about plants. In this collection you see lots of plants. You will see what plants need to survive: climate, amount of water, what kind of soil.  You will also have a chance to see rare plants. 

SI Museum Makers 2019

Exploring identity - Japan and the Western culture

Using "See, Think, Wonder" and "Parts, Perspective, me", this collection explores how cultural shock influences the way artists see themselves or are perceived by others. The careful analysis of 100 Pounds of Rice by the artist Saeri Kiritani provides an opportunity for students to reflect on the similarities and differences with the novel Fear and Trembling by the Belgian author Amelie Nothomb. It also invites students to reflect on their own cultural identity.

Time- 1 or 2 class periods with optional homework and extension activities

Guiding Questions:

  • How do art and literature shape our understanding of cultures?
  • What kind of knowledge about a literary text and about art do we gain when we compare and contrast them?
  • How does language in art and literature represent cultural distinctions and identities?


In Fear and trembling, Amélie, who is the main character of this autobiographical novel, shares her struggles as a foreign employee in a big Japanese corporation where she is confronted with Japanese protocols and habits that are culturally new to her. In her story, Japanese culture is exposed through a foreign perspective. The aim of the collection is to bring a different perspective to our study, these of a Japanese women living in the US, in order to build a better intercultural understanding of the Japanese culture.

Prior knowledge:

Students have read the novel Fear and Trembling and analysed the way Western and Japanese cultures are perceived by the different characters. They have explored how the autobiographical novel offers insights on the Japanese workplace culture and reflected on its limitations (a single story embedded in fiction). This teaching unit can be done without the comparative component of literature. It can also be adapted to any other literary work that explores the topic of identity. 

Day 1:

Step 1: Have them do "See, Think, Wonder"individually with 100 Pounds of Rice by Saeri Kiritani. Do not show the caption to students yet. The "See, Think, Wonder" routine is good to help students pay attention to details and unveil the artist's choices. It also encourages them to initiate a first interpretation.

Step 2: Debrief as a whole group- Discuss the self portrait of  Saeri Kiritani. 

Step 3: Show the Saeri Kiritani 's youtube video

Once students have discussed the sculpture, show them the video and ask them to take notes on the new information the artist provides.

Next, go back and look at the sculpture and see how their understanding has shifted from their initial interpretation.

Step 4: Read the caption

Have students read the caption and answer the questions of the Design Thinking routine "Parts, Perspectives, Me". The routine encourages students to consider the various viewpoints of an object, its users, and stakeholders, and reflect on their own connections and involvement with it. It helps them connect with the perspectives taken in the novel as they are complementary, yet different. It also lead them to reflect on their own identity and prepares them for possible extensions to the activity. 

Step 5: Debrief the questions as a group

Day 2 or Homework

Step 6: Have them write an individual synthesis:

  • What did I learn about Saeri Kiritani self-portrait? Fear and trembling? Me?
  • How do Saeri Kiritani and Amelie Nothomb express how they experience cultural differences?
  • What are the similarity and differences between them? How does it impact your understanding?

Step 7: Debrief in pair or small group, then as a whole group


Creative project: 

Step 1 - Once they have completed these activities, ask them:

  • What material or fabric would better represent who you are? Why?
  • What part of you would better represent who you are? Why?

Step 2 - Debrief in group - reflect on the idea of cultural stereotypes: what role do cultural stereotypes play in the construction of self-identity? To what extent do cultural stereotypes limit or facilitate self-identification? Identification of others?

Step 3 - Have them sculpt their self-representation with the material of their choice.

Step 4 - Exhibition and presentation of the creative process.

Anne Leflot

Maxwell C.

SI Museum Makers 2019

The nature of Japanese Ceramic


This collection, based of the exhibition "Imperfectly Beautiful: Inventing Japanese Ceramic Style" is integrated in a unit on Francis Ponge’s collection of poems called The nature of things, 1942, France. In his poems, Ponge has a unique way of focusing on everyday life objects and symbols that he describes in very tiny details. The goal is to explore how Ponge’s perception of objects and symbols can be used as an entry point for an exploration of key components of other cultures. This collection is an opportunity for the students to understand how micro perspectives can lead to global and intercultural understanding.

The collection represents tea pots used for the Japanese tea ceremony (chanoyu). Through slow looking techniques, students explore them and write poems using the thinking routine "Creative Comparison".

Step 1: choose one of the tea pot and sketch it

Step 2: Pair and Share - Explain your choice. What did you notice? what do you notice in your classmate's choice/object?

Step 3: Creative Comparison

The thinking routine " Creative comparison" encourages metaphorical thinking – central to the work of any artist and to creative thinking in any discipline. Metaphors provoke our imaginations to create comparisons between dissimilar things, often leading to deeper and richer understanding of each." (PZ)

Step 4: Pair and Share (with someone else) - Explain your choice. What did you notice? what do you notice in your classmate's choice/object?

Step 5 : read the description of the exhibition and the caption. Answer the questions: 

  • In what way this new information influences your interpretation? 
  • What does it confirm? What new ideas do you have? 
  • What could you do to integrate them in your poem?

Step 6 : write a poem, using Francis Ponge's approach to objects.

Possible extension:

Ask the students to reflect on ways to curate their poems, using the thinking routine "Layers".

For instance, my students decided to do a a pop-up exhibition. They turned their poems into bilingual bookmarks for the school fair. It was a good opportunity for us to talk about translation.

Anne Leflot

Breaking Barriers: The Locomotive

This collection includes objects and resources related to transportation in the 19th century. The locomotive train broke barriers on transportation in the early 1800s. Travel was suddenly much faster than it used to be - the trip from New York to Boston, which by carriage would have been a day and a half, with the train was now less than a day. This allowed for easier travel not only of people, but of supplies such as food and raw goods, which helped in turn spur industry in the 19th century. Additional resources on this topic can be found by visiting the National Museum of American History's online exhibitions at and History Explorer at

Each National History Day collection from the National Museum of American History includes selected resources to support NHD projects under the 2020 theme - Breaking Barriers. This collection is by no means comprehensive, but should be used as a place of inspiration for new projects or source of additional information for ones already in the works. For grades 9-12.

#NHD2020 #NHD

NMAH Education

Poetry and war


The goal of this collection is to focus on the ways artists like Shimomura denounce the impact of World War 2 on individuals. The collection is integrated in a unit called Paroles. It is the name of the collection of poems by Jacques Prévert written in 1946 that partly deals with the topic of war. Prévert is famous for taking strong political positions in his poems, using a simple, sometime surrealist and often sarcastic writing [ressources 6 and 7].

In integrating the study of  Diary: December 12, 1941 that addresses the Japanese-American Incarceration, students have the opportunity to both understand the uniqueness of Shimomura's style and the global magnitude of his topic by reflecting on the similarities and differences between his work of art. and Prévert's poems.

In this collection, students use the thinking routine "Think, Feel, Care" to uncover Shimomura's work of art. It also encourages a comparative study of the ways the two artists approach this global issue and how their work is shaped by culture and by their context of production. This analysis lead them to a broader discussion on how art can be used as a powerful way to give a voice to the unknowns and educate people. 

Step 1: Sketch the painting  [ressource 1]- it helps student pay close attention to details, specifically to the superman shape on the background, but also the woman's body language and the architecture of the room - Do not show the caption yet.

Step 2: Think, Feel, Care [ressource 2] in small group

  • First, name the person involved in the painting (the American superhero, the Japanese woman, the painter, the public, the American authority).
  • Then, analyze the painting using the 3 steps of the routine "Think, feel, care": 

"This routine encourages students to consider the different and diverse perspectives held by the various people who interact within a particular system" (in this painting, the students can identify several systems, from the system of the house to the system of power gender or immigration). My advice is to let them explore one of the system they identify. The additional information provided in step 3 will help them broaden their understanding afterward. 

"The goal of this routine is to help students understand that the variety of people who participate in a system think, feel, and care differently about things based on their positions in the system. This routine fosters perspective taking, raises questions, and surfaces areas for further inquiry." (Agency by Design, Project Zero)

  • Debrief with the whole group
  • Take notes individually on the questions and puzzles that remain

Step 3: Provide additional information on the context of the painting - use the caption and the entry of the diary [resource 3], , Shimomura and his grandmother [resource 4]) and Pearl Harbor [resource 5].”

  • Let the students take notes individually
  • In small group, answer these questions: what was the artist's intent? What is the artist's impact? In what ways do the symbols used in the painting contribute to influence the public's perspective? What are the similarities and differences between Prévert and Shimomura's approach to World War II?
  • Debrief as a whole group

Step 4: Imagine what poem Prévert could have written to raise awareness about Japanese Incarceration.

This activity is an opportunity for the students to reactivate prior knowledge about Prévert's writing style while  rephrasing Shimomura's intent. 

Tips: Using ressources 6 and 7, the students can use the Thinking routine "Connect, Extend, Challenge" before they write their poem. This activity will allow them to reflect on the differences of style of the two artists. 


After the analysis of Diary: December 12, 1941, invite the students, in small groups of 3, to find another work of art of their choice in the Learning Lab that denounces the consequences of war on individuals. 

Use the Visible thinking routine "Layers" to help them justify their choice and connect it with Shimomura and Prévert's work.

Use the Global thinking routine "The 3 Y's" to help them understand the global impact of the work of art they have chosen.

Each group present the work of art to another group.


The students write a poem on the work of art of their choice mimicking Prévert's style, instead of writing a poem on Diary: December 12, 1941

Anne Leflot

Aidan M.

The theme of this installation is black and white.

This collection is about what you can do in art without the use of color. It is almost like a social experiment. I want to see how people react to popular art pieces without color. I want to see people react.

SI Museum Makers 2019
73-96 of 5,316 Collections