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Found 6,952 Collections

 

#NPGteach The Ladies In and Out of the White House: Not Just A Pretty Face

Looking closely at the women married to our President's. Learn more about the individuals and the contributions they themselves made. Using Learning to Look Strategies to go beyond the pretty faces.

Nancy Gavrish
18
 

#SAAM Teach?Julia Agnew

Collection for "What makes a community?" Lesson.
Summer 2016. (In Progress)
Julia Agnew
9
 

#SmithStories

Smithsonian Trip Storytelling: Devour in Adventure

Aleena Natividad
1
 

#smithstories

louise ndovie
1
 

#Smithstories

Digital Story from trip to the Smithsonian 

Jonathan Yohannes
1
 

#SmithStories

My Heritage on Display

Jamison Griffin
1
 

#Teaching Inquiry - Ancient Rome Daily Life

#TeachingInquiry

Use evidence from a collection of items from Ancient Rome to draw conclusions on the daily life of Roman Citizens. Link your thinking to your learning about the social classes of Rome and who may have used the detailed items. Consider the following questions in your investigation

1.Are routines in daily life influenced by Social Status?

2. Compare the daily life of Ancient Roman Patricians with Plebeians or Slaves

3. What are some of your daily routines?

4. Compare using a 3 circle venn diagram your daily routines with Ancient Rome and Serah/Ethiopia P53 from your textbook

5. How do daily routines change from place to place?

6. Does government structure influence daily life for individuals?  Discuss with reference to Ancient Rome.

Brooke Tonev
21
 

#TUTeach

Grade 4: Rocks and Minerals

Program Description: Students will become real life geologists and museum curators! The Cornerstone experience begins at the Smithsonian’s National Museum of Natural History with an interactive, hands-on learning experience in Q?rius jr.: a discovery room. While at the museum, students will learn what it means to be a geologist, and closely examine a chosen rock or mineral. Finally, students will have the opportunity to explore the Janet Annenberg Hooker Hall of Geology, Gems, & Minerals. Transferring their learning back to the classroom, these fourth grade geologists will create their very own rock/mineral museum display.

Elsy Rivera
17
 

(re)Telling Our Stories--We Are Seeds!

On a good day, my students feel as though our country is trying to bury them. On a bad day, they feel as though their stories are being told for them--ugly stories where they and their families become murderers, rapists and drug dealers. 

The mission of the National Portrait Gallery is to tell the story of America by portraying the people who shape the nation’s history, development and culture. In a sense, NPG decides who is America, and if my students walked through the gallery, they would be told quite clearly that they are not a part of this country.

This collection and connected lesson ideas are grounded in a quote from one of Kehinde Wiley's models in Economy of Grace, a documentary filled with incredibly powerful women who don't get a single mention in the IMBD credits.

"You don't have to be a super model or someone important to be seen."

I strive to help my students be seen and tell their stories.

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

#weareseeds

Charles Sanderson
25
 

10 Causes to the Civil War

In this collection, students will examine to what extent each of these events caused the Civil War. After reviewing the informaiton, they will be responsible for ranking these events from mostly effected the Civil War (1) to barely effected the Civil War (10).

Tyler Hofer
10
 

10 Causes to the Civil War

In this collection, students will examine to what extent each of these events caused the Civil War. After reviewing the informaiton, they will be responsible for ranking these events from mostly effected the Civil War (1) to barely effected the Civil War (10).

Glenn Wiebe
10
 

100 Years Ago: The World in 1919

What was the world like 100 years ago?

How have things changed or stayed the same, and how does this deepen our understanding about history and of ourselves and our society? This Learning Lab explores this centuries-old question by asking you to analyze objects from the NMAAHC and other Smithsonian collections that were created in (or are likely dated to) the year 1919, particularly from the African American perspective.

This Learning Lab emphasizes the historical thinking skills of comparison and change over time. Historical comparison asks you to analyze the differences and similarities between two historical individuals, groups, events, objects, or ideas, or between someone or something historical with someone or something in the present. Change over time asks you to analyze how a historical artifact, individual, group, event or idea has changed over time, what factors contributed to the change, and what can this tell us about the past and inform us about the modern day.

The analysis questions are taken from the National Archives and Record Administration's Document Analysis Worksheets.

Keywords: NMAAHC, African American, 1919, world, century, comparison, change, time, World War I, segregation, Jim Crow, nineteenth, #NMAAHCteach

National Museum of African American History and Culture
19
 

13 Revolutions

"The Revolution was in the Minds and Hearts of the People," John Adams wrote on 13 Feb. 1818. The colonists' drive to independence marked a new era of American history, Adams thought, when "Thirteen Clocks were made to Strike together; a perfection of Mechanism which no Artist had ever before effected."

So how did people experience the American Revolution?

1. Take a look at the material culture and manuscript resources shown below. Using 3-5 items ONLY, write a SHORT recap (1 paragraph) of the Revolution's rise and progress, ca. 1760s-1780s.

2. Then, nominate 1 MORE Smithsonian item to join this gallery. Choose any artifact/manuscript that you think we MUST see in order to understand vast early America's revolutionary culture--and tell us WHY.

As you build your history, which episodes and people come to the fore? How does the big picture change?
Sara Georgini
29
 

15th Amendments

Allowing any citizen the right to vote no matter race or color of skin.

Jeremiah Fontenot
6
 

1692 Salem Witch Trials

*Timeline for The Salem Witch Trials*

In the late 17th century Salem was divided into two; Salem Village and Salem town. In Salem town one could find the economically wealthy families. In the other hand, Salem village was divided between two families, Putnam's and Porters, as well of including imagination, fear, and hysteria of the people one can imply was the main cause of the Salem witch Trials.

In the Salem witch trials more than 200 people were accused for practicing witchcraft but 20 were actually executed. Eventually, everything came to an end right after the governor's wife getting accused of witchcraft and ordering for the trials to be terminated. Following with the apologizes and compensation.

This collection includes pictures of the prime people involved in the Salem Witch Trials and paintings demonstrating the hangings and accusations. Also I included my personal opinion towards the key characters of the Salem Witch trials and my perspective of the reasoning behind their actions.

Fernanda Vasquez
10
 

17th Century Fashion and Trends

Colonial America was characterized by intensely detailed and heavy clothing. Details were emphasized greatly on clothing because it displayed elegance and power. Detailed clothes were worn by the wealthy upper class group due to how expensive it was to get them.  Some of the most important pieces included big gowns, big hair, ruffled collars, heavy jewelry and corsets to shape women's waist. Men also styled ruffled collars, fancy hats, and working shoes. Class separated high end fashion from common fashion. Most of the items displayed below were made for the middle to upper class group.

Ailyn Castillo
12
 

17th Century Fashion and Trends

Colonial America was characterized by intensely detailed and heavy clothing. Details were emphasized greatly on clothing because it displayed elegance and power. Detailed clothes were worn by the wealthy upper class group due to how expensive it was to get them.  Some of the most important pieces included big gowns, big hair, ruffled collars, heavy jewelry and corsets to shape women's waist. Men also styled ruffled collars, fancy hats, and working shoes. Most of the items displayed below were made for the middle to upper class group.

Ailyn Castillo
10
 

17th Century Virginian Culture

The Seventeenth century began in 1607 and ended in 1776. This colonial period marked a very significant event in the US with the founding of the first English settlers at Jamestown. The seventeenth century ended with the establishment of the commonwealth of Virginia.  It really made a significant impact of the base of early American culture.  This time period saw the beginning of early colonization and the beginning of mainstream things that are modified and used later. 

During this time period, Virigians were very well rooted in enjoying a nice and lively cultural life. In which, this lively cultural life paved the way for early development of the United States.  The following items in this collection represent the lively culture of the Virginians during the 17th century. The collection touches on the the entertainment culture religion , and personal items that were used during this time period that symbolizes early Virginian culture.

lauryn dunmyer
10
 

1812: A Nation Emerges

The War of 1812 was a military conflict that forged America's destiny to emerge as a strong nation. The war lasted less than two years but it was celebrated as the, "second war of independence" from Great Britain.
Linda Muller
23
 

1866 Civil Rights Act

cashley poncher
5
 

1875 Civil Rights Movement

This Collection has some of the minor and major things that had to do with the 1875 Civil Rights Movement. It was big part of the Reconstruction Era, although failed to succeed as an effective "constitutional" law until 1964. So what do you do if your nation just fought and killed off over half a million soldiers of their own and demolished each other as best as they could which almost cause the whole nation to split into two different counties, along side that the President was recently assassinated? Easy. Well you try and fix it. The diverse difference in belief of rights between the union and confederate states made it a difficult adjustment to unite as one nation without more conflict after the Civil War. After Abraham Lincoln was assassinated by John Wilkes Booth, Vice President Andrew Johnson took over. Although Johnson was a southerner himself and was a racist bastard, he attempted to reconstruct the south and build “equal” AGAIN I SAY EQUAL rights for blacks. By that I mean putting only white people in the “reconstructed” governments. He gave no land to the black people, and lacked on protecting and proceeding their civil right laws. Anyways.. There was obviously a lot of conflict between the two races over land and just straight up discrimination all over the place. In response to this they tried to reconstruct a civil rights act multiple times, which leads me to the Civil Rights Act of 1875.  The Civil Rights Act of 1875 was signed by President Ulysses S. Grant to protect all citizens and their civil and legal rights, which outlawed segregation by giving everyone equal access to public places. Grant signed it as a federal law. If you did not obey this law, the consequences varied from being put in jail for 30 days or paying a fine of $500-$1000 dollars while being trailed at the Supreme Court. It was an extremely controversial topic. The Southern states did not obeyed by it. When the Civil Rights Act of 1875 was passed was believed to be supported under the 13th and 14th Amendments. (13th Amendment- prohibits slavery, 14th Amendment- all persons born or naturalized in the United States are American including African Americans). Pretty much the law just fell apart over time. It was declared by the Supreme Court unconstitutional in 1883. The Civil Rights Act of 1875 was the last attempt of the government to create a successful Civil Rights Movement until the year of 1965. 

Ashley Lazaro
3
 

1890 and 2000

Dylan Stein
8
 

18th & 19th century: Slavery in the American South

Upon arriving in America, families taken from Africa were separated and stripped of their identities. Slaves were now identified as their owner's property and forced to work in extreme conditions. Women took on roles outside of field labor, helping caretake and mother the children of their master's instead of their own. After, the decline of tobacco, the invention of the cotton gin helped to increase the production of cotton, making slaves more valuable to southern colonists. However, in the late 18th century, the abolitionist movement began in the North; this became the start of a divide between the North and South. The North had transitioned industrially and had withdrawn from the institution of slavery while the South continued to thrive and profit from it.

By 1840, Southern slaves were growing most of the world's cotton. However, most if not all slaves hated their living conditions becoming increasingly rebellious by working slowly or escaping North. The Fugitive Slave Act of 1850 also known as the Compromise of 1850, soon came into effect after slaves began to flee from the South to the North successfully. The law required the government to return fugitive slaves who escaped from their Southern owner's. This legislation further carried the conversation of the morality of slavery. Northern abolitionists continued to fight for the freedom of slaves further increasing animosity with the less progressive South. Shortly after, the Civil War would take place, denouncing the practice of slavery forever. Slavery is an inhumane system that exploited human beings and destroyed their identity.  This exhibit contains images and objects pertaining to this period of slavery in the American South.


Sources

1. Dattel, E. R. (2008, June). Cotton and the Civil War . Retrieved from http://mshistorynow.mdah.state...

2. Social Welfare History Project (2011). Fugitive Slave Act of 1850. Social Welfare History Project. Retrieved from http://socialwelfare.library.v...

3. Abolitionist Movement. (2009). Retrieved from http://www.history.com/topics/...


Subria Rivers
10
 

18th Century American Identity and the Common Man

This collection includes resources that help students to draw conclusions about the "common man" and determine how American identity changed during the mid-18th Century United States. The lesson is centered around "Independence" and supporting documents include "Daniel la Motta", "Self Reliance", and Turner's Frontier Thesis. To see full lesson plan, click on "collection info".
#SAAMteach
Julie Thoma
6
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