Found 1,382 Learning Lab Collections
This Smithsonian Science How learning collection, from Q?rius at the National Museum of Natural History, is part of a distance learning program at http://qrius.si.edu/explore-science/webcast This collection focuses on the science of mummies. Targeted at middle schoolers, the collection invites students into an authentic understanding of how mummies form, both naturally and culturally. Physical and forensic anthropologist Dr. David Hunt is featured as an expert explainer. The collection includes an interactive webcast video with discussion questions, cross-cutting activities, an independent project, and other resources for teachers and students.
This collection was created to support the 2016 CCSSO Teachers of the Year Day at the Smithsonian.
Key Terms: physical anthropology, archaeology, skeletal remains, mummification, burial practices, decomposition, culture
Skeletal analysis for age, sex, ancestry, and health
Cultural burial practices over time
Chemical process of mummification
Scientific benefits of studying mummies
Technology used by physical anthropologists
A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.
For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/
Tags: Nazi Germany, Holocaust era, primary sources
This collection explores the key components and changes that have occurred during the struggle for Women's rights.
It is meant to spark discussion about the movement and it's long term impact on history and the issues that still face women in their fight for gender equality.
Music was an important element in the life of Native Americans. It was created through voice and instruments. The combination of voice and sound was quite elaborate and was created to be used for ceremonies, entertainment, relaxation, and healing. Featured within this collection are musical instruments of several Native American groups. The groups featured are the Cheyenne, Seneca, Hopi, Sioux, and Iroquois. The instruments span from the 18th-20th century. Three different classifications of instruments are featured within the collection. The classifications are idiophones(rattles), Membranophones(drums), and aerophones (flutes) and are organized respectively. The purpose of this collection is to provide a visual comparison of similar instruments among tribes in different geographical regions. The instruments display the similarities in craftsmanship and use of natural material among the various groups. Most of the materials are organic in origin (composed of carbon) and include seeds, wood and animal components. The instruments vary to some degree as far as adornment, but the instruments within their classification serve a similar function and produce a similar sound. As previously mentioned, the music produced by these instruments in combination with voice was intricate. Although the sounds created with the instruments were similar, each of the Native Americans groups created a sound that was unique to their region.
Pocahontas is a name well known to many due to her vast representation in everyday culture and society. She is the daughter of the chief of the Powhatan tribe and is well known for her relationship with John Smith and the early settlers of Virginia.This is a collection showing how Pocahontas has been depicted by different people across the time period 0f 1614-2010. These different depictions show how various cultures viewed Native American society and specifically Pocahontas. Through these various depictions one can see how the traditional view of Pocahontas evolved over time. Differences can also be seen in the depiction across different cultures and different mediums. Particularly the contrasting images of Pocahontas in native clothing and Pocahontas in Colonial-style clothing. The representation of Pocahontas is important because she is a crucial figure in the development of early Colonial America, specifically Jamestown in Virgina. Although, her name is known throughout the United States today in connection with John Smith and the Establishment of the Virginian colony of Jamestown.
This collection will show the various items that were prominent during slavery in early America. Additionally, this collection will show the means of control that slave owners would use along with various materials that were in the possession of slaves. These means of control that the masters have can vary from physical violence to psychological manipulation, any and all means were considered and used in order to control and force the slave population into a submissive position. You will see the conditions of the slaves, their living quarters, means of control (both physical and psychological), and the slave codes that allowed the masters to treat and punish their slaves any way they see fit. Control over the slaves was the most important thing to the masters. There needed to be ways to keep the slave population in check, preventing them from retaliating. The images shows how each of the items and methodologies were used in order to keep the slaves in check and maintain the relationship between slave and master.
This collection of political cartoons examines Prohibition from the perspectives of both "drys and wets'.
First, review the images in the collection, second, determine whether the cartoonist has a 'wet' or 'dry' perspective.
When you are done you will be asked to sort the images into one of two categories.
The following pieces in this collection look at the Pacific Theater of World War II and President Truman's decision to use the world's first atomic weapons on Japan. As students work through this collection, they should take their outside knowledge to form an opinion on whether the decision to drop the atomic bombs were justifiable with military necessitiy.
This collection pretends to show how women fought for equal rigths and the importance in history
This is a single document with hot spots and questions used to model primary source analysis for a sixth grade class. It is drawn from a collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States. You can find the full collection here:
Questions to consider are:
a. Who are the Weikers?
b. Where did they live?
c. When did they live? What can they tell us about this time in history?
d. How were they affected by Nazi Germany?
e. What did they feel about the Nazis?
Tags: Nazi Germany, Holocaust era, primary sources, Pittsburgh
This collection is based on a lesson in Bruce Lesh's "Why Won't You Just Tell Us the Answer?" and on a Smithsonian National Museum of American History lesson (both cited fully below). In this lesson, students will evaluate primary source material in order to develop an appropriate name for the site of the 1876 battle at Little Bighorn River. This collection allows students to explore the following questions:
- Why do different interpretations of history develop? How do they change over time?
- When thinking about conflicts in history, whose perspectives are valued and remembered?
tags: Custer, Sitting Bull, Crazy Horse, Little Big Horn, continuity, change over time, perspective, historiography, point of view, Native American, indigenous, American Indian, Sioux, Greasy Grass
Each item in this collection matches a part of the New Deal. Students must justify their answer using evidence in the image.
Students will use primary sources to understand the ways that women advocated for the right to vote.
Students will Explain actions taken during the Progressive era to expand opportunities for women, including the right to vote.
Essential Question: Why was the use of geography a persuasive tactic on the part of the Suffrage movement?
Frederick Douglass photographs and interview w/ Professor John Stauffer (Harvard) on the prevalence of Douglass photos in the 19th century.
This collection provides an introduction to the art of weaving practiced in Guatemala.
This collection provides a brief introduction to the Vejigante tradition practiced during the month of February in Puerto Rico, in observance/celebration of Carnival.
This collection was created in conjunction with the National Portrait Gallery's 2016 Learning to Look Summer Teacher Institute.
Tags: #NPGteach; portrait; National Portrait Gallery
The Vikings have inspired many artists, writers, and filmmakers with their bravery and unique way of life. However, many misconceptions have developed and many facts are still unknown. In this collection, students will explore the website for the Vikings exhibit while taking notes on the included worksheet. Then, they'll evaluate three works of art (and a team logo) based on the Vikings to gauge how accurately they represent Viking life. Finally, they will be asked to create their own 2-D or 3-D object representing Viking life.
Tags: Norse, inquiry, Viking, Norway, Greenland, Iceland
This collection was created for a brief warm-up activity where students practiced analyzing portraits of recognizable figures as a group, prior to working on their own portrait analysis. Portraits of Muhammad Ali, Serena Williams, Rosa Parks, and Booker T. Washington are included and they vary in detail and medium.
The last resource, a PDF file, is a teacher's guide created by the National Portrait Gallery. Teachers should lead discussion about the portraits using suggested questions in the guide, and then let students search for a portrait of someone of their own choosing to analyze.
tags: civil rights, sports, tennis, boxing, African-American, black history, analysis, comparison
This 2-resource collection is intended to introduce students to the Battle of Thermopylae through an artistic interpretation and a map and graph rendering. It could be used as a short bellringer, warm-up, or homework activity prior to in-class discussion of the battle.
Tags: Sparta, Greece, Greek, Persia, Xerxes
Compelling Question: Does war divide or unite a country? #TeachingInquiry