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Found 562 Collections

 

The Global Implications of HIV/AIDS

This activity can be used on its own or as a starting point for an interdisciplinary exploration of the global implications of HIV/AIDS.

This collection includes a three-part activity that can be modified by choosing to spend more or less time considering other viewpoints on HIV/AIDS. It uses Project Zero Thinking Routines and several images that allow students to explore multiple perspectives on HIV/AIDS. I have also created a separate collection with more images that could be used as starting points for further conversation called “The Global Implications of HIV/AIDS - An Interdisciplinary Exploration.” 

The focus of this particular collection is to allow students to begin exploring at the individual level and then keep zooming out to the global level to engage with HIV/AIDS as a global issue.

Part I: The individual and Individuals within a Society

Using a work by Felix Gonzalez-Torres and the Project Zero Thinking Routine “See, Think, Wonder,” students can begin the conversation about the toll of HIV/AIDS on the individual level. Depending on student comments, this could also involve individuals within a society.  The video included here could be shown as a follow-up explanation or could simply be used to help the teacher and not shown to students. The images of the quilt panel and the poster could both be used with the Project Zero Thinking Routine “Circle of Viewpoints” to help further the society or systems approach. These images allow students to explore the political complexities and how this can directly impact individuals within a group. Again, the video included could be used to enhance teacher and/or student knowledge.

 

Part II: Engaging in conversations about Society and Global Issues

Students will use the Project Zero Thinking Routine “See, Think, Wonder” to explore the Gapminder HIV Chart graphic (axes have been removed). If the group of students you are working with have less experience with thinking routines in general or are less inclined to take risks in sharing out, skip to the original version of the Gapminder HIV Chart graphic instead. At either starting point, more information can be revealed as students pose thoughts and wonders about the data provided. The link to the TedTalk can help students better understand what the graph is showing and perhaps be another starting point for a dialogue on the complexities of HIV/AIDS.

 

Part III: Reflection

There is some reflection built into the “Circle of Viewpoints” Thinking Routine but it is worthwhile to also reflect at the end of the activity. I have provided the Project Zero “I used to think…But now I think” Thinking Routine slide but a teacher could also choose to return to the Wrap Up questions provided from the earlier “Circle of Viewpoints” Thinking Routine and revisit what the students had mentioned from Part II. 

Emily Veres
13
 

The French Revolution: An Examination into its Causes

Examine these sources to help you answer the essential question: How did conditions in France lead to the revolution of 1789?
Molly Long
3
 

The Emancipation Proclamation: Manuscripts of Freedom

The Smithsonian Institute holds several digitized manuscripts that outline the path to freedom for African Americans with the most central being the Emancipation Proclamation. On January 1, 1963, President Abraham Lincoln signed the Proclamation as a military act that freed slaves in the rebellion states. The document itself, however, succeeded the District of Columbia Emancipation Act (1962), which freed slaves in Washington, D.C. eight months prior, and proceeded the 13th Amendment to the U.S. Constitution and the Juneteenth Proclamation. One hundred years later, President Lyndon B. Johnson signed the Civil Rights Act of 1964, which specified social justice mandates not written in the aforementioned documents. The Act outlawed discrimination in the United States and legally instituted what the Emancipation Proclamation only proposed.

This collection chronicles the drafting of these five critical manuscripts and the events and ideologies that spurred subsequent legislation. Students will study digitized images of the Emancipation Proclamation and examine reasons that portions of the text necessitated legal amendments. The collection includes a student activity for teacher use.

Keywords: African American History, American History, NMAAHC, The District of Columbia Emancipation Act, Emancipation Proclamation, 13th Amendment, Juneteenth, Civil Rights Act of 1964

Le'Passion Darby
20
 

The Corona's Cooling Power

The National Museum of African American History and Culture (NMAAHC) is the first museum on the National Mall to be recognized as a LEED Gold building due to its construction using renewable energy sources and locally-sourced building materials. LEED or Leadership in Energy and Environmental Design certifications are granted to buildings and other structures  that meet global standards in areas such as water use, energy efficiency, and use of sustainable materials. To minimize energy use, the architects and engineers designed the building to allow lots of natural light inside of the museum. The Corona, the ornamental bronze-colored metal lattice that covers the museum like a crown covers a head, helps to keep the museum cool by allowing some sunlight inside, but by blocking the rest. As a result, the museum uses less electricity for lights and air conditioning. 

But how does it work? Have your students complete the following experiment to find out!

NMAAHC Education
15
 

The Classical Origin of Iconic American Symbols

In this student activity, analyze how and why iconic symbols of America, such as the Capitol Building and the United States Seal, were inspired by Greek and Roman art and architecture.  

Explores the big ideas:

  • How were symbols of America influenced by those of Ancient Greece and Rome? 
  • What might this desire to associate America with historic, successful democracies say about early American hopes for their new nation?

Includes: architecture, a seal, portraiture, a video, a primary source letter, discussion questions, and an opportunity to learn more through the full digitized text of "The Ruins of Palmyra," a publication that heavily inspired early American neoclassical architecture.

Keywords: greece, symbolism, classic, classical

Tess Porter
12
 

The Classical Origin of Iconic American Symbols

In this student activity, analyze how and why iconic symbols of America, such as the Capitol Building and the United States Seal, were inspired by Greek and Roman art and architecture.  

Explores the big ideas:

  • How were symbols of America influenced by those of Ancient Greece and Rome? 
  • What might this desire to associate America with historic, successful democracies say about early American hopes for their new nation?

Includes: architecture, a seal, portraiture, a video, a primary source letter, discussion questions, and an opportunity to learn more through the full digitized text of "The Ruins of Palmyra," a publication that heavily inspired early American neoclassical architecture.

Keywords: greece, symbolism, classic, classical

Renee Voce
12
 

The Chemistry of Spacesuit Materials

This collection explores the different textiles, along with their chemical compositions, used in the construction of Apollo-era spacesuits.

#MCteach

Virginia Miller
30
 

The Changing Image of American Classrooms

The artworks in this collection exemplify just how rapidly classrooms and their students have changed over the past century. What can we learn about the Civil Rights Movement and America's historical challenge of diversity? How might these works allow us to better understand ongoing societal issues in addition to the valuable roles teachers play? 

This Learning Lab collection is intended for a multi-day lesson plan for middle school students. A lesson based off of this collection could be begin with a discussion of the similarities and differences between schooling a century ago and classrooms today. Using a number of individual and group thinking routines, students could then begin to identify historical precedents of discrimination which have existed and/or continue to exist in the American educational system. A close reading of attached articles incorporated with additional thinking strategies would allow students to consider ongoing efforts of activism related to the classroom. 

#SAAMteach


Evan Binkley
36
 

The California Gold Rush: A Journey to the Goldfields

The famous discovery of gold in California, forever changed the landscape, economy and culture of California by the hundreds of thousands of people who migrated during California's gold rush. The famous discovery was made by James Marshall, at Sutter's Mill, on January 24th, 1848. Rumors and stories spread throughout the land of the discovery of gold, in California. The discovery was confirmed by President Polk,  11th President of the United States. President Polk made the announcement of the gold discovery, in California and the news spread world wide. Hundreds of thousands of people migrated to California from all around the world during the California Gold Rush of 1849. The journeys were long and dangerous. The three major routes are: around Cape Horn by ship (six to eight months), the Isthmus of Panama (two to three months), and the Overland trail (three to five months). By ship, dangers included: ship wrecks, lack of food and water, seasickness and disease. Ships that survived the long journeys arrived to the ports of San Francisco, where the migrants continued their journeys to the foothills of the Sierra Nevada.

Traveling 2,000 miles across an entire nation, on the Overland Trail by foot and wagons, exposed travelers other dangers, such as: misinformed trails, lack of food and water, and exposed them to inclimate weather while crossing deadly rivers, deserts, and high mountain passes. Only the very basic necessities were taken for these long journeys on the Overland trail; such as: food, water, wagons, stock, hunting tools, blacksmithing tools, clothing, blankets, sewing kits, medical supplies, etc.

On the Overland Trail, many miners joined companies. These companies were made up of people with various skills; such as, carpentry, medicine, navigation, hunting, blacksmithing and wheelwrights. The likelihood of surviving these long and dangerous journeys increased, significantly for those individuals who joined companies. If a company survived the journey to California on the Overland Trail, the company also had a higher likelihood of success in gold mining. Individuals within the company could stake multiple gold mining claims and the gold would then be divided among the people of the company. During the gold rush, individuals were only allowed to own one claim.  


Columbia State Historic Park
15
 

The Bracero Program: Constructing a Narrative

This assignment asks students to look at evidence and develop a narrative. Developed by UC Berkeley History-Social Science Project. 

Filiberto Chavez
9
 

The Bikini Atoll and Operation Crossroads: Unveiling Stories

In this activity, students will analyze photographs documenting the exodus of Bikini islanders from Bikini Atoll prior to Operation Crossroads, a pair of nuclear weapons tests and the first detonations of nuclear devices since the bombing of Nagasaki. These photographs were taken by Carl Mydans and were published in the LIFE Magazine article, "Atomic Bomb Island," on March 25, 1946.

Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs communicate about the experiences of the Bikini islanders and America's perspective on military advancement after WWII. They will also consider the perspectives presented by these photographs, in multiple contexts from the personal to the global. Additional resources (primary sources and the original article) and information on using this collection in the classroom can by found by clicking Read More ».

Keywords: atomic testing, atomic bomb, operation crossroads, bikini islands, bikini atoll, rongerik, able test, baker test, nuclear bomb, photojournalism, inquiry strategy, global competence, global competency, 1940s, 40s, 1950s, 50s, 1960s, 60s


Tess Porter
17
 

The Bikini Atoll and Operation Crossroads: Unveiling Stories

In this activity, students will analyze photographs documenting the exodus of Bikini islanders from Bikini Atoll prior to Operation Crossroads, a pair of nuclear weapons tests and the first detonations of nuclear devices since the bombing of Nagasaki. These photographs were taken by Carl Mydans and were published in the LIFE Magazine article, "Atomic Bomb Island," on March 25, 1946.

Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs communicate about the experiences of the Bikini islanders and America's perspective on military advancement after WWII. They will also consider the perspectives presented by these photographs, in multiple contexts from the personal to the global. Additional resources (primary sources and the original article) and information on using this collection in the classroom can by found by clicking Read More ».

Keywords: atomic testing, atomic bomb, operation crossroads, bikini islands, bikini atoll, rongerik, able test, baker test, nuclear bomb, photojournalism, inquiry strategy, global competence, global competency, 1940s, 40s, 1950s, 50s, 1960s, 60s


Renea Reichenbach
15
 

The Art of American Industry

This collection explores the growth of American industry as seen through the lens of artistic production throughout the twentieth century. It can be paired with a multi-day lesson plan on American industrialization in a Social Studies, History, or Economics context. Students can begin to explore and understand the layered narratives and consequences involved within the rapid chances in mechanized American life. The lesson would begin with students examining the first row of resources to become acclimated to expansive impact of American industry. Students would then be able to use the Connect/Extend/Challenge thinking routine to examine how these fluctuations profoundly reformed societal, familial, and personal relationships. By considering multiple perspectives and outcomes, participants can begin to better identify their connection to broader industrial trends today. 

#SAAMteach

Evan Binkley
33
 

The Arrival of the Americans and the end of Edo Japan - Post Assessment Activity

This collection serves to end the unit on Edo Japan and retake the discussion of how the period fits within the greater scene of world history. In our class, seclusion and openness of countries is an common through line, and so the arrival of the Americans effectively ending the Sakoku period is an important historical milestone. The main goal of this collection is to lead students into this dialectical reflection of how these two countries interacted and what this meant for a Japan that had consciously shut down most trade relations.  The opening lesson on Edo Japan puts in doubt how closed the country really was; this last lesson highlights how Edo Japan had evolved since the edict of 1635, and how it had to open its ports and face the conjunctions of the 19th century's international scene. 

This collection also brings into light reactions on both sides of the American arrival. Images and archives from both Japanese, as well as American witnesses, allow students to understand the motivations coming from East, as well as the West. 


Lesson plan (2 hours) 

1. Provide the students with the resources "4c United States-Japan Treaty single." "Black Ships and Samurai," "Founding Fragments - Commodore Perry," and "Matthew Calbraith Perry." Allow students time to browse at least two topics from the website and play the video "Founding Fragments - Commodore Perry" for the entire class. 

2. Using all the resources in Step 1, lead class through the visible thinking routine "True for who?" While completing this routine, highlight how each country struggles to defend their views. 

At the end of this unit, students have a fairly strong understanding of Japanese national interests. For this reason, the teacher can help provide information of the U.S.'s international stance during the 19th century. While the U.S. plays a background role in our curriculum, we do a quick mention of the Manifest Destiny and the Monroe Doctrine, as ways in which the students’ own country emulate cycles of international openness or seclusion. Following this through line, it is necessary to stress the arrival of Commodore Perry to Japan as a thematic intersection. The moment marks both the end of Edo period for Japan, and the United States’ efforts to expand their field of influence.

3. Allow students time to read further into the "Black Ships and Samurai" website. Students can also conduct quick research on the arrival of the Americans in 1853, and Japanese-American relations previous to this date.

4. Provide students a copy of Commodore Perry and President Fillmore's letter to the Emperor of Japan. Use resource "Letters of the Commodore Perry and President Fillmore to the Emperor of Japan (1852-1853)"  Do a close reading of the letters and highlight the main passages. 

5. Present the remaining images and complete a visible thinking routine "Parts/People/Interactions." Allow students to cite the letters in Step 4, as well as the images in this collection. At the end of this lesson, students are able to compare, as well as to question each country’s discourse of seclusion or non-intervention.

Denise Rodriguez
12
 

Textiles of the 18th century

In the 18th century, Americans began consuming unnecessary things. For example, people would buy plates with exquisite arts not because they genuinely need, but to put on display for others see. This conspicuous consumption is apparent more so among the higher class than the lower level mostly because they must prioritize and differentiate true necessities. Colonists shift from using homemade to premium fabric, without knowing quilts and coverlets became a unifying factor American society.

During the early colonial period, colonists imported linen and wool as a token from home. As the desire for textiles increased the, now colonists switched from wool to cotton because of the more accessible access. There are two types quilts: homemade and commercial. People began to stray away from quilts made of old clothes to purchase premium pieces of cloths. These premium fabrics had scenes of our past presidents, such as The Victory of Washington and The Apotheosis of Franklin. Another design people used for quilts and coverlets during this time was block printing.  Block printing is when you stamp ink on to a regular piece of fabric repeatedly to create a uniform pattern.

Angeney Metelus
11
 

Terracotta Warriors & Figures: Object Analysis

In this activity, students will use visual evidence to try guess the roles of figures found in the elaborate tomb complex of China's First Emperor, Qin Shihuang (259 – 210 BCE), and analyze what they may reveal about his values, how he saw himself, and how he saw his world.  

Objects found in Emperor Qin Shihuang’s elaborate tomb complex, which covers a total area of 17.6 square miles and contains over 7,000 terracotta figures, make up the majority of surviving objects from this significant period in Chinese history. They are some of the best archaeological evidence researchers have for understanding the spiritual beliefs, military practices, and values of the ruler responsible for unifying China for the first time in its history. 

Authors of this collection are the Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery.

Keywords: archaeology, archaeologist, ancient history, artifact, afterlife, funerary practices, burial, death, spiritual beliefs, military, soldier, sculpture, chinese, world, asia, asian, xi'an, empire, cross-cultural comparison, terra cotta, qin shi huang, shihuangdi, shi huang di, earthenware, ceramics, pottery, terracotta army

Emperor Qin Shihuang's Terracotta Army
16
 

Telling the Tale of the “Other”: The Effect of Artist Identity on Storytelling

This set of activities is designed to encourage students to think critically about how an artist’s race, background, and experiences might impact their ability to fairly and accurately tell the story of a different person or group - an "other." 

Specifically, students will look at the creations of two white men - the painting Wi-jún-jon, Pigeon's Egg Head (The Light) Going To and Returning From Washington by George Catlin and the novella The Pearl by John Steinbeck - to analyze how the whiteness of these two artists might have affected their ability to fairly portray the indigenous people they sought to memorialize. Using primary source texts written by the artists themselves, students will conduct an inquiry into the possible motives and biases of these men in order to assess whether they, as white outsiders to the groups on which they focused, did or even could tell their stories accurately. The question students will be tasked with answering in writing as a culminating exercise is whether a white man can fairly and accurately tell the story of an indigenous people? 

In terms of purpose, the study of the painting is intended to supplant a traditional anticipation guide to help students prepare to read The Pearl and also to provide a lens through which to analyze the text.

#SAAMteach

Sarah Parham-Giannitti
15
 

Taxing Revolution

This collection presents the importance of the tax on tea and other items during the American Revolution. Britain is known for having tea, and is used in daily lifestyles of the people in Britain and America. After the war the British placed taxes on everything such as sugar, glass, paper, and tea. Riots, boycotts, and protest occurred one after another.  American people did not appreciate the extra money they had to pay for the items they use for daily activities, so they decided to stand up for themselves and go against the British to become an independent nation.  The taxes brought the people together as a community against the government. 

This collection focuses on the role taxed tea plays in during the American revolution. It contains documents, pictures, and items about the cause and effect of the war and the Townshend act. There are also famous cartoons included that exaggerated the relationship between the British and Americans. War led to the American having debt which led to the British taxing the colonist. They taxed on stamps, sugar, glass, paper, and most importantly, tea. All these taxes angered the colonist, so The British removed some, but still continued to place taxes on the people. The taxing led to a war for independence because the American people were just tired of the British control. They wanted to become a new independent Country and the people wished for their freedom. They would do anything to remove the tax on their items even if it means rioting. The people of America started to come together as a nation and brutally start to fight for their freedom. 

Jenny Lin
10
 

Taxing Revolution

This collection presents the importance of the tax on tea and other items during the American Revolution. Britain is known for having tea, and is used in daily lifestyles of the people in Britain and America. After the war the British placed taxes on everything such as sugar, glass, paper, and tea. Riots, boycotts, and protest occurred one after another.  American people did not appreciate the extra money they had to pay for the items they use for daily activities, so they decided to stand up for themselves and go against the British to become an independent nation.  The taxes brought the people together as a community against the government. 

This collection focuses on the role taxed tea plays in during the American revolution. It contains documents, pictures, and items about the cause and effect of the war and the Townshend act. There are also famous cartoons included that exaggerated the relationship between the British and Americans. War led to the American having debt which led to the British taxing the colonist. They taxed on stamps, sugar, glass, paper, and most importantly, tea. All these taxes angered the colonist, so The British removed some, but still continued to place taxes on the people. The taxing led to a war for independence because the American people were just tired of the British control. They wanted to become a new independent Country and the people wished for their freedom. They would do anything to remove the tax on their items even if it means rioting. The people of America started to come together as a nation and brutally start to fight for their freedom. 

Sandy Kenny
10
 

Take Action on Air Pollution

This collection of resources invites students to examine how societies have been convinced to take action regarding air pollution over time, and to craft their own persuasive message regarding pollution. Students will identify several different means of compelling individuals and groups to change their behavior in order to benefit the environment. They will then evaluate the effectiveness of those strategies. Finally, they will create their own message convincing others to take steps towards improving the environment.

Tags: smoke control, smog, pollution, environmentalism, earth day, advertising, persuasive writing, ad campaign

Kate Harris
9
 

Symbolism and Self-Portraiture Like Kehinde Wiley

After using the "Seven Ways to Look at a Portrait" strategy, students create self-portraits in the style of Kehinde Wiley that incorporates study symbolism, self-identity narrative, and reflection on the poses of traditional American portraiture. This lesson requires access to computer technology, a camera (mobile phone is fine), a green screen background, a green screen phone app or program, and ideally a printer.

Amy Leserman
16
 

Sustainable Textiles

Sustainability is about using techniques that allow for continual reuse of resources. Why might textile designers want to reuse scraps or reclaim waste fibers? What other things that get thrown away could be reused as part of a woven textile? 

ART MAKING CHALLENGE: Incorporate something recyclable in a hand-woven textile.  Consider color, texture, and how well it will perform for a particular purpose.  Would you combine the recycled items with traditional yarns or just use re recycled items? Which method is likely to get the results you want?

Jean-Marie Galing
10
 

Suffrage Pin: Object Analysis

Using the Project Zero Visible Thinking routine "See Think Wonder," this activity explores the struggle of suffragists during the Women's Rights Movement through deep analysis of one object - a pin, worn by suffragist Alice Paul, in the shape of a jail door with a heart-shaped lock. Pins such as these were given in a ceremony to suffragists who were imprisoned as a result of the 1917 pickets. Includes the pin, an article discussing the history behind the pin, and multiple photographs suffragist picketers.

Keywords: women's rights, suffrage, suffragette, protest, reform, civil rights, equal rights, alice paul, jailed for freedom, pin, national women's party, nwp, voting, vote

Tess Porter
6
 

Students' 4th Amendment Rights in Public Schools

This collection explores students' 4th Amendment rights in public schools by examining four landmark Supreme Court cases on the issue: New Jersey v. T.L.O. (1985), Safford Unified School District v. Redding (2009), Vernonia School District v. Acton (1995), and Board of Education v. Earls (2002). It asks students to think about the following overarching question: Has the Supreme Court maintained the right balance between school safety and students' privacy rights? The collection also includes differing perspectives on the issue as well as current events. 

Megan Griffin-Shelley
18
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