WHAT WOULD YOU DESIGN TO HELP MORE OF US FEEL INCLUDED?
Inclusive design is essential for overcoming exclusion and inequality in the world. Designers today look at the breadth of human diversity and help people of different genders, languages, and cultures have a sense of belonging as they live, work, and play. Using empathy, designers think critically and intentionally about the obstacles that would make people feel excluded and design innovative solutions to empower them and create inclusion for all.
The 2020 National High School Design Competition challenges high school students around the country to use design to help more of us feel included. Be ambitious, innovative, and bold! Create a sketch of your idea and describe how your design addresses the challenge. Review how to enter and use these resources to start thinking like a designer!
This Learning Lab was created as a resource for students and teachers participating in the 2018 National High School Design Competition.
This year's competition challenges students to make the everyday accessible by considering a place, process, or object they regularly use, identifying a challenge that a user with a disability might have with it, and designing a solution that addresses that challenge and makes the place, process, or object more accessible for all.
For more details on the competition go to https://www.cooperhewitt.org/2...
How do you help students test their ideas in your classroom? A critical step in the design process, prototyping and testing ideas helps problem-solvers learn from failures, experiment with materials, and visualize their solutions. Educators will dive into a case study from Michael Graves Architecture and Design and explore various techniques to experiment with ideas in the classroom with resources from professional designers and Cooper Hewitt, Smithsonian Design Museum.
#NTOY18 #CHEDUCATION #CHDESIGNTHINKING
This collection was built as the beginning of a study of im/migration for third grade. The idea came from a teacher developed unit on the Re-imagining Migration site: https://reimaginingmigration.o...
Since I teach 3rd grade, I needed to change parts of the unit because it was originally developed for high school students. The four main questions remained the same:
- How do we define home?
- Why do people leave their homes?
- What prevents people from feeling welcome in their new home?
- What can people do to create a welcoming community?
This collection is to explore the first question - how do we define home? Small groups of students each got a print out of one of the artworks pasted to a larger piece of paper. They then engaged with the See, Think, Wonder routine to examine another's idea of home before creating a picture of their idea of home.
Through this collection students will learn about how people exposed systemic societal issues to advocate for change in policy and change in thought. The thread that brings these practitioners together is that they slowly looked at the issues, exposed the truth, and did not only rely on data but a combination of people, stories, to back up their claims and advocate for change and education.
An innate function of being human is to preserve and share our experiences and stories. African American men and women have researched and recorded their history despite enslavement, racism, segregation, sexism, and opposition. Their research helped expand the known narratives of American and international history through the African American perspective and interpretation of historical sources. This Learning Lab explores selected African American historians of the nineteenth and early twentieth centuries. Their research and works were critical to the foundation of African American studies and their activism helped open doors for future African Americans to enter and contribute to the field of history. The Smithsonian's National Museum of African American History and Culture, situated in the heart of the nation’s capital, serves as the physical manifestation of the efforts of African American historians featured in this lab.
Keywords: NMAAHC, NMAAHC Education, African American, historians, history, primary sources, stories
HOW TO USE THIS LAB:
Use the book excerpts, documents, images, objects, and media related to a highlighted historian in the Learning Lab to answer the questions provided in the Discussion Question page and/or or use them comparatively with information in your history textbook about the highlighted historical period.
- Revolutionary War (Squares 3 - 10)
William Cooper Nell (1816 – 1874) was born to a prominent African American abolitionist family in Boston, Massachusetts. As a young man, he was mentored by William Lloyd Garrison, wrote for Garrison’s abolitionist newspaper the Liberator, and was influential in the fight against segregation in Boston’s public transportation and accommodations during the 1840s and 1850s. In 1855, Nell authored The Colored Patriots of the American Revolution, making it one of the first historical works to focus on African Americans.
- Civil War (Squares 11 - 18)
George Washington Williams (1849 – 1891) was born in Bedford Springs, Pennsylvania. At the age of 14, he joined the Union Army during the Civil War. After the war, he finished his education in Massachusetts, became a minister, and founded a newspaper, The Commoner. By 1880, Williams moved to Ohio and became the first African American elected to the Ohio General Assembly. As a historian, Williams is most famous for writing the first comprehensive history of African Americans in the United States, a two-volume work called the History of the Negro Race in America from 1619 to 1880; as Negroes, as Slaves, as Soldiers, and as Citizens (1882). In 1887, he published A History of the Negro Troops in the War of the Rebellion.
- Reconstruction (Squares 19 - 25)
William Edward Burghardt Du Bois (1868 – 1963) was born in Great Barrington, Massachusetts. His studies, which focused on African American history, anthropology, and sociology, took him to study in Tennessee, Germany, and finally back to Massachusetts where he became the first African American to graduate with a PhD from Harvard. In the quest for civil rights, Du Bois helped established the Niagara Movement, and its successor, the National Association for the Advancement of Colored People (NAACP). As a historian, he wrote widely on the African American experience, but one of his best-known works was Black Reconstruction in America (1935). While Black Reconstruction was refuted during the early twentieth century, the work is now considered one of the foundational texts of how Reconstruction is interpreted by today’s mainstream historians.
- Women and Gender History (Squares 26 - 31)
Anna Julia Cooper (1858 – 1964) was born to her enslaved mother and her white slaveholder father in Raleigh, North Carolina. She pursued education from an early age, as well as fought for women’s rights and gender equality. As a scholar at Oberlin College, she protested sexist treatment of women by taking courses and gaining degrees in subjects typically designated for men. She became an influential educator in Washington D.C. who saw her students attend some of the most prestigious colleges in the country. In 1925, Cooper completed her graduate studies at Sorbonne, University of Paris. She became the fourth African American woman to earn a PhD in History. In 1892, she wrote, A Voice from the South by a Black Woman of the South, focusing on the history and experiences of African American women in the South, and the need for their education to uplift the African American community as a whole.
- The First World War (Squares 32 - 37)
Carter Godwin Woodson (1875 - 1950) was born in New Canton, Virginia. He is known as the “Father of Black History” because of his numerous contributions to the field. Woodson was the son of poor, but land-owning former slaves. As he worked to support his family’s farm he did not enter high school until age twenty. Woodson earned his first degree from Berea College in Kentucky. He then worked, studied, and taught internationally before receiving his Bachelors and his Masters from the University of Chicago, and later his PhD from Harvard University. In 1915, he founded the Association for the Study of Negro Life and History (now the Association for the Study of African-American Life and History), and in 1916 published the Journal of Negro History (now the Journal of African American History). In 1926, he established Negro History Week, which would later become Black History Month. In 1922, Woodson wrote The Negro in Our History, which covered African American history from African origins to the First World War. Woodson believed that history should not be a mere study of facts but the analyzation and interpretation of historical evidence for a deeper meaning.
- African American History: Slavery and Freedom (Squares 38 - 46)
John Hope Franklin (1915 – 2009) was born in Rentiesville, Oklahoma. In June 1921, the Franklin family endured and survived the deadly Tulsa Race Riots. Franklin earned his Bachelors from Fisk University, and would complete his Masters and PhD at Harvard. In 1949, he became the first African American historian to present at the Southern Historical Association. He was also the only African American to serve as the president of the American Historical Association and the Organization of American Historians. Franklin wrote widely on the African American experience, with his most notable work being the 1947 publication of From Slavery to Freedom: A History of Negro Americans. Today, the work is in its tenth edition and is a staple of American history courses.
Includes iconic people, places, and things associated with Pittsburgh. In the classroom, these resources can be used by students to investigate two essential questions: How do you define Pittsburgh as a place? What does it mean to be a Pittsburgher?
Supporting questions and activity implementation ideas are located under this collection's Information (i) button. Collection developed for the SI Learning Lab Pittsburgh workshops.
This collection includes resources about focusing on the story of Jim Eng (Ng San Wah) who immigrated to Texas when he was seven years old. Included are the various documents that he and his mom needed to immigrate and excerpts from his oral history are included.
Teachers and students may use this collection as a springboard for classroom discussions , such as those about immigration policy and/or discrimination. This collection is not comprehensive but rather provides a launching point for research and study. Documents are included to guide students through analysis activities of the documents, photos and oral history.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Keywords: chinese exclusion act, 1882,
- How much of a story can a photo tell? What are the limits?
- Why do journalists take photos?
- How is news photography different than other types of photography? What is photojournalism?
Time- 1-2 class periods with optional extension activities
This collection provides an opportunity for students to consider a first impression of news photos through careful image analysis. The initial viewing of the image is followed by reading historical newspaper articles or other primary sources about the event in question to compare their thinking with some context to their initial impressions. Images can be powerful and can greatly influence our impression of events, but without context, we can form inaccurate impressions based on our own biases. Students need to be careful and critical viewers of media as well as media creators. Images include events covered in history/social studies courses such as the Civil Rights Movement, Little Rock Nine, World War II, Japanese internment, 9/11, the Detroit Riots, the Scopes trial, women’s suffrage, Dolores Huerta and United Farm Workers, and the Vietnam War.
Warm Up/ Engagement:
Have students journal or a mind-map about the following questions:
- How much of a story can a photo tell? What are the limits?
- Why do journalists take photos?
- What is photojournalism?
- How is news photography different than other types of photography?
Have them do a Think-Pair-Share
Debrief as a whole group
As a whole group, discuss the photo of the female students who integrated Central High School in Little Rock. Do not show the caption to students. The global competency thinking routine, “Unveiling Stories,” is good to use for news or other current event photos because it allows students the opportunity to explore multiple layers of meaning.
Once students have discussed the image, show them the caption. Then give additional background on the Little Rock Nine. To review/background on the Little Rock Nine, consider exploring resources from Facing History and Ourselves. There is a New York Times article listed below as well.
Next, go back and look at photo with the caption and see how the initial understanding has shifted with the Connect-Extend-Challenge routine. This is a thinking routine that is great for connecting new ideas to prior knowledge.
Have students read the article from the Click! Exhibit, “Photography Changes How We Read the World.”
After reading, lead students through the What Makes You Say That? Routine which encourages interpretation with justification and evidence.
Small Group Jigsaw activity
In pairs or small groups, assign one image in the collection to each group. Make sure they know they will present their findings to the whole class. Have them go through the “Unveiling Stories” routine with their new image. Give students 10 mins to record their thoughts and ideas on chart paper or sticky notes. Next, give each group the related primary source news article (listed below through ProQuest) or your choice of a primary source. Have students read the article together. Then, have them go back to the image and do the Connect-Extend-Challenge routine while visualizing their thinking on the same chart paper or with additional sticky notes.
Have each group share out and summarize their findings from their initial reaction to how their thinking changed after reading an additional primary source.
As a final debrief, make sure that students reflect on their learning from their image analysis.
A great reflection routine is “I used to think… Now I think…”. Have students complete this routine with the topic of photojournalism/news photography.
- Citizen Journalism- Students can consider how photography plays a role in the ways news is reported on and distributed (see attached article)
- Digital Manipulation- See additional collection on image manipulation in photography
- Criminal podcast- An episode of the Criminal podcast explores a photograph taken during the protests of the killing of Michael Brown in Ferguson.
- Sidedoor podcast- Ep. 3, The Art of War, Go behind the scenes of The Face of Battle exhibit to hear from some of the photographers.
- Visit the exhibit at the National Portrait Gallery, The Face of Battle: Americans at War, 9/11 to Now, on view until Jan. 28, 2018.
- Report on an event with images and in writing
Companion Article Sources on ProQuest Historical Newspapers:
For 9/11 Photos-
A CREEPING HORROR
KLEINFIELD N R
New York Times (1923-Current file); Sep 12, 2001;
ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. A1
For D-Day Photo:
Allies Seize Beachheads on French Coast, Invasion Forces Drive Toward Interior
By the War Editor of The Christian Science Monitor
The Christian Science Monitor (1908-Current file); Jun 6, 1944; ProQuest Historical Newspapers Christian Science Monitor (1908 - 2001) pg. 1
For Detroit Riot Photo:
Detroit Is Swept by Rioting and Fires; Romney Calls In Guard; 700 Arrested
New York Times (1923-Current file); Jul 24, 1967;
ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1
For Vietnam Withdrawal Photo:
A Farewell to Vietnam: 2 Flown Out Tell Story
New York Times (1923-Current file); Apr 28, 1975;
ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1
For Dolores Huerta Photo:
Farm Labor Law Chances Improve
By Susan Jacoby Washington Post Staff Writer
The Washington Post, Times Herald (1959-1973); May 2, 1969; ProQuest Historical Newspapers The Washington Post (1877 - 1998) pg. A24
For Little Rock Photo:
STUDENTS ACCEPT NEGROES CALMLY
By BENJAMIN FINE Special to The New York Times.
New York Times (1923-Current file); Sep 26, 1957;
ProQuest Historical Newspapers The New York Times (1851 - 2011)
For WWII/D-Day Photos:
PARADE OF PLANES CARRIES INVADERS
New York Times (1923-Current file); Jun 6, 1944;
ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1
For Scopes Trial Photo:
DEFENSE CASE IS OUTLINED
Special to The New York Times.
New York Times (1923-Current file); Jul 16, 1925;
ProQuest Historical Newspapers The New York Times (1851 - 2011) pg. 1
For Women’s Suffrage March Photo: WOMEN PARADE FOR SUFFRAGE AT CAPITAL
The Christian Science Monitor (1908-Current file); Mar 3, 1913; ProQuest Historical Newspapers Christian Science Monitor (1908 - 2001) pg. 1
This collection was made for a Kindergarten Class that was exploring a common object, a toaster. The class started by using a thinking routine from Agency by Design, a part of Harvard Graduate School of Education's Project Zero. The used the thinking routine Parts, Purposes, Complexities to thinking deeply about the toaster and generate questions about it. This collection provides additional toasters from different time periods to push the Kinder student inquiry further. The use of the thinking routine See, Think, Wonder also helps generate thinking about the objects.
What are the habits of mind, heart, dialog and civility necessary to live in a world on the move?
Exploring together an emerging set of socio-emotional routines.
This collection is the third in a series of four created to support the Re-Imagining Migration DC Seminar Series, held between December 2019 to March 2020. The seminar series is led by Verónica Boix Mansilla, Senior Principal Investigator for Harvard Graduate School of Education's Project Zero, and Research Director for Re-Imagining Migration, with in-gallery experiences provided by educators from the Smithsonian American Art Museum, the National Museum of American History, the National Portrait Gallery, the Smithsonian Center for Learning and Digital Access, and the National Gallery of Art.
This set of collections is designed to be dynamic. We will continue to add material, including participant-created content, throughout the seminar series so that the collections themselves can be used as a type of textbook, reflecting the content, development, and outputs of the full seminar series. Please check back to the hashtag #ReImaginingMigration to see a growing body of materials to support educators as they strive to serve and teach about human migration in relevant and deep ways.
Thank you to Beth Evans and Briana Zavadil White of the National Portrait Gallery for the in-gallery activity and supporting content.
Key words: Reimagining Migration
With and without the vote and throughout American history, young people have been a force to be reckoned with as they take action and stand in support of the issues that matter most. In 2020 this legacy will continue; millions of young people will be eligible to vote in American elections for the first time and countless more will likely participate in the electoral process in other ways. The Young People Shake Up Elections (History Proves It) video series from the Smithsonian’s National Museum of American History shares 10 stories of young people shaping and changing elections throughout American history.
This collection shares resources about stories featured in the videos plus additional stories of young people shaking up elections. View the full series and learn more at https://s.si.edu/youth-democracy.
A good visual can often be the key to understanding (and remembering) a seemingly abstract concept. This collection demonstrates how artworks in the Smithsonian American Art Museum may be used to teach common literary devices in the English/language arts classroom such as metaphor, irony, symbolism, and more.
Key words: allegory, allusion, anthropomorphism, foreshadowing, irony, juxtaposition, metaphor, mood, motif, satire, suspense, symbol
In this collection, portraits are used for both pre-reading and post-reading activities in connection with reading a biography of Marian Anderson. The pre-reading activity uses Betsy Graves Reyneau's oil on canvas portrait, Marian Anderson, to begin to reveal Anderson to students. Post-reading activities include the use of photographs, video and William H. Johnson's oil on paperboard Marian Anderson to enhance understanding of Anderson's 1939 concert and to informally access student learning.
When Marian Sang: The True Recital of Marian Anderson: The Voice of a Century is a picture book written by Pam Munoz Ryan and illustrated by Brian Selznick. This biography shares the story of opera star Marian Anderson's historic concert of 1939 on the steps of the Lincoln Memorial to an integrated crowd of over 75,000 people. The book recounts Marian's life as a she trains to become an opera singer and as she struggles with the obstacles she faces in pre-Civil Rights America. This picture book is an excellent choice to use in the upper elementary classroom in the context of a unit that focuses on "challenges and obstacles."
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
This collection includes digital museum resources and models the listening and speaking strategy Which one Doesn't Belong. The collection can be copied and adapted for use in your own classroom.
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
Representation in media is important.
In this Learning Lab, we will explore how the African American soldiers fighting in the Civil War are portrayed in two films: Glory (1989) and Lincoln (2012).
History X Media X Culture (HMC) is a series designed by the National Museum of African American History and Culture to teach students historical thinking skills of analysis and interpretation, and also media literacy by exploring historic and modern films about or created by African Americans.
What can we learn, and what do we learn about history from popular media? How does popular media influence our understanding of history? How does the history portrayed in popular media change from the historical account based on primary sources?
Furthermore, how are historical individuals and groups represented in popular media? How do these representations affect how we understand these historical persons and their modern-day descendants? How people are depicted on the screen influences our modern world. We must question and analyze what is said and shown in the media, and why it shown to us.
Your objectives are as follows:
1. Explore how the soldiers are represented in each film, and then compare the film’s portrayals.
2. Compare these representations to historical accounts and primary evidence.
3. Question why the changes were made in the film, and how do these changes affect our understanding of history and ourselves?
The movies contain images of the violence of war, carnage, and brief offensive languages.
The analysis questions are taken from the National Archives and Records Administration Document Analysis Worksheets, unless stated otherwise.
How did African Americans attempt to travel safely in the United States during the age of Jim Crow?
This Learning Lab investigates the question of African American travel during the age of Jim Crow, and how the Green Book assisted by providing African American a directory of welcoming hotels, motels, travel lodges, restaurants, gas stations, and other facilities as they journeyed throughout the United States. This Learning Lab employs the use of primary source analysis of NMAAHC and other Smithsonian unit objects and outside media clips to help answer this question.
NMAAHC, African American, Green, book, travel, Jim Crow, car, road,
segregation, hotel, motel, gas station, restaurants, United States, primary
In celebration of Smithsonian's Year of Music, let us look back a century to an early jazz classic that detailed the experience of African American soldiers on the front lines in Europe during the First World War.
Amid the First World War (1914 - 1918), a new musical genre called jazz would take the world by storm. Jazz was the product of the African American experience, history, and culture. James Reese Europe contributed to the music form by bringing jazz overseas while fighting with the 369th Infantry Regiment (also known as the Harlem Hellfighters) during the war. Furthermore, James Reese Europe composed tunes that reflected the African American experience on the front lines of the war in Europe. In this Learning Lab, you will explore the life and contributions of James Reese Europe, and consider what influenced him when he composed his 1919 classic, On Patrol In No Man's Land.
The Smithsonian Year of Music is an Institution-wide initiative to increase public engagement, advance understanding, and connect communities in Washington, D.C., across the nation, and around the globe. The Smithsonian Year of Music highlights and shares our vast musical holdings, bringing together our resources in history, art, culture, science, and education.
On April 2, 1917, President Woodrow Wilson asked the United States Congress for a declaration of war against Germany. The United States could no longer sustain anti-war policies and rhetoric, diplomatic neutrality, and an isolationist outlook as it had since 1914. A combination of elements such as unrestricted German submarine warfare, rumored invasions, horrific new tactics of fighting, and technologies of war contributed to Wilson’s request. Congress granted President Wilson’s request, and on April 6, 1917, the United States officially entered the Great War*. Wilson claimed that the world would “be made safe for democracy.”
As the United States was preparing to protect freedom and equality internationally, African Americans were struggling against racism in the forms of economic oppression, violence, and legal as well as social inequality. Though citizenship and male suffrage had been endowed to African Americans by the Fourteenth (1868) and Fifteenth (1870) Amendments, many African Americans found it dangerous, if not deadly, to practice the fruits of American democracy to which they were entitled. Despite the magnitude and horrors of war, the African American community believed that fighting in the Great War, demonstrating their patriotism, loyalty, and bravery would show white Americans they deserved equality and civil rights.
This Learning Lab explores the interwoven legacy of President Woodrow Wilson and African Americans before, during, and immediately after the Great War (1914-1918).
*The Great War, the First World War, and World War I will be used interchangeably to name the war.
Keywords: NMAAHC, NMAAHC Education, African American, World War One, Great War, First World War, soldier, war, Woodrow Wilson, president, Jim Crow, primary sources, stories
Wakanda Learning Lab is this?
This Learning Lab explores the importance of representation in popular media. How are people portrayed? Why are they portrayed? What does this say about a people in a society and the society itself? How do these messages affect and inform us about others and ourselves?
First, how are African Americans represented in popular media. Second, how African, the African Diaspora, and African American culture are represented in Black Panther (both as a comic book character and as part of the modern Marvel cinematic universe) and through other superhero lore.
The National Museum of African American History and Culture celebrates the museum's acquirement of the movie costume of the iconic and groundbreaking Marvel comic book character Black Panther. The character of Black Panther (King T'Challa of Wakanda), and his iconic suit, debuted in the Marvel cinematic universe in the 2015 film Captain America: Civil War, and featured in his self-titled movie Black Panther in 2018. Since the debut of Black Panther (King T'Challa of Wakanda) in the Fantastic Four #52 in July 1966, Black Panther has been a trailblazer for the black superheroes that have followed him in print and on screen.
Students can explore this Learning Lab independently. Learning exercises and worksheets have been provided to help enhance the exploration of the content.
Keyword: nmaahc, African, American, Black, Panther, Marvel, T'Challa, Wakanda, suit, comic, superhero, super, hero, civil war, Falcon, Bumblebee, Vixen, Storm, Nick Fury, Luke Cage, DC, universe, Green Lantern, Misty
This collection was designed to enable students to reflect deeply on their understanding of local and global human impacts on the planet and how they can inspire others to care about/collectively work to solve one of these issues. Students will use Project Zero Thinking Routines to examine various pieces of environmental art before they create their own visual call to action focused on the environmental issue that they care most about.
Global Competency Connection:
- This project was designed to be the culminating learning experience in a high school Environmental Science class, thus it is the expectation that students have “investigated the world” as they explored environmental and social issues throughout the course.
- This project will incorporate a level of choice as students “communicate their ideas” on the environmental issue that resonated most with them.
- As a part of the project, students will share their campaigns with their teachers, peers, and families, and through this awareness raising thus “take action” on issues of global significance.
Using the Collection: A detailed description of daily activities can be found within the "Lesson Sequence" document. Additionally, notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.
#GoGlobal #ProjectZero #EnvironmentalScience
Use this collection of textiles as part of a geometry unit. After reviewing shapes, lines, and angles, students can focus on how the patterns repeat, flip, slide, and turn. Once students have had the chance to investigate some textiles, they can use Tinkercad to create their own design that will be come a stamp when 3D printed. The final step is for students to reflect on their design and printing by doing the following:
- One stamped design on the page
- Draw lines of symmetry on it
- Label the shapes used in the design
- Tell what kind of pattern used on felt rectangle - Dot, Stripe, Block
- Tell is there is rotation (turn), reflection (flip), translation (slide)
Thank you to Learning Lab contributor, Christopher Sweeney, for inspiring me while designing this unit!