Found 757 Learning Lab Collections
This collection includes resources about focusing on the story the Japanese rice farmers who immigrated to Texas in the early 1900's. Included are photos of the Japanese farmers in the rice fields and photos of families who owned the largest rice farms.
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: Japanese immigration,rice farming, sharecropping
In this collection, I am exploring the connections between storytelling and art. I will also look at the connection of storytelling to neuroscience and the effects of storytelling on the human brain. I will be referencing the work of Will Storr (The Science of Storytelling), neuroscientists, psychologists and resources from institutions such as the Smithsonian, The National Gallery of Art, The British Museum, National Geographic, and the J. Paul Getty Museum. I will look at how artists use content, meaning, and context to create narrative within their particular medium.
Research suggest that language developed as a way to convey "social information", gossip. Furthermore, it is documented that curiosity kicks the dopamine reward signal in the human brain. Will Storr in his 2019 book, gorgeously researched and perfectly titled The Science of Storytelling tells us that psychologist Jonathon Haidt says the brain is a 'story processor' not a 'logic processor'. All of this tells us that humans are hardwired to tell and receive stories.
How do artists tell stories? Both Storr and Kidd tell us that psychologist Dr. George Lowenstein asserts there are four ways to induce curiosity in the human brain: questions or puzzles; a sequence of events without revelation of the "end"; "violation of expectations that triggers a search for an explanation"; or knowing that someone else knows something and you want to know it too. One could almost use these as headings to categorize art and and artistic movements. Artist capture a moment in time that prods human curiosity, in some cases for thousands of years, to create the rest of the story of that suspended juncture.
The audience for this collection might be students of psychology or English. It could be of interest to creators of story including novelists, playwrights, actors, screenwriters, musicians, and visual artists. And anyone interested in what Storr termed as "the science of the human condition".
Will Storr writes, "One benefit of understanding the science of storytelling is that it illuminates the 'whys' behind the 'rules' we're commonly given...Knowing why the rules are the rules means we know how to break them..."
Dunbar, Robin et al. Evolutionary Psychology. One World Publications, 2005.
Kidd, Celeste, and Benjamin Y Hayden. “The Psychology and Neuroscience of Curiosity.” Neuron vol. 88,3 (2015): 449-60. doi:10.1016/j.neuron.2015.09.010
Storr, Will. The Science of Storytelling. London: William Collins, 2019.
Discovery Theater is a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969. The Bog Band is a group of young musicians who are “mad” for traditional Irish music and dance. Led by Pete Moss (a/k/a Mitch Fanning), they raise the roof to celebrate Saint Patrick’s Day with live Irish music and throw ion some lively step dancing. Add in a little cultural background and “Sure and it’ll be a rattlin’ good time!” A Music in our schools Month program.
This collection is intended to further educate viewers on the architecture and art in the Classical period using multiple resources as well as the Robert & DiYanni text, Arts and Culture, An Introduction to the Humanities (2012).
Throughout this collection readers will get a glimpse of the start of Classical architecture and how it came to be, how art lined the walls of these buildings and how art through architecture was developed. With that, readers will be able to engage and visualize today's architectural structures and how that culture influences today compared to those between the Medieval times to Modernism. They will also have the ability to recognize the true and inner beauty that lies in this architecture, amidst the chaos that regularly occurred there on a day to day basis. The truth will always remain beautiful even when it doesn't seem that way.
This collection is available for those wanting to see the beginnings of the classical art and it's influences from the medieval times up until modernism and will provide a better visual understanding that before the beauty of what architecture is today, there was once beauty at the start of it all and that remains throughout the years, just presented in different forms.
My aunt remembers sitting at the kitchen table as a child while her parents, my grandparents, read the Yiddish newspaper, Der Tag. Often one would start crying, saying, nishta ("gone"), "this one nishta; that one nishta," in response to the paper's lists of towns in Europe overrun by the Nazis.
This collection examines the US response to the Holocaust, pairing historical documentation with four thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials - "Unveiling Stories," :Think, Feel, Care," "The 3 Y's," and "Circles of Action," - to prompt students to ask important questions about our individual and collective responsibility to humanity.
Included here are photographs, documentation, and resources from the National Museum of American History and the United States Holocaust Memorial Museum (USHMM), including a teaching resource and USHMM's online exhibition, Americans and the Holocaust, which examines "the motives, pressures, and fears that shaped Americans’ responses to Nazism, war, and genocide." Examined with thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials, students will explore complex and deeply troubling issues that continue to have relevance today.
This collection complements chapter 14 ("World War II and America's Ethnic Problem") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 1: Intersectionality of Economics, Politics, and Policy, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course.
This Discovery Theatre original scores big in a musical play about sharing and taking turns, the importance of personal space, and the awesome power of teamwork. Five-year-olds Mika and Casey are aspiring soccer stars and best friends—but they’ve ended up on separate teams! Through a mishap on the field, they discover that helping people is cool, thanks to another kind of 'team'-- of medical stars who make everyone feel great.
Discovery Theater is a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969. It's time for high adventure as Jojo goes on the lookout for all kinds of fascinating creatures in the wilds of his very own yard. What will he find hidden in plain sight? Come along on the trek as we learn, create, and play in this musical mini-travelogue about the hidden natural world close to home.
Inside this Ancient religious architectures VS. Modern religious architecture collection, I will be showing various religious architectures/buildings from the ancient times vs the modern religious building that we have right now. The purpose of creating this collection is because I want to distinguish the difference between the religious architecture around the world and compare it to what the architectures look like back in the old time, since both are religious building, it both are dedicated to a specific goddess, but their outside look looks totally different. The history of architecture is concerned with religious buildings other than any other type. People use the buildings such as temples, churches, mosques, etc. as a place to worship and sometimes shelter. Those religious architectures are also known as the Sacred architectures, many cultures and countries devoted their resources to their sacred buildings to show their respect for their goddess and to worship them. We don’t just see them in ancient history. Today, there is still building being built in the modern world purely for religious reasons, such as churches and temples. In this collection, I will be showing a mix of modern religious buildings and ancient buildings, I will be comparing the two different centuries architectures through pictures.
This lesson would be taught at the end of the dark romantic literature unit. After exploring the traits of the era, students will be tasked with writing their own haunting story to mimic the authors we've read. They will use Fritz Eichenberg's"Dream of Reason" and a see-think-wonder activity as their starting point and inspiration.
Discovery Theater is a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969.Race to the finish line with two black Olympians who changed history! Soaring music and the exhilaration of world-class sorts inspire us all to greatness in this vivid portrayal of the lives of Jesse Owens and Wilma Rudolph. Watch them overcome childhood illness, infirmity, and poverty to become the world’s fastest man and fastest woman, winning the greatest honor in athletics: the Olympic Gold medal. The John Cornelius II score speaks to the heart and soul of the winner in all of us.
Is American Culture always perceived in the same way by everyone or does it differ from person to person?
This collection explores the necessity, logic, and fairness of the inclusion and/or exclusion of people of history based on gender and/or race.
Looking Using the Puzzle Strategy
Looking using several various strategies.
Easily customization by simply using as an individual or group lesson or by requiring all, some, or one of the additional group portraits.
Researching People and Inventions
Recognizing Bias and Objective Analysis
Understanding the Difference Between Bias and Prejudice
Argumentative Essay Writing (Designed as a timed writing for AP Lang, but the prompt could easily be turned into a formal writing assignment.
Exploring significant events, people, and movements of the 1920s and 1930s through artifacts from that time period.
Find "artifacts" that people used at that time and learn and explain why they were important and how they were used
"Hyphenated Americans": When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans
This collection explores the notion of hyphenated Americans, through the story of one man, William Kennedy, an American of Irish descent, born in New York in the late 19th century, who went on to win the Boston Marathon in 1918. Bill's nephew, in writing about his uncle, said, "When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans." What did he mean?
To aid discussion, included in this collection are images, a cartoon, several articles, a story fro WBUR, and one thinking routine from Harvard's Project Zero Global Thinking - "Step In, Step Out, Step Back" - to "encourage learners to take other people’s perspectives, recognize that understanding others is an ongoing process, and understand that our efforts to take perspective can reveal as much about ourselves as they can about the people we are seeking to understand."
This collection complements chapter 6 ("The Flight From Ireland") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 2: What is the history?, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course.
Who was Daniel Boone? Was he more than a stereotypical American frontier hero? Explore Daniel Boone and his relationship to the native plant, ginseng, through this collection and series of activities.
Daniel Boone (1734-1820) spent much of his adult life blazing trails through the American wilderness. Through exploration and opening the wilderness, Boone and others were able to exploit its many rich resources, including the profitable plant American ginseng. He rose to the status of American legend, becoming known as someone who braved hardship and danger to bring the earth's resources to the market. The legend of Daniel Boone and his-lost-ginseng illustrates the way such stories can reflect historical fact. But become exaggerated or distorted through many generations of story tellers, and, now, via the internet. History and fiction become intertwined.
While the days of American pioneers are long gone, people still search for and gather wild ginseng in the mountainous regions that Boone frequented. Learn more about Boone's adventures and American ginseng throughout this collection. Be sure to click the Information icon to learn more about each item.
To learn more about Daniel Boone and his efforts to explore the wilderness, visit the Learning Lab collection -The Wilderness Road- .
Subject: AP Language, Rhetorical Analysis
This collection features portraits (some that can be used for comparing and contrasting) for studying and practicing usage of the rhetorical triangle. Students may also SOAPSTone the images.
- Students will observe different portraits.
- Students will analyze different portraits using the rhetorical triangle.
- Students will recall lessons from history to apply background knowledge to the analysis.
This collection was created in conjunction with the National Portrait Gallery's 2018 Learning to Look Summer Teacher Institute.
A collection of artifacts from which our students will choose an object of study for their first project cycle. Student swill be using historical, scientific, literary, mathematical and artistic techniques to help their chosen artifact tell a story of an encounter in history between two groups and/or cultures.
Can objects have meaning? What is symbolically meaningful in your life? Through photography and text, use aesthetic choices to make your meaning visually strong.
The first image is from the Smithsonian collection. The other images are from students at Horace Greeley High School in Chappaqua, NY.
What are contemporary issues in our world? What is your personal viewpoint on a contemporary issue? Can art be used as an agent of change?
Search for your personal meaning in life. Who are you as an individual person? How do you connect as a member of your community? your country? the world?
This collection will serve as the basis for a series of activities designed to promote global competence and to teach for understanding . Specifically, these activities focus on building competence in the domains of investigating the world and taking action. All of these experiences and tasks will use the concept of "HOME" as their point of nucleation or seed, and as a through-line to connect the students to the material and help them extend the material beyond the classroom.
Resources in this learning lab include:
- A collection of global thinking routines to be applied during these encounters, as well as the rationales and goals for their use.
- An example of thinking routines designed to foster global competence based on Homer's Odyssey (I use the Fagles translation) and the work of contemporary Korean-born artist, Do Ho Suh.
- Suggestions for expansion, further interrogation, and fractal extension, including extension into further abstraction.
- A series of journal entries charting some of the thinking leading to the production of this learning lab.
- A padlet including documentation of my thinking process and some photos of other pieces by Do Ho Suh: https://padlet.com/debic_mathieu/67572xigbcn
- This learning lab collection was originally conceived to be used in an English/Language Arts or composition class. As such, it favors written expression. These writing assignments could be altered, shortened, or dispensed with altogether.
- The timeline I had in mind when building this learning lab was about two or three weeks of class time. Obviously it could go longer or shorter, depending on the circumstances of teachers using it.