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Found 1,769 Collections

 

Wealth in the America's

Wealth in the America's could be reflected from the shoes that people wear to the house that one may live it. Being wealthy is something many dreamed of and their wealth was measured by what type material of clothing as well as the color and even artwork on anything that they own. Wealth was measured by many things that only a certain amount of people were able to show off.

People were able to become wealthy do to their professional life by making money as a lawyer, judge, or by being a slave owner.

The collection is of what a typical wealthy person would own around the 18th century. 

Shoes

Clothing, such as the dress and the three piece suit

Wigs

Tea sets

Vases

Artwork

and their homes

Jesus Casique
10
 

We the People: Smithsonian-Montgomery College Faculty Fellowship 2018 Opening Panel Resources

This collection serves as an introduction to the opening panel of the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.” The title for the opening panel is "The Smithsonian Institution: “A Community of Learning and the Opener of Doors.”

Four Smithsonian staff members will present, including Richard Kurin (SI Distinguished Scholar and Ambassador-at-Large, Office of the Secretary), Jessica Johnson (Digital Engagement Producer, National Museum of African American History and Culture), Lisa Sasaki (Director, Smithsonian Asian Pacific American Center), and Chris Wilson (Director, Program in African American Culture, National Museum of American History). Their bios, presentation descriptions, and other resources are included here.


#MCteach

Philippa Rappoport
16
 

We the People: a Deeper Understanding of the Preamble of the U.S. Constitution

This lesson works best for 8th grade U.S. History, after students have learned how the original plan for government (the Articles of Confederation) was failing the newly independent America and how the state delegates met in the summer of 1787 to correct these failings and ended up writing a new Constitution. 

Students start by using the VTS thinking routine to examine Preamble by Mike Wilkins, an engaging and accessible way to 'read' the Preamble of the U.S. Constitution.  

After 'decoding' the words and noticing all the details they can, students use a handout to analyze the language of the actual Preamble and discuss word choice and intended meaning (they might also look at the photo of the actual Constitution at this point to compare the original with Mike WIlkins' work).  

They then read and analyze 4 quotes from The Federalist Papers defending the Constitution to the states who were about to vote to ratify it as a jumping off point to discuss what the Constitution was meant to achieve for the newly formed states.  Discussion about reasons why states would not want to join this union will also add to the understanding of what was at stake for each state. In addition, looking at a graphic organizer showing state and federal powers under this plan for government will help students see how this system divides power between the states and the national government.

Students then return to the original artwork, and decide if analysis of the meaning of the Preamble and the ideals of the Constitution affect how students 'see' the artwork. Using the 'connect/extend/challenge' visual routine, teachers can record what the students connected to, what new ideas pushed their thinking in different directions, and what is still challenging or confusing about the artwork or the Preamble.  

Some possible extension ideas are included in the collection to highlight the differences between the states as well as their similarities/unity, such as creating another artwork using an excerpt from the Declaration of Independence (while adhering to state DMV rules for vanity plates), and  comparing front pages of different states' daily newspapers. #SAAMteach

Aileen Albertson
9
 

We the People

Essential Questions:

What would cause a people to revolt against their government?

Why does a society need a system of government?

Why is it important for Americans to understand their system of government?

Why is it important for Americans to understand the history of their country?

Understanding Moves: Making Connections, Describe What's There, Uncovering Complexity, Reason with Evidence, Build Explanations

Thinking Moves: See Think Wonder, Parts Purposes Complexities

#PZPGH

Gary Galuska
18
 

Wayne Moeck 1920s and 1930s Artifacts

The purpose of this project is to show our understanding of the 1920s and the 1930s by finding pictures from the 1920s and 30s and writing about why they were important during the time.

wayne moeck
10
 

Wayne Moeck 1920s and 1930s Artifacts

The purpose of this project is to show our understanding of the 1920s and the 1930s by finding pictures from the 1920s and 30s and writing about why they were important during the time.

wayne moeck
10
 

Way of Life in Colonial America

The Colonial Period is very important for the reason that during this period, colonists spent this time forming a better life from their old one, at the same time learning and adapting to the new environment. Children during this period spend most of their childhood learning from their parents, there was not time for school. 

Nonetheless there are numerous innovations and ideas that have evolved and made it into present day society. In my collection of art work there is a mix of a little of everything that ties back to the way of living that took place during the colonial period. Most of these artwork correlate with daily lifestyles and also ways to pass time during the day. 

Hakeem Alfeche
10
 

Waves of Hope: Asian American History in Austin

In this collection, students will learn about Asian American history in Austin. Austin is home to many Asian Americans along with their rich history, culture, and traditions that are preserved and passed on to future generations by their families and communities. This exhibit showcases some of the history that is lesser known but nevertheless important to document and remember. All of the images can be found at the Austin History Center, which houses an Asian American Archival Collection of manuscript collections, photographs, clippings, books, periodicals and other items.

This exhibit was developed by the City of Austin's Asian American Resource Center and the Austin History Center.

Educators and students may use this online exhibit to supplement Texas History lessons and as a supplement to the full exhibit stored at the City of Austin's Asian American Resource Center (AARC). Currently, Waves of Hope is not on display at the AARC. Please contact the site at 512-974-1700 or aarc@austintexas.gov with any questions.

keywords: texas history, asian american,  Texas asians, austin, austin history, austin history center, immigration


#APA2018 #EthnicStudies

#TCSAARC  

Asian American Resource Center Austin, TX
41
 

Water-Related Hazards: Tsunamis

This topical collection includes resources about water-related hazards and natural disasters, namely tsunamis. It includes videos and images of the 2004 Indian Ocean tsunami and the 2011 Japanese tsunami, as well as the 1755 Portugese tsunami that coincided with an earthquake and firestorm all at once.
Ashley Naranjo
6
 

Water-Related Hazards: Hurricanes

This topical collection includes resources about water-related hazards and natural disasters, namely hurricanes. Includes examples from around the world and over time, including Hurricane Ike in Texas and the Greater Antilles, Hurricane Katrina in the Gulf Coast, and Hurricane Sandy in the Northeastern region of the United States. Finally, a lesson plan asking students to design a post-hurricane revitalization plan is included.
Ashley Naranjo
11
 

Water-Related Hazards: Flooding

This topical collection includes resources about a water-related hazard, namely flooding. Includes global examples in images and video, including Abu Dhabi, United Arab Emirates; Al Uqsur, Egypt; Herkimer, NY; Manila; and Venice, Italy. The effects of the Great Flood of 1927 and the US Army Corps of Engineers' response with the Mississippi River are also included.
Ashley Naranjo
11
 

Water Around Us

Take a moment and look at each piece of work. What is each body of water purpose or is their a purpose. After pick two pieces to compare. Create a journal entry using I see, I think, I wonder of the two pieces. After write the reasoning behind each piece you chose. 


Riley Golder
11
 

Was WWII Strategic Bombing worth it?

#TeachingInquiry

Eric Idelson
9
 

Warrenton (VA) History: An Artistic Introduction

This collection provides Fauquier County, Virginia, teachers with the tools needed to incorporate the work of Warrenton artist Richard Norris Brooke into our local history curriculum.  In addition to the focus painting, A Dog Swap, the collection provides access to museum and digital resources that delve into the painting's history, including the location and people on whom the figures are based.   It also includes an additional, connected Brooke painting, A Pastoral Visit, that teachers may wish to share with their students.   As the painting is intended as an introduction to the local history unit, a suggested Project Zero Visual Thinking Activity, "See/Think/Wonder" is also included to spark students' curiosity and help them make connections as they are introduced to this artwork.

#SAAMteach

Selena Dickey
6
 

War World II Artifacts

posters, photos
Nannette Peterson
24
 

War of Currents

Would alternating current (AC) or direct current (DC) become the dominant power?
This Collection includes images and texts that depict the "War of Currents" that occurred between Thomas Alva Edison and George Westinghouse.
Linda Muller
14
 

War of 1812

Kerry Heath
18
 

War of 1812

In the end of the 18th century, tense relations between France and Britain resulted in fighting that hindered American trade with both nations. Attempts by James Madison, the President at the time, to resolve this problem resulted in tense relations with Britain. On top of this, impressment of U.S. seamen and British instigation and provocation with U.S.-Native American relations caused the U.S. to wage war against Britain (History.com Staff). As stated in the article "War of 1812" by History.com Staff, "The Royal Navy...outraged Americans by its practice of Impressment, or removing seamen from U.S. merchant vessels and forcing them to serve on behalf of the British."  Even though America became independent from Britain after the American Revolution, the British never really left North America. They still lived with the Native Americans, and they still occupied parts of Canada (History.com Staff). The British never really left. The outcome of the War of 1812 legitimized America's independence from Britain through a show of impressive military strength. This is also the war that gave birth to the "Star-Spangled Banner" poem inspired by the resilience of Fort McHenry in withstanding twenty-five hours of artillery bombardment from the British (History.com Staff). I believe this war gave America the raging patriotism that is still present in its citizens today.

wendelle ocampo
10
 

Voting in America: The Early Years

The evolution of the voting ballot.
Candice Troutman
5
 

Votes for Women: A Portrait of Persistence

Take a close look at the portraits and objects within “Votes for Women: A Portrait of Persistence” exhibition at the National Portrait Gallery. “Votes for Women” outlines the more than 80-year movement for women to obtain the right to vote as part of the larger struggle for equality that continued through the 1965 Civil Rights Act and arguably lingers today. This Learning Module highlights figures such as Lucy Stone and Alice Paul, but also sheds light on the racial struggles of the suffrage movement and how African American women, often excluded by white women from the main suffrage organizations, organized for citizenship rights (including the right to vote).

#NPGteach

#BecauseOfHerStory

Nicole Vance
46
 

Voices of Women

Women who have lended their voices to the positive movement of underrepresented people. 

Angela L Davis Henry
30
 

Voices of Social Justice

In Voices of Social Justice, students will learn about some of the major figures who struggled to obtain civil rights for disenfranchised or marginalized groups. They will listen to stories of social justice and analyze portraits of individuals who broke barriers——from key nineteenth-century reformers to modern leaders—and will likely be encouraged to consider how they, too, can become civically engaged.

#NPGteach

Briana White
19
 

Voices and Votes - Power of the Press

The press and media have influenced America even before it was a country. The goal of this learning lab is to show the effect media has played on our democracy. It is also important to understand the bias that media and press can have on us everyday. Realizing this influence can make all of us better citizens.

SITES Museum on Main Street
22
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