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Found 1,647 Collections

 

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
 

Voices and Votes - Faces of Change in American Democracy

Description: 

This learning lab introduces students to individuals who have shaped and participated in American democracy over time. Using a variety of resources, take in the stories and impact of Thomas Jefferson, Molly Pitcher, Thomas Paine, Richard Allen, William Apess, Wong Chin Foo, Alice Paul, Ella Baker, and Dolores Huerta.

Voices and Votes: Democracy in America is an exhibition from Museum on Main Street traveling to rural American from 2020-2025. Voices and Votes is based on the exhibition American Democracy: A Great Leap of Faith at the National Museum of American History. This learning lab can be used in conjunction with the exhibition or as a stand alone resource on the history of democracy.

Visit Smithsonian History Explorer to learn more!  

#historicalthinking

Guiding Questions:

Who has influenced American democracy? Why did they participate in American democracy and what did they achieve? Have these people changed over time?

How have social movements changed American democracy throughout history?

How can individuals or groups take action to participate in American democracy?

What issues at a local, state, or national level affect your life? Can your participation in American democracy resolve those issues?

Who is participating in and influencing national, state, or local conversations about  American democracy today? Who would you add to this list?

SITES Museum on Main Street
49
 

Visual Cues to Role and Rank in World Art

Throughout world history artists have used visual cues to communicate role and rank. As a cultural window, art shares insights in to the structure and beliefs of a society. Through compare and contrast questions students analyze the selected works to better understand artistic techniques as well as the cultural mores communicated through each work. This activity was developed at Discovering Korea's Past: Interdisciplinary Connections Summer institute for Educators held at the Freer/Sackler, summer 2018.

Kristen Morrison
13
 

Visual Connections between Buddhism and Ancient Greece

Using the Project Zero Visible Thinking routine "See Think Wonder," this activity investigates the cultural connections between Ancient Greece, Rome, and Gandhara* as seen through a sculpture of the Buddha created in the 2nd century CE. Buddhist sculptures from Gandhara are significant not only because they show the extent of Alexander the Great's influence on Asia, but also because they are some of the first human depictions of the Buddha in the history of Buddhist art.

Even without a deep knowledge of the art of this period, students can make visual observations and comparisons that reveal the blending of Asian and Greco-Roman culture in this particular region.

*Gandhara is a region in what is now modern Afghanistan and Pakistan.

Keywords: greek, kushan, mathura, india, inquiry strategy, classical, roman, gautama, siddhārtha, siddhartha, shakyamuni, lakshanas, signs of the buddha

#visiblethinking

Rose Krieg
6
 

Visual Connections between Buddhism and Ancient Greece

Using the Project Zero Visible Thinking routine "See Think Wonder," this activity investigates the cultural connections between Ancient Greece, Rome, and Gandhara* as seen through a sculpture of the Buddha created in the 2nd century CE. Buddhist sculptures from Gandhara are significant not only because they show the extent of Alexander the Great's influence on Asia, but also because they are some of the first human depictions of the Buddha in the history of Buddhist art.

Even without a deep knowledge of the art of this period, students can make visual observations and comparisons that reveal the blending of Asian and Greco-Roman culture in this particular region.

*Gandhara is a region in what is now modern Afghanistan and Pakistan.

Keywords: greek, kushan, mathura, india, inquiry strategy, classical, roman, gautama, siddhārtha, siddhartha, shakyamuni, lakshanas, signs of the buddha

#visiblethinking

Tess Porter
6
 

Virginia History Tour

From Jamestown to the present, explore some of the people, places and events that tell the story of the history of Virginia. 

( Curated to support Virginia Standards of Learning for the  Virginia Studies course.)


Nancy Butler
56
 

Vikings--Myths and Mysteries

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

Amy Kennedy
7
 

Vikings--Myths and Mysteries

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

Kate Harris
7
 

Views on foreigners during the Edo Period - Intro Lesson

This lesson serves as an introduction to the Edo Period in Japan. The module is centered around the artwork "Southern Barbarians," a folding screen painting depicting the arrival of Portuguese traders to a Japanese port, a common scene previous to the Sakoku (closed country) period. After a close analysis of the folding screen, students contrast the scene depicted in the artwork with the proscriptions of the Sakoku edict of 1635 and the Portuguese exclusion edict of 1639. The stark contrast between these two trade scenarios will help students understand the nuance of the political and economic situation of Edo Japan. Additionally, transitioning from a scene where international trade is robust and ordinary, to the drafting of these two edicts severely curtailing this very trade, will lead students to inquire into the extent, as well as the limitations of the closed country period. 


Lesson plan (1 - 2 hours) 

1. "Southern Barbarians" illustrates and extends understanding of the ‘Nanbanjin’ as well as Nanban trade previous to Edo Japan. 'Nanbanjin' referred to Southern European, usually Spanish and Portuguese. The teacher will explain the main traits of Nanban art in order to elucidate further details of the artwork other than the ones that the students observe during the routine. 

For further reference on Nanban Art, read pages 71-142 of the book referenced here. The text contains multiple other examples of folding screens from the period.

See: 

Weston, Victoria. Portugal, Jesuits and Japan: Spiritual Beliefs and Earthly Goods. Chestnut Hill, MA: McMullen Museum of Art, Boston College, 2013. Print.

Link to online copy: https://archive.org/details/portugaljesuitsj00west 

2. Class completes a 'See, Think, Wonder' routine with the resource "Southern Barbarians in Japan." The artwork is full of details (such as the man carrying fabric from another Asian port because the Portuguese served as relay traders in the region). This routine might take 30 minutes or more to complete for this reason. 

As part of a World History class, the teacher could highlight these historic "easter eggs" in the artwork and tie in other topics from class such as cotton and silk trade, slavery, navigation technology, missionaries in the East or the Portuguese empire and extension among other subjects present in the folding screen.  

While at first, the Project Zero routines will help to understand the period, the actors and the reasons for drafting the two edicts, the teacher should also emphasize at the end of the routine why this type of art existed and how Japanese viewed Nanban trade. The purpose is to begin the discussion of Edo Japan with an understanding of the complex world of foreign relations, cultural forces and international commerce at the time.  

3. Following this analysis, students perform a close reading and discussion of the edicts of 1635 and 1639. The Project Zero routine 'Explanation Game' should help guide the reading of the edicts. Students first read the edicts on their own, clarify obtuse language, and highlight a few proscriptions that they believe define the Sakoku period. Following this, students complete the 'Explanation Game' routine in small groups. 

4. At the end of this introductory lesson, the teacher leads a group discussion on the edicts, establishing the main proscriptions and political reasons to ban the Portuguese traders. Teacher should clarify the political and social situation of Japan at the time, the presence of the Spanish and Portuguese traders in neighboring countries and the expansion of their respective empires. If class will continue exploring the nuances of the Edo Period, then the teacher could also briefly explain the difference in operations between the Dutch traders and the Portuguese traders. 


Additional resources

Mini-lesson plan (30 minutes)

The remaining resources in this collection allow to further explore the other foreigners in Edo Japan in order to nuance the discussion of international trade and foreign relations during the period. Smaller groups of 3-5 students can analyze separately various ukiyo-e of foreigners, while completing a 'Question Starts' visible thinking routine and discussing their findings at the end of class period with their classmates. 

Denise Rodriguez
11
 

Victoria Van Meter 1920s and 1930s Artifacts

The project is about creating a collection of artifacts that where relevant in the 1920s and 1930s.

victoria van meter
10
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