Found 1,658 Learning Lab Collections
The war originated with the Cuban struggle for independence from Spain in 1895. Demand for U.S. intervention increased after the unexplained sinking of the U.S.S. Maine on February 16, 1898 in Havana Harbour.
The U.S. declared war on Spain in April, 1898 and attacked Spain's interests in the Pacific and Cuba. Realizing that she was outclassed by American military power, Spain surrendered from Cuba in July, 1898 - effectively ending the war. Later that year, in December, 1898, Spain signed the Treaty of Paris in which they renounced their claims to Cuba, Puerto Rico, and Guam and transferred sovereignty over the Philippines to the U.S. for $20 million.
Source citation: "Spanish-American War." History.com. A&E Networks. 2016. Web. 6 Jan 2016
This collection includes photographs and paintings that reveal information about Booker T. Washington's strategy for achieving civil rights for African-Americans, and about the subjects taught at Tuskegee. It is intended as an introductory activity on the subject, to be completed by students.
Tags: point of view, Reconstruction, Tuskegee Institute, civil rights, segregation, Gilded Age, cause effect
See if you can identify them and discuss what they are used for.
This Collection was created to be used as an introduction to the "Trail of Tears" event that occurred during the period of Westward Expansion. This Collection contains images of then President Andrew Jackson, John Ross, Chief of the Cherokee nation, and General Winfield Scott. It also includes Jackson's message to Congress, "On Indian Removal", the Treaty of New Echota along with a letter that Chief Ross wrote to the U.S. Congress denouncing the Treaty of New Echota which the government used as legal authority to remove the Cherokee from their native land.
In 1838 and 1839, President Andrew Jackson ordered the relocation of the Cherokee people from their native lands east of the Mississippi River to an area in what is known as present-day Oklahoma.
The Cherokee people called this forced migration the, "Trail of Tears" because of its devastating effects. The Cherokee people suffered hunger, disease, and exhaustion during their journey, resulting in 4,000 deaths out of the 15,000 Cherokees who were forced to relocate.
Source citation: "Trail of Tears." Africans in America. PBS Online. nd. Web. 7 Jan 2016.
This Collection is created to be used as a case study of the Cuban Missile Crisis. It contains resources that outline events that occurred during the Cuban Missile Crisis in October, 1962, including an online presentation from the John F. Kennedy Presidential Library and Museum, images and a Smithsonian Channel video.
Students should examine the resources in the Collection then develop a written response to the questions posed at the beginning of this activity.
Why did Harlem become the center of African-American arts during the 1920s and 1930s?
This teacher's guide uses stamps, photographs, paintings, objects, videos, and music to explore the history and culture of Minnesota, Land of 10,000 Lakes. In the classroom, these resources can be used by students to investigate two essential questions: How do you define Minnesota as a place? What does it mean to be a Minnesotan?
Supporting questions and activity implementation ideas are located under this collection's Information (i) button.
This topical collection gathers resources about Bob Dylan, one of the most influential American music artists of the 20th century, and Woody Guthrie, who greatly influenced the work of Dylan and other folk artists. Ideas for classroom application located in "Notes to Other Users." Resources include images, videos, music, and a lesson plan.
Tags: minnesota; hibbing; folk music; medieval music; ballad; #SmithsonianMusic
tags: Civil Rights, Martin Luther King, A. Phillip Randolph
This collection gathers resources and artifacts pertaining to the Chicano Movement of the post-WWII era. The following paragraphs, from the Educating Change website, briefly define the movement:
The "Chicano Movement" has been used by historians to describe a moment of ethnic empowerment and protest among Americans of Mexican descent beginning in the 1960s. "Chicano" had long existed as a pejorative term among young Mexican Americans prior to this period. By the 1960s, however, young Mexican Americans embraced the label, reinscribing it with notions of pride in ones' Mexican heritage and defiance against institutions and individuals who practiced or condoned discrimination against Mexicans.
The "movement" or movimiento was really a convergence of multiple movements that historians have broken down into at least four components:  A youth movement represented in the struggle against discrimination in schools and the anti-war movement;  the farmworkers movement;  the movement for political empowerment, most notably in the formation of La Raza Unida Party; and  the struggle for control and ownership over "homelands" in the US Southwest (http://www.brown.edu/Research/Coachella/chicano.ht...). We will add an additional component of  creating art and music to reflect and voice cultural pride.
Students will review the collection here and identify five items that connect to one of the components listed above. They will then create their own collection that acts as a digital exhibit, teaching others about the Chicano Movement. This assignment is described in further detail on the last resource in this collection.
This is a work-in-progress based on the digitized materials within the Smithsonian Learning Lab's collection--it is not meant to be wholly definitive or authoritative.
In lessons in this issue of Smithsonian in Your Classroom, portraits of Lincoln introduce a study of the Civil War. An analysis of the portraits—including the famous “cracked-plate" photograph, two plaster “life masks," and an eyewitness drawing of Lincoln's arrival in the enemy capital of Richmond, Virginia—leads to an analysis of the times.
Click on the PDF icons to download the issue and larger images of the portraits.
This collection was created for a brief warm-up activity where students practiced analyzing portraits of recognizable figures as a group, prior to working on their own portrait analysis. Portraits of Muhammad Ali, Serena Williams, Rosa Parks, and Booker T. Washington are included and they vary in detail and medium.
The last resource, a PDF file, is a teacher's guide created by the National Portrait Gallery. Teachers should lead discussion about the portraits using suggested questions in the guide, and then let students search for a portrait of someone of their own choosing to analyze.
tags: civil rights, sports, tennis, boxing, African-American, black history, analysis, comparison
Civil Rights Movement
Civil Rights leader
African American rights
This topical collection includes resources related to Civil War uniforms. Investigating these Union and Confederate uniforms - through types, differences, and similarities - helps to understand the different human resources of the Union and Confederacy, as well as the experience of individuals who fought in the Civil War.
Collection contains two lesson plans (both of which can be adapted using resources in this collection), articles of clothing worn by Union and Confederate soldiers, lithographs, photographs, articles, a website, and a symposium.
Put them in chronological order.
Answer the following questions:
1. What regions did they explore?
2. What did they discover?