Found 1,658 Learning Lab Collections
A profound result of the vast employment of traqueros in the transportation industry was the railroads' corporate strategy to establish means for "chain migration." Chain migration refers to the process of immigrants from a particular region or town following the path of prior immigrants (from their same region or town) to the same destination.
As the agricultural, petroleum, and cattle ranching industries of the Southwest expanded to a vast scale in the early 20th century, the demand for traquero labor grew as well. To meet this demand, companies like the Santa Fe Railroad incentivized traqueros to bring along their families, including wives and children, to live on sites by the rail yards rent-free.
A key tactic in this strategy was the practice of housing traqueros in converted boxcars. These converted boxcars would be grouped together into settlements, which tended to be of two types: one was a species of "mobile villages" that moved along the train tracks, whereas the other type was comprised by taking boxcar quarters off the rails and grouping them together on the outskirts of rail yards in areas usually saved for section gangs. Historian Al Camarillo, in his book Chicanos in a Changing Society: From Mexican Pueblos to American Barrios in Santa Barbara and Southern California, 1848-1930 (1979) has termed the process of establishing boxcar settlements as "barrioization," because these family-centered communities demonstrated the sustainability of Mexican American communities, as well as familiarized Mexican immigrants with different parts of the U.S. that would become significant Mexican immigrant destinations.
Mexican boxcar communities existed all over the country and in major cities including Chicago, Pittsburgh, Los Angeles, and San Diego.
On April 18th, 2016, Dr. Antonio Delgado, a former Smithsonian Institution Visiting Scholar (1998), presented his research on Mexican boxcar communities in Chicago at the McHenry County Historical Society Museum. Illinois Humanities sponsored the event, publishing the Daily Herald's notice of the program on the Illinois Humanities' news blog. The online story includes a trailer for local station WTVP's documentary, Boxcar People, for which the now adult children of traqueros were interviewed.
#EthnicStudies #MexicanAmericans #Traqueros #Railroads #BoxcarCommunities #ChainMigration #Latinos #Chicanos
The purpose of the project is to find artifacts that represent the time periods of the 1920's and the 1930's. Then you have to describe the artifacts and why they represent those time periods the best.
This project is used to show the important issues of the 1920s and 1930s by using artifacts from that time period.
Martín Ramírez (1895–1963) was born in Jalisco, Mexico. He emigrated to the U.S. in 1925 to work in California as a miner and a traquero. Poverty and his need to seek steady work forced him to leave his wife Ana and their four children in Mexico. The Great Depression left him unemployed, and acute mental illness led him to be remanded to the DeWitt State Hospital in Auburn, California in 1948, where he lived until his death in 1963.
As told by the curators at the Smithsonian American Art Museum: "Around 1948, Ramírez began to draw on an eclectic array of paper surfaces—brown wrapping paper, laundry lists, paper cups, old letters—which were glued together to form a unified drawing area. He made use of a variety of tools and techniques, including crayons, colored pencils, watercolors, chalk, ink, and collage.
"Ramírez's motifs reflect his life in two distinct cultures. His highly patterned, intricate drawings present fantastic renditions of subjects such as Mexican soldiers, Madonnas, prairie dogs, cars, and trains. In terms of technique, what is most extraordinary in Ramírez's art is his use of line to create the many different kinds of space—niches, frames, stages—in which his protagonists are placed. Although flatness characterizes the overall effect of his technique, the numerous parallel lines in Ramírez's work bring about a sense of visual depth."
About 450 of Martin Ramirez's drawings and collages are known to exist. He is widely regarded as one of the 20th century's greatest autodidactic artists. His work has been presented in solo exhibitions at museums around the world, including the Centro cultural/Arte contemporáneo in Mexico City (1989), the American Folk Art Museum in New York City (2007, 2009), and the Museo nacional centro de arte Reína Sofía in Madrid (2010).
#EthnicStudies #MexicanAmericans #Traqueros #Railroads #SelfTaught #Latinos #Chicanos #Artists #MartinRamirez
The purpose of this project is to learn more about the 1920s and 1930s through real artifacts of these time periods. This will help you understand what life and society was like during these times.
This is a project for my online US history class. Which is about certain artifacts in the 1920s-30s.
This project is meant to display the standout artifacts of the 20s-30s, and their significance to the time period.
Find "artifacts" that people used at that time and learn and explain why they were important and how they were used
The 1920s and 1930s was a significant time in the United State's history. During this time, many things changed and evolved from the past such as life styles and the entire social structure. This is a collection on the following items that displayed the true colors of this transitional time period for the US.
This collection brings together the New York Times Podcast 1619 (Episode 1, "The Fight for a True Democracy") and Smithsonian resources to support my 7th graders as we begin our unit on the American Civil Rights Movement. Later in the unit, the students will read March, a graphic novel based on the experience of Congressman John Lewis during the Civil Rights Movement. In order for the students to understand why the Civil Rights Movement was necessary, they must first understand the history that led to it. This collection does not, by any means, provide a complete or comprehensive history. The podcast provides an historical overview and will serve as a jumping off point for further research. The visual artwork, poetry, articles, and films included at the end serve to provide additional perspectives and opportunities for exploration. The students will develop their own research questions inspired by the thinking they've done throughout this collection and may use the additional resources provided to begin their independent research. A PowerPoint lesson on developing research questions is included.
The collection is organized into six lessons. The first five follow the same structure: students will explore a piece of visual art using Ten Times Two and Unveiling Stories, using the handout to record their ideas. Students will then listen to a portion of the podcast and use Think, Puzzle, Explore to document their thinking and record questions for further research. After listening to the podcast, they will return to their Unveiling Stories handout and add any new thinking. The sixth lesson brings the students from history to the present and asks them to consider the 2014 artwork New Age of Slavery by Patrick Campbell using Ten Times Two and Unveiling Stories. They will also listen to an NPR report on Black Lives Matter. Following the same format as previous lessons, they will document their thinking and questions about what they've heard using the Think, Puzzle, Explore handout and then return to their Unveiling Stories handout to add new ideas.
Please note that the podcast link (including daily listening timestamps), the Unveiling Stories handout, and the Think, Puzzle, Explore handout are all linked at the start of this collection, but will be used each day (see daily lesson plans).
The purpose of this assignment is to help illustrate the importance of many "Artifacts" or items that were created or used in the 1920s or the 1930s. This is to help open up our knowledge to that of the 1920 and 1930s.
this will be a collection of artifacts in order to show what I think is the most important part of the 20s and 30s
The purpose of this project is to comprehend and perceive the significant developments individuals obtained and the significant occasions individuals experienced during the 1920s and 1930s.
The purpose of this project is to see how these artifacts relate to these time periods. How each one has made an impact on the 20s or the 30s.
The purpose of this collection is to display the advancements and changes in America throughout the 1920s and 1930s.
Welcome to the Grade 4 Beliefs Unit Collection. Please enjoy. Below there is information about:
- How the lesson was used specifically at Washington International School (WIS) in Washington DC in 2019
- The role of STEAM at WIS
Additionally, within the collection, the markers will help guide the teacher through each component. The collection is broken up into: Educating the teacher team (preparing for the unit), STEAM teacher resources, Student activities, and Student learning extensions.
Enjoy and all feedback is welcomed.
Washington International School is an International Baccalaureate (IB), Primary Years Program (PYP). I am the STEAM Specialist who integrates 21st century skill inquiry projects, hands on science and engineering, and digital tools/technology. This collection is to support many teachers who will contribute to content for this unit. The Language specialists, art teacher, design technology, STEAM Specialist and physical education.
STEAM at WIS:
My role will be to host an experience that role-plays early civilizations and their interactions with sun, moon, and stars. Students will interpret their experience and create a piece of art that demonstrates their translation of the experience. The follow up will be to help the students connect their experience with ancient cultures. Then, the conversation will further develop to challenge the students to think how science changes our understanding of our universe. The overall theme is to encourage students and give them confidence to explore various belief systems, challenge their own understanding of the world through their beliefs, experiences, and science.
These exercises scaffold learning to align student inquiry to the Social Studies standards:
- Distinguish between personal beliefs and belief systems (PYP Scope and Sequence Pg. 29)
- Define the elements of a belief system (creed, codes of behavior, rituals, community.) (AERO CC+ G5 p22 4.5.f)
- Identify the major religions of the world in terms of their beliefs, rituals and sacred texts. (referenced: AERO CC+ G6 p30 4.8.f)
- Reflect upon how beliefs affect the individual and society (PYP Scope and Sequence Pg. 29)
Important to know: The teachers at WIS took the students on two days of field trips to visit various areas of "worship" in the DC/MD/VA area: Buddhist Temple, Mosque, Jewish Temple, Catholic Church, and African American Christian Church. Students had worksheets to complete for each location that included observations of icons, the use of shapes in the visual devotional symbols, and to draw the various religious icons. After, they engaged in discussion about their experiences. If your school does not have the ability to do an elaborate field trip like this, we recommend having devotional leaders and/or parents visit as subject matter experts to demonstrate their systems of faith, icons, devotions, and symbols.
- I used this collection to train the teachers about the new thinking routines (Beginning slides)
- There are samples from students learning about Sun, Egyptian use of sun in their beliefs (art and architecture)
- Students looked at Egyptian sun use and modern NASA sun data to inspire them for their STEAM Challenge
- Their STEAM Challenge was to create a pyramid (cardboard) with a devotion (clay), and decorate with sun symbols (crayons/markers).
- Our students just completed a cardboard challenge (Cain's Arcade - check out on Youtube) so they were cardboard construction "experts". Therefore, they only had 40 minutes for their challenge. You will need to either have a lesson on cardboard construction before, or give them more samples and/or time. Hypothetically, this could be a 1/2 day project for students.
- The goal is then for students to look at other cultures and other NASA data (Incas (or other Native American tribes) African Tribes, and/or Australian Aborigines, etc. and have them do the same STEAM challenge (format) by creating a model structure decorated by symbols inspired by both indigenous symbols and modern NASA data (sun, stars, planets, or Earth's Moon). Therefore, they will have a "Maker Collection" that demonstrates various engineering styles as well as belief systems.
International Baccalaureate Transdisciplinary Unit of Inquiry: Who we are. Beliefs - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Central Idea: Humans have common beliefs that attempt to answer life’s big questions.
- The main line of Inquiry this collection will align with is: Global religious beliefs and practices
The following subject teachers plan to do the following:
- Art = Beliefs and metaphors with clay
- Digital Technology = Building sacred structures
- STEAM = Engineering and Science of sacred structures globally and historically
Global thinking routines: Step In, Step Out, Step Back; Beauty and Truth; Unveiling Stories
STEAM Challenge: Students can further their inquiry from ancient beliefs with their experiences with modern organized religion into modern spirituality by analyzing the exhibition for Burning Man Festival. Students will complete a STEAM Challenge to build their own sacred structure that honors their own belief systems.
Look carefully at these artworks by Joan Miró. What do you notice? How are objects represented?
Look closely at this collection of artwork. What do you notice about Jacob Lawrence's style? How does he represent people and objects?
Dolores del Rio was a Mexican born film actress who stared in many Hollywood films beginning in the 1920's. She was one of the first Latin American movies stars in Hollywood and was renowned for her skill and beauty. She began her career in the silent films of the 1920's and 1930's and successfully adapted to the talking films of later decades. This collection asks the student to consider the significance of her role as an early icon of biculturalism and complete an exercise in perspective taking.
Information adapted from The New York Times obituary on Dolores del Rio, April 13, 1983. Retreived from https://www.nytimes.com/1983/04/13/obituaries/dolores-del-rio-77-is-dead-film-star-in-us-and-mexico.html
This collections includes examples of digital and interactive design presenting innovation in technology-based media and involving mobile applications, data visualization, mapping, augmented/virtual reality and robotics, to examine social justice issues and/or provide a social service.
Projects & case studies demonstrate how the strategy and craft of design, as well as digital storytelling, are aimed to effect change in communities throughout the world.
#socialImpactdesign #designforgood #digitaldesign #digitalstorytelling #digitaltools #servicedesign #interactivedesign #datavisualization #socialjustice
This collection will be used to explore Native Culture, migration, and land use.
Pecha Kucha is a storytelling format for sharing information in a fast-paced setting (Japanese for "chit-chat"). In preparation for the City of Austin Parks and Recreation Department's workshop on the Innovative Teaching of Ethnic Studies (Oct 30, 2019), educators, archivists, and researchers convened to learn more about relevant digital resources available for curriculum creation in Ethnic Studies coursework.
The Oct 29, 2019 program included an Asian American community archivist at the Austin History Center; a Social Studies educator at the University of Texas, Austin; a professor and media producer in sharing relevant talks by African American scholars; a Mexican American Studies professional development coordinator; and an archaeologist and historian team combining oral histories with artifacts found in a recent dig.
This thematic collection includes digitally-accessible resources that highlight the content shared by these experts.
These are three primary source documents that can be used as a prediction activity prior to investigasting Japanese Internment. The first document is a personal letter written just after Pearl Harbor, the second document is a 1945 rejection letter from Yale, and the third is an apology letter from President George H.W. Bush.
If an additional scaffold is needed, students can use the APPARTS strategy to help analyze the documents. For a description of the APPARTS strategy, click here.