Found 6,073 Learning Lab Collections
This collection is part of my library's research project for 3rd and 4th grade students. Students will explore the history of various Native American tribes to understand how tribes have been impacted by intolerance. This is my library's way of aligning to the Kindness campaign on my campus.
Which of these inventions is most innovative and why? Support your views.
What was life like for workers during Industrialization? Support your answer with details from the images.
The Second Great Awakening was a religious revival movement in the first half of the 19th century. It emphasized emotion and enthusiasm, but also democracy: new religious denominations emerged that restructured churches to allow for more people involved in leadership, an emphasis on man's equality before god, and personal relationships with Christ (meaning less authority on the part of a minister or priest). There was also a belief that the Second Coming was imminent, and society must be improved before that time. Women were heavily involved in the 2nd Great Awakening movement, converting in large movements and taking on leadership roles in service committees and reform work.
Students and teachers might use this collection as a topical resource to explore: Why and how did the Second Great Awakening inspired a range of antebellum reform movements?
Other questions that might support this inquiry include:
- How are concepts of democracy and equality important to both the Second Great Awakening and the rise of reform movements?
- Why do you think women were often leaders in antebellum reform movements?
- More Americans were moving westward during this period. How do you think that impacted the religious revival movement?
- Can you hypothesize a connection between the increase in utopian societies during this time and the growing reform and religious movements?
Tags: abolition, temperance, women's rights, women's suffrage, second coming, antebellum reform, asylum and prison reform, education, 2GA
Students will make connections between art and the literature we read in class to the concept of Truth and Justice.
Students will first do a whole class See / Think /Wonder on Amendment 8 by Mark Bradford. They then will choose or be assigned to an amendment and artwork that they will research further. By answering their own See / Think / Wonder about the artwork they will connect meaning of the artwork to the words of their amendment. They will then do further reading and research on their amendment by going to the provided links. Student will answer questions via their class link on the Learning Lab or on the Google Docs document in their online folder.
**The Rockwell painting will be assigned to Amendment 1, Westward Course to Amendment 2, Training for War to Amendment 3 and Independence to Amendment 4.
We will be exploring the following collection of inventions to understand how advances in technology affected individuals and business.
In this collection, students will examine to what extent each of these events caused the Civil War. After reviewing the informaiton, they will be responsible for ranking these events from mostly effected the Civil War (1) to barely effected the Civil War (10).
This collection of artifacts, photographs, texts, and historical markers is intended to help students explore the history of the Mormon religion in America.
Each of these items is intended to spark inquiry, following the process below:
- Students should choose one artifact on which to focus.
- Have them use the artifact analysis PDF (last resource) to begin their study of the artifact.
- Next, have students generate questions about the artifact? What do they wonder about? What does it tell them about the Mormon religion or its history within the United States?
- Have students complete some general research on their artifact that will help their classmates piece together the story of the Mormon experience.
As a collaborative project, students should use the PBS Forced Migrations map/timeline as a model for a class map/timeline of their own.
- Project an image of the map on a class whiteboard or create your own basic outline using large paper.
- Have each student present their research findings. The main questions they should answer are: What does it represent about the Mormon experience? Where would the artifact they chose be placed (geographically and in terms of chronology)?
- Students should then place place their image on the map with significant dates noted.
- After all groups have presented, review the narrative of the Mormon experience with the class. What would they identify as critical moments in Mormon history? What questions do they still have?
The West has always held a special place in American culture. In 1893, Frederick Jackson Turner wrote what is known as the "frontier thesis," arguing that our sense of democracy and hard work has been shaped by experience of survival and growth along the frontier. More than a century later, Americans still idolize the cowboy image and are fascinated by the train robbers, saloons, and violence of the era. How accurate is our mental picture of the "Wild West"? What were the realities of life on the frontier in the late 19th and early 20th century? What was lost and what was gained as America closed out the frontier? Most importantly, why has the West continued to fascinate Americans and play such a prominent role in popular culture?
This learner resource includes essays, images, artifacts, and movies that deal with the concept of the American West. Essays? Students will want to read Turner's essay and answer the attached questions. Then, they will focus on choosing images and ideas to include in a movie trailer or poster advertisement that presents a more accurate image of turn of the century western life.
This collection explores the relationship between the growth of industry in the United States and the relationship between the entrepreneur and average American worker.
This collection provides an introduction to the art of weaving practiced in Guatemala.
"The Rust Belt: Boom. Bust. Rebirth?" - Pittsburgh is a destination for everyone including robber baron industrialists to modern day innovators and change-agents.
Boom. - What are some of the factors that made Pittsburgh a thriving city for industry and culture?
Bust.- How did the collapse of the steel industry affect the residents of the City of Pittsburgh?
Rebirth? - In what way is the next chapter of "Pittsburgh's comeback" being written?
Browse the resources in the collection. Begin to consider what types of objects in this collection interest you.
Begin to categorize the artifacts into three categories: Boom. Bust! Rebirth?
Follow your curiosity.
We will utilize items from this collection, including our Boom. Bust! Rebirth? topic spreadsheet to propose an original research topic that answers the question, "Why Pittsburgh?"
Instructions: Use the collection below to start to gather information on the Captains of American Industry from the Gilded Age pictured below. A worksheet accompanies this activity. Look up the following information on each of these business leaders and use it to complete the accompanied worksheet. You should find the following information on each leader.
1. Name of the Captain of Industry.
2. Industry or company they are most famous for.
3. Identify a positive business strategy they used to develop or grow their business.
4. Identify a negative strategy they used to develop or grow their business.5. Formulate an opinion on weather or not you feel they were positive or negative
6. Find their total net wealth.
7. Rank them in order of wealth from greatest to least.
Working with two others, select three broadsides from this collection and closely read each text. Once you have selected your broadsides, create your own gallery and add your analysis on the tabs. At least two broadsides should be heavily text-dependent. Identify the diction, syntax and pathos within the language, as well as the subject, occasion, audience, purpose and speaker. Discuss how the language supports the rhetoric and how the broadside may have impacted American society. Use the info tab to help you research the historical context to share with the class. You will present your analysis as a group starting Wednesday, November 30th through the rest of the week.
Easterners heard many stories about the dangers of traveling to the American west. Accounts of the great American desert as an almost impossible place to cross caused many to rethink leaving home. Albert Bierstadt and painters of the Hudson River School traveled the west and sent back their impressions of the landscape and wildlife.