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Found 1,677 Collections

 

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
 

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
 

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: 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
 

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
 

Weapons of War (1600-1800)

Weapons that were used during the 1600 till early 1800 were mostly muskets, rifles, pistols, and swords. Muskets were used by infantry men, rifles by hunters, and pistols and swords by high ranking officers. Muskets were slow and difficult to load. Depending on the man, it took about 30 seconds to load a musket. Experienced shooters could fire 3 shots in a minute. Rifles were even slower, but the accuracy made for the lack of firing rate. Muskets were muzzle loaded, which means that the powder and bullet were poured into the barrel. Rifles and pistols, on the other hand, were flintlocked. That means those guns were ignited by flint and steel. Guns, obviously, were used for long range battles or fights. That leaves us with the melee battles or fights. Swords were used for this type of battle. Most swords were double edged, which means that it could be used on both sides. Those swords that were not double edged were known as sabers.

Bigger weapons that were used in war were pikes and cannons. Pikes were very long spears that could exceed 22 feet. They were not used for throwing, instead, it was used defensively to protect infantry men. The cannon, another defensive weapon, was used to protect troops when preparing to deploy and/or advancing in the field. The cannon could throw 4 to 12 pound cast iron balls that reached 600 to 1800 yards.





Websites Used:

Colonial Williamsburg Online Collection

http://emuseum.history.org/vie...

The Lesson Locker

http://thelessonlocker.com/mat...

Rob Ossian's Pirate's Cove

http://www.thepirateking.com/h...

aagaines.com

http://www.aagaines.com/man/18...

Kevin Baez
12
 

Weapons of World War I

Leah Knecht
13
 

Weather and Climate (Earth and Space Systems)-- Lesson Plans and Information

What does the weather do to the ocean currents?

Ocean water and currents affect the climate. It takes a greater amount of energy to change the temperature of water than land or air; water warms up and cools off much slower than land or air does. As a result, inland climates are subject to more extreme temperature ranges than coastal climates, which are insulated by nearby water. Over half the heat that reaches the earth from the sun is absorbed by the ocean's surface layer, so surface currents move a lot of heat. Currents that originate near the equator are warm; currents that flow from the poles are cold.

The Great Ocean Conveyor Belt

The great ocean conveyor belt is an example of a density-driven current. These are also called thermohaline currents, because they are forced by differences in temperature or salinity, which affect the density of the water.

The great ocean conveyor belt begins as the coolest of all currents - literally. At the beginning of the conveyor belt:

The Gulf Stream delivers warm, and relatively salty, surface waters north to the Norwegian Sea. There the water gives up its heat to the atmosphere, especially during the frigidly cold winters. The surface waters cool to near freezing temperatures, at which time they become denser than the waters below them and sink. This process continues making cold water so dense that it sinks all the way to the bottom of the ocean.

During this time, the Gulf Stream continues to deliver warm water to the Norwegian Sea on the surface. The water can't very well pile up in the Norwegian Sea, so the deep cold water flows southward. It continues to flow southward, passing the Equator, until it enters the bottom of the Antarctic Circumpolar current. It then drifts around Africa and Australia, until it seeps northward into the bottom of the Pacific.


Jamie Mauldin
10
 

Weather and Climate (Earth and Space Systems)-- Lesson Plans and Information

What does the weather do to the ocean currents?

Ocean water and currents affect the climate. It takes a greater amount of energy to change the temperature of water than land or air; water warms up and cools off much slower than land or air does. As a result, inland climates are subject to more extreme temperature ranges than coastal climates, which are insulated by nearby water. Over half the heat that reaches the earth from the sun is absorbed by the ocean's surface layer, so surface currents move a lot of heat. Currents that originate near the equator are warm; currents that flow from the poles are cold.

The Great Ocean Conveyor Belt

The great ocean conveyor belt is an example of a density-driven current. These are also called thermohaline currents, because they are forced by differences in temperature or salinity, which affect the density of the water.

The great ocean conveyor belt begins as the coolest of all currents - literally. At the beginning of the conveyor belt:

The Gulf Stream delivers warm, and relatively salty, surface waters north to the Norwegian Sea. There the water gives up its heat to the atmosphere, especially during the frigidly cold winters. The surface waters cool to near freezing temperatures, at which time they become denser than the waters below them and sink. This process continues making cold water so dense that it sinks all the way to the bottom of the ocean.

During this time, the Gulf Stream continues to deliver warm water to the Norwegian Sea on the surface. The water can't very well pile up in the Norwegian Sea, so the deep cold water flows southward. It continues to flow southward, passing the Equator, until it enters the bottom of the Antarctic Circumpolar current. It then drifts around Africa and Australia, until it seeps northward into the bottom of the Pacific.


Michele Hubert
10
 

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.

Also included in this collection is an accompanying activity sheet on building archival narratives. This prompt is meant to guide students through the process of building the Weikers family story based on the records that they created and kept during a harrowing chapter in their history.



For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/

Tags: Nazi Germany, Holocaust era, primary sources

#historicalthinking


Sierra Green
11
 

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.


For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/

Tags: Nazi Germany, Holocaust era, primary sources

#historicalthinking


Aubrey Gennari
9
 

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.

For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/

Tags: Nazi Germany, Holocaust era, primary sources

Molly Long
11
 

Weikers Family Collection Class Warm-Up

This is a single document with hot spots and questions used to model primary source analysis for a sixth grade class. It is drawn from a collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States. You can find the full collection here:

https://learninglab.si.edu/collections/weikers-family-collection/zGJCDjyWqouEufnb

Questions to consider are:

a. Who are the Weikers?

b. Where did they live?

c. When did they live? What can they tell us about this time in history?

d. How were they affected by Nazi Germany?

e. What did they feel about the Nazis?

Tags: Nazi Germany, Holocaust era, primary sources, Pittsburgh

Kate Harris
2
 

Well Behaved Women Rarely Become Famous

A collection of portraits of women that defied conventions of their day. Portraits chosen for this collection could lead to a discussion on the evolution of feminism in the US.  It includes several learning to look strategies.

This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#npgteach

Kimmel Kozak
23
 

Westinghouse: The Man and the Companies

This is a collection of teaching resources available on the topic of George Westinghouse as well as Westinghouse Electric Company (founded 1886) and its spinoffs (including the broadcasting company and nuclear energy company).

Fun fact: During the 20th century, Westinghouse engineers and scientists were granted more than 28,000 US government patents, the third most of any company (https://en.wikipedia.org/wiki/Westinghouse_Electric_Company#cite_note-2009profile-14)
Adam Forgie
18
 

Westward Expansion

Created for a 4th Grade Classroom

Jennifer Smith
52
 

Westward Expansion through Various Eyes

Westward the Course of Empire Takes Its Way


#SAAMteach

Mary Brunz
12
 

What Are Those?

Learn about life in early Chinese urban society by analyzing oracle bone divinations, the earliest form of writing in China. Students discuss with their groups what they think these pictures are showing then they compare early Chinese urban society to other Bronze Age societies in this student activity.
Monica Ziemski
6
 

What do you see? Using the lens of art to discover hidden history

2017 NCHE Presentation- Lash and Rickman

Stephanie Lash
17
 

What do you see? Using the lens of art to discover hidden history

2017 NCHE Presentation- Lash and Rickman

jorjan woodward
17
 

What does it Mean to Be a Scientist?: The Scientific Method and Taking Good Notes

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
9
 

What is an American?

Context:  A lesson for a U.S. History/American Literature humanities class.  This lesson will come towards the end of our study of the Revolutionary period.

 Essential Question:  What does it mean to be an American in 1782?

Questions:

  • How does Crevecoeur define an American here?  How accurate is his definition for that time period?
  • To whom is Crevecouer making this appeal?  What sort of person would be motivated by these passages?
  • Who is included in Crevecoeur's appeal?  Who is left out?
  • How is "this new man" different?
  • How does Crevecoeur help build the ideals and myths of America?
  • How does this letter build on the idea of American Exceptionalism?  America as the land of "new and improved"?

Activities:

Students will have read Letter III before class.

Using the Smithsonian Learning Lab and the text excerpts below (or the entire text of Letter III), students will identify three key quotes or words  and find artwork that connects to chosen text.  Three total text excerpts and three works of art.  The works of art can support, refute, or simply connect to some aspect of the quote and the idea of what it means to be an American.

Students will share their chosen artworks and quotes via the class Google classroom. 

We will use the images as the basis for a class discussion on what it means to be an American.

After the class discussion, students will write a short paper on "What is an American?" 

----------------------------------

Student instructions:

1.. Using the Smithsonian Learning Lab and the text excerpts below (or the entire text of Letter III),  identify three key quotes or words  and find artwork that connects to chosen text.  You can use the images below as a starting point, but don't feel limited to these.  The Smithsonian has an amazing and extensive collection.  Take time to use the search function and explore the collection.  You have all period to do so.  Be original.

2.  By class tomorrow, post on the google classroom your text excerpts and accompanying three works of art.  The text can be a whole sentence or just a few key words.  The works of art can support, refute, or simply connect to some aspect of the text and the idea of what it means to be an American.  Be sure to include the title, artist, and date for each artwork.  Your artwork doesn't have to come from the Revolutionary time period.  The important thing is that you use your critical reading and thinking skills to make a connection between the text and the art work.

3.  Tomorrow we will have a class discussion based on the images and excerpts.  Be prepared to share your thinking on your choices with the class.


Tips:

As always, remember to consider speaker, audience, and purpose.  Who is speaking? To whom is he appealing? Why? 

Not sure where to start?  Find what you think are the ten most important words in the passage.  Narrow it down to the top three.

Based on our studies so far, what  are the different groups, ethnicities, races, religious affiliations make up the population at this time?  Which of these does Crevecouer include?  Leave out? 

How did these people come to be in America?   Does that matter in Crevecouer's writing?




--------------------------------

"Letters From An American Farmer"

by J. Hector St. John De Crevecoeur

"What then is the American, this new man?...He is an American, who, leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the new government he obeys, and the new rank he holds. He has become an American by being received in the broad lap of our great Alma Mater. Here individuals of all races are melted into a new race of man, whose labors and posterity will one day cause great changes in the world. Americans are the western pilgrims...

"After a foreigner from any part of Europe is arrived, and become a citizen; let him devoutly listen to the voice of our great parent, which says to him, "Welcome to my shores, distressed European; bless the hour in which thou didst see my verdant fields, my fair navigable rivers, and my green mountains!--If thou wilt work, I have bread for thee; if thou wilt be honest, sober, and industrious, I have greater rewards to confer on thee--ease and independence. I will give thee fields to feed and clothe thee; a comfortable fireside to sit by, and tell thy children by what means thou hast prospered; and a decent bed to repose on. I shall endow thee beside with the immunities of a freeman. If thou wilt carefully educate thy children, teach them gratitude to God, and reverence to that government, that philanthropic government, which has collected here so many men and made them happy. I will also provide for thy progeny; and to every good man this ought to be the most holy, the most powerful, the most earnest wish he can possibly form, as well as the most consolatory prospect when he dies. Go thou and work and till; thou shalt prosper, provided thou be just, grateful, and industrious"  (Letter III, 1782).


Mike Burns
27
 

What is Kwanzaa?

In this activity, students will learn about the background and cultural significance of the holiday Kwanzaa through an an analysis of various resources:

  • The collection begins with several images related to Kwanzaa. By looking through each of the resources, students can gain a deeper understanding of the holiday. Each image contains text about different parts of Kwanzaa and quiz questions to encourage further thoughts and reflections. 
  • A resource from the Kwanzaa Planning Committee is featured after these resources to further discuss practices and principles related to the holiday.
  • Then, they will compare and contrast them with an image representing Christmas and another representing Hanukkah.
  • The final activity has the student upload a separate image and explore how he or she would use that image to describe Kwanzaa to someone.
  • The final resource includes an article from the Smithsonian Magazine that you can use to discuss the history of Kwanzaa with your class.
  • The resources include multiple choice and discussion questions.

To read more information about Kwanzaa, please read the following official Kwanzaa website set up by the African American Cultural Center in Los Angeles, California: (http://www.officialkwanzaawebsite.org/symbols.shtm...).

Tags: holidays, history, culture, African American culture, African American history, American history, American culture

Alexander Graves
14
 

What is the legacy of the 19th century whaling industry?

A collection designed to introduce students to the 19th century whaling industry- one of the biggest industries of the 19th century and the industry which supported industrialization.

#TeachingInquiry

Erin Becker
42
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