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Found 887 Collections

 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Leslie Reinhart
15
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Molly Boehler
15
 

Constructing History: Exploring Primary Sources.

This unit explores different historical artifacts and the stories they tell. Students will investigate a range of objects, ranging from prescriptions to buffalo hides sourced from different Smithsonian collections.

Guiding Questions:  How do humans shape the narrative of History? Whose History is being told? Is it possible to have multiple versions of the “past”?

The collection consists of 5 sets of artifacts, connected by some aspect such as culture, time period, event or movement. However, these objects each tell a very different story. 

Working individually, in pairs or in small groups, students choose  a set to explore. The students spend time quietly and carefully looking at the sources and investigate what they can tell us about our world, both locally and globally.  This activity encourages students to reveal the multiple layers of meaning in an artifact from the most visible story to what it helps us to understand about the lives of our fellow human beings. 

Students can share their ideas in pairs, or small groups, before coming together as whole class to share their findings.

Time: 40-60 minutes

As a follow up activity, students reflect on what new connections and information they discovered, new ideas that came to light, and what they found puzzling.

Students can complete the handout individually, in pairs or groups. 

Time: 30-50 minutes depending on the length of the follow up discussion.

It might be interesting for students to watch the brief video included, where anthropologist Candace Green and curator Emil Her Many Horses, discuss the Lakota Winter Count as a form of historical record. 

The duration of the video is just under  5 minutes.

For more information about the thinking routines visit:

http://www.visiblethinkingpz.o...

Lisa Holden
18
 

Cool Project

Thomas Wright
12
 

CoPilotCulturallyLinquisticallyDiverseHistoryMakers

This collection was created to support an online class for elementary teachers focusing on culturally and linguistically diverse history makers.

Christy Howard
11
 

CoPilotWhoDidItFirst

This collection was created to support an online class for elementary teachers focusing on STEM individuals as we study "Who Did It First?.

Christy Howard
6
 

CoPilotWhoDidItFirst

This collection was created to support an online class for elementary teachers focusing on STEM individuals as we study "Who Did It First?.

Erin Grossi
8
 

Crafting Newspaper Headlines for Civil War Art

This lesson will be completed halfway through a choice historical fiction unit highlighting books from the eras of naturalism and realism during the Civil War.  With background knowledge of the historical eras and content knowledge of one of the four possible books they will now jump into the picture and write a newspaper article.  The must be able to imagine where in their text they would place this article.  They are ultimately creating a group primary source for their choice book in completing this task.

#NPGteach

Leslie Reinhart
16
 

Crafty History and Culture with Craft

Craft can be used to respond to and record events in the world. How can an artist successfully translate a personal or national reaction into a craft work? Which moments are “remembered” this way? Students will learn to analyze an object and explore the interconnected nature of moments in the past to better understand the complexities of today. 

Lillian Young
22
 

Crayola Creative Leadership - Unit 1, Year 2 - Personal Narratives

Artifacts used for Creative Leadership: Personal Identity Narratives

Crayola Education
2
 

Crayola Creative Leadership - Unit 3, Year 2 - Personal Narratives

Creative Leadership Unit 3 collection pieces.

Crayola Education
7
 

Creative Writing

inspirational story starters/prompts

Christina Ratatori
21
 

Creative Writing Exercise: Researching Iconic Objects

In this collection, there are multiple images of objects that have been considered to be iconic in society. The objective of this collection is for students to look at the objects and research the significance of those objects.  For this exercise, students will look over the images and write about those objects. This will allow students to use factual information that they look up, process the information, and use it to complete a writing assignment. They could write a fictional story having to do with the object of choice or they could write about a time when they have used the object during their day to day lives. 

Tags: technology; toys; apparel; iconic; 

Samantha Castaneda
10
 

Creative Writing Exercise: Dress for Success

In this activity, you will create and develop characters based on the following images. For each resource, you will be give five minutes to write a brief scene in a character would wear the featured garment. 

This activity serves a warm-up for having users think more critically about how they write characters and how details, such as clothing, can impact the greater narrative. 

At the end of the assignment, you will share your characters with the class or group and compare and contrast the different approaches to the images.

tags: character study, fashion, warm-up

Alexander Graves
7
 

Creative Writing Exercise: Photograph Analysis for Descriptive Writing

This collection is adapted from a teacher's original collection of seven photographs of a single person, spanning several decades of the 20th century. In this activity, students can express their unique responses to the photographs in the collection by writing stories inspired by the people in them. Before they put their imaginations to work, students will have a chance to get to know the photographs by observing them closely, making a list of details, and writing a description of each. Such an exercise will help them understand the value of careful observation as a precursor to descriptive and creative writing.
Ashley Naranjo
14
 

Crossing the Delaware...

Mai Khanh Nguyen
2
 

Cultural Communications: Telling Our Stories

Language is the very first tool that we use to understand the ideas that we are trying to share. But what about the monuments, art, and songs that we have created to share our ideas with one another? This exploration will focus on how American culture founded on the mixing of ethnicities and experiences used the skills and talents of its members to reveal its faults and celebrate its wonder and imagination. This collection focuses on the identities and expressions of 1st Nations People, African American, and White American cultures. There are so many other cultures that have contributed to this nations story, this is just one exploration of many that we should embark on to tell our stories of who we are as a people and a nation. This exploration will give students a way to examine the history of those around them, but also their place within this most extravagant quilt of this country. 

  • The purpose of this activity is to give students a better understanding of the American Indian identity of the United States as foundational to understanding this land. From that foundation they will journey through the musical/dance expressions of those who came to be known as White Americans and African Americans, who came to inhabit the US and through them some of the historical/contemporary realities and perspectives that make up a part of our society.

Please follow the lesson plan laid out at the beginning of the collection to see the best way to use it. #goglobal

Sean Felix
73
 

Cultural Expressions: Art for Social Change

This collection features civic engagement, language arts, and visual arts activities using posters from the Division of Community Education of Puerto Rico (DIVEDCO). This Puerto Rican Poster Art was inspired by works created during Works Progress Administration (WPA). Scaled bilingual activities for grades 2-5, 6-8, and 9-12.

Smithsonian Latino Center
6
 

Cultural Expressions: Spoken Connections and Poetry

This collection features the Spoken Connections Workshop along with four Smithsonian Latino Center programs celebrating Latino poetry and spoken word. This collection is for middle school and high school students, along with life-long learners, with an interest exploring world cultures, language arts, and creative writing.

This workshop PDF includes poetry from Puerto Rican and African American poets, including Martin Espada. The collection includes activities on defining culture and brainstorming your cultural home. Through these activities, learners will develop further understanding on culture characteristics, values, and how culture influences our everyday lives. Skills developed through this collection include interpersonal and intrapersonal conversations, learning how to use graphic organizers, and developing creative writing skills using vehicles such as free response and poetry. 

This collection also features Smithsonian Latino Center Poetry Programs to complement the activity itself through visual performance. Caridad De La Luz aka La Bruja (New York City) and Francisco X. Alarcón (Los Angeles/Davis) honor memory and ancestors during Day of the Dead, Quique Avilés (Washington, DC), Leticia Hernández-Linares (Los Angeles/San Francisco), Raquel Gutiérrez (Los Angeles/Bay Area), and José B. González (Connecticut) perform at a special enceuntro or encounter of Salvadoran poets. A memorable event of music and spoken word curated by Luis Alberto Ambroggio featured performances by local poets Alberto Avendaño, Quique Avilés, Naomi Ayala, José Ballesteros, Consuelo Hernández, Samuel Miranda, Egla Morales, and Carlos Parada, with music by singer/songwriter Patricio Zamorano and his band. 

Smithsonian Latino Center
5
 

Cultural Series: Bahrain

A general topical overview collection of Bahrain (and Arabian Gulf-related) objects in the Smithsonian collections. Stamps are featured, as well as the historic pearling industry; Endangered species are described, as well as articles about the ancient Dilmun culture and other archaeological finds.

Tracie Spinale
30
 

Cultural Series: Georgia (Country)

A collection of Smithsonian resources about the county of Georgia, in Europe. Features geography, ecology, folklife, music, and culture.

Tracie Spinale
16
 

Culturally Reflective Teaching in the Museum

Explore how portraiture can elevate culturally responsive teaching (CRT)! Discover how art can be integrated into the classroom to create a learning environment that affirms students’ strengths, insights, and experiences. 

Components of CRT:

  • Having positive perspectives on the parents and families of students
  • Communication of high expectations
  • Learning within the context of culture
  • Student-centered instruction
  • Culturally mediated instruction 
  • Institutional policies and practices that support culturally reflective teaching
  • Teacher as facilitator

Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.

Ashleigh Coren
42
 

Culture Lab Manifesto Collection: A Culture of Action

This collection was created by Aira Matin, a Smithsonian Asian Pacific American Center intern. Aira applied one of our Culture Lab Manifesto tenets, "A Culture of Action: Stay woke. We have a social contract with one another to protect the vulnerable and ensure human rights for everyone," in her search for objects that may add to, challenge or spark this dialogue. Below is a statement of her process and inspiration for this collection, and may support classroom discussions on race, immigration, migration, activism, gender, inclusion and social media.

"What were the different forms of marginalization and discrimination against Asian Pacific American communities, and how did such oppression lead to action being taken to assert their place as equal citizens in the United States? For this collection, I examined different principles and foundations for oppression and prejudice against Asian Pacific Americans, as well as the different ways that these communities took action against such marginalization to represent themselves as equal Americans." --Aira Matin

Smithsonian Asian Pacific American Center
23
 

Culture Suitcases

Students will use the items in this collection to discuss their cultures and create cultural suitcases. Their suitcases will be shared during our International Cultural Week.

#APA2018 and #TCSLowell

Mary Kate Amos
10
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