In addition to teaching strategies and two artworks by Ahmed Mater, this collection also includes: an article on global thinking routines; a digital version of the book "Educating for Global Competence: Preparing Our Youth to Engage the World;" the gallery guide to the Freer Gallery of Art and the Arthur M. Sackler Gallery exhibition "Symbolic Cities, the Work of Ahmed Mater;" an article about Ahmed Mater's "Symbolic Cities" exhibition; and a link to a Learning Lab student activities set using the strategies and resources compiled here.
This collection was created to support the 2016 CCSSO Teachers of the Year Day at the Smithsonian.
Tag: Middle East, Near East, Saudi Arabia, Mecca, Urbanization, Project Zero, Asia Society, See Think Wonder, 3 Ys
How do you see the world? What's your point of view? What informs, shapes, and affects it? What does it mean to take on another person's point of view, and why is it important? This Learning Lab activity for students explores global issues, perspectives, and close looking through two artworks by Ahmed Mater, a contemporary Saudi artist. In addition to the two artworks, this collection also includes guiding questions, the gallery guide for the Freer Gallery of Art and Arthur M. Sackler Gallery exhibition "Symbolic Cities: The Work of Ahmed Mater," and an optional article for high-school students.
Tag: Middle East, Near East, Saudi Arabia, Mecca, Urbanization, Project Zero, Asia Society, See Think Wonder, 3 Ys, point of view
This collection features ancient Chinese objects from the Freer Gallery of Art and Arthur M. Sackler Gallery, They support the April 2016 Google Hangout facilitated by the Freer|Sackler in coordination with the Smithsonian Center for Learning and Digital Access.
This 1995 issue of From Art to Zoo looks at the ways people have been honored with memorials. Students create their own memorial after examining examples in their own community and around the world. Click on the PDF icon to download the issue.
This 1995 issue of Art to Zoo includes printable maps and classroom/take-home activities. Students learn how ocean currents influence weather patterns and climate. They conduct an experiment on the differing heat capacities of water and air, and find and label port cities around the globe. Below are some of the port cities represented in artworks from Smithsonian galleries.
In what ways was Rachel Carson an innovator? She diligently pursued her goals as a female scientist and author and sparked the environmental movement with her book "Silent Spring." As you look through this collection, consider the characteristics of innovators. What innovative characteristics do you share with her?
For more on the characteristics that make up an innovator, look at the Heinz History Center website. You can even take a quiz and find out what innovator you are most like:
tags: Pittsburgh, science, environment,Silent Spring, Chatham, Maine, Fish and Wildlife Service, #BecauseOfHerStory
Students will compare/contrast a slave's choice to runaway for freedom or wait for gradual emancipation.
Civil Rights Movement
Did you know that astronaut Mae Jemison carried a picture of aviator Bessie Coleman in her uniform pocket? Or that astronaut Sally Ride was a major supporter of vice presidential candidate Geraldine Ferraro? Maybe you knew that Jane Briggs Hart was Michigan's first female helicopter pilot and flew her husband, the late Senator Hart, to his political campaign stops as well as being vocal and liberal political activist? Find out about these inspirational women and others in this collection. This topical collection is a great starting point for research about female aviators and astronauts, and includes articles, images, artifacts, and video. Some guiding questions to consider might be:
-Why do you think it was so challenging for female pilots to become accepted? Compare the inclusion of women in aviation to other industries and fields.
-What role did the military play in the growth in the number of female aviators?
-What connections can you find between various female pilots and astronauts?
-Is being the "first" of something a political act? How do many female aviation leaders use their public voice?
Suggested Activity: Teachers can copy and edit this collection, then add or remove specific resources. Build out this collection to ensure that it has enough resources so your students can work in pairs or small groups to analyze 2-3 sources.
Have student pairs/groups place each resource in its proper time and place then have the entire class work together to place all resources on a timeline. As each student pairs/groups place their resources on to the timeline, have them explain what they learned about each resource to the whole class.
This activity analyzes the stories told by photographs of the Resettlement Administration (RA) and Farm Security Administration (FSA) programs, which ran from 1935 to 1937 and 1937 to 1942 respectively. These photographs were taken to document the conditions and hardships experienced by Americans across the country during the Great Depression, as well as the success of relief services implemented by these two programs. Published widely in newspapers, magazines, books, and exhibitions, these photographs helped shape the public's perception and memory of this difficult time period.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will uncover the stories and perspectives portrayed by these photographs in multiple contexts, from the personal to the global. Additional resources (photographer interviews and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».
RA & FSA photographers included in this collection: Carl Mydans, Dorothea Lange, Arthur Rothstein, and Marion Post Wolcott.
Keywords: poverty, rural, urban, roy stryker, new deal, inquiry strategy, global competence, global competency, 1930s, 30s, dust bowl, photojournalism
In this activity, students will analyze photographs documenting the exodus of Bikini islanders from Bikini Atoll prior to Operation Crossroads, a pair of nuclear weapons tests and the first detonations of nuclear devices since the bombing of Nagasaki. These photographs were taken by Carl Mydans and were published in the LIFE Magazine article, "Atomic Bomb Island," on March 25, 1946.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs communicate about the experiences of the Bikini islanders and America's perspective on military advancement after WWII. They will also consider the perspectives presented by these photographs, in multiple contexts from the personal to the global. Additional resources (primary sources and the original article) and information on using this collection in the classroom can by found by clicking Read More ».
Keywords: atomic testing, atomic bomb, operation crossroads, bikini islands, bikini atoll, rongerik, able test, baker test, nuclear bomb, photojournalism, inquiry strategy, global competence, global competency, 1940s, 40s, 1950s, 50s, 1960s, 60s
"On the relationship between the Black Power and Black Arts movements, Larry Neal writes, “Black Art is the aesthetic and spiritual sister of the Black Power concept. … The Black Arts and the Black Power concept both related broadly to the Afro-American’s desire for self-determination and nationhood.” The artists within the Black Arts movement sought to create politically engaged work that explored the African American cultural and historical experience and transformed the way African Americans were portrayed in literature and the arts."
This topical collection includes background information as well as examples of poetry and art from the Black Arts Movement. Two excerpts from essays are also included. There are also some examples of works from artists who rejected the premise of the Black Arts Movement.
Students could use this collection as a starting point for further research or to create an illustrated timeline of the movement. Works could be analyzed for their reflection or rejection of themes like: black nationalism, self-determination, "the black is beautiful" movement, and liberation. Students could also evaluate the merits of the arguments for and against a "black arts movement" as articulated by Karenga and Saunders in the text excerpts.
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.
Learning goals include:
• Define installation art
• Analyze the process and results of the work of Jean-Claude and Christo to develop Running Fence
• Use the design process to develop a proposal for an installation art piece
• Use persuasive speaking skills to pitch your plan to the relevant stakeholders in your school community
• Plan and execute a piece of installation art on your school grounds, working cooperatively with a team
U.S. Senator Joseph R. McCarthy's relentless determination to find un-American citizens and communists in all areas of American life in the early 1950s prompted Arthur Miller to write The Crucible, a play about the Salem witch trials as an allegory to McCarthyism. The play no doubt prompted the House Committee on Un-American Activities in 1956 to subpoena Miller for questioning, but Miller refused to cooperate when asked to identify writers who had once been communists. Richard H. Rovere calls Miller, "the leading symbol of the militant, risk-taking conscience" of that time.
Learning Goals - student will:
Understand that in 17th Century New England, people were persecuted for allegedly practicing witchcraft.
Examine the allegations and offer alternatives to witchcraft that might explain people's behaviors.
Read and comprehend Arthur Miller's, "The Crucible" to make connections to and comment on 20th Century examples of people being persecuted for allegedly being Communists during the McCarthy Era of the 1950s.
Civil Rights Movement
The lesson asks students to complete think about the cultural importance of clothing, and then to research a specific type of clothing and build a presentation around that research. Students might use this collection as a source for images for their presentation, to inspire research topics, or as a common basis for discussion with their peers.
The artworks in this collection do not necessarily directly reference the Nazi genocide of Jews and other targeted groups. These sculptures, paintings, and photographs date from roughly 1933 onward, and represent a reflection on untimely death (collectively and individually) or a foreboding of turmoil and destruction. Art is one way to begin to comprehend the misery that human beings sometimes inflict upon one another. We cannot completely grasp the impact of that loss and grief; yet images may touch us on a deeper level, and ultimately serve to reinforce a sense of the value of human life and the reality of our shared humanity.
In this activity, students will examine photographs documenting the Bracero Program, the largest guest-worker program in US history. Started in 1942 as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million contracts were awarded.
Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs tell about the experiences of braceros in this program, and the impact of these stories in multiple contexts. Additional resources (primary sources, a digital exhibition, and an article) and information on how to use these routines in the classroom can by found by clicking Read More ».
Keywords: mexican, immigration, work, migration, migrant workers, agriculture, reform, politics, government, leonard nadel, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, California, Arizona, New Mexico, Texas, Arkansas, 1940s, 40s, 1950s, 50s, 1960s, 60s
Using the Project Zero Visible Thinking routine "What makes you say that?," students will investigate two photographs, taken from different angles, of Japanese Foreign Minister Mamoru Shigemitsu and General Yoshijiro Umezu aboard the USS Missouri as they signed the surrender that would officially end WWII.
Keywords: world war 2, world war ii, general macarthur, carl mydans, primary source, ww2, japanese instrument of surrender, potsdam declaration, inquiry strategy, japan