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Found 4,665 Collections

 

Cat

Lan Hsuan
5
 

Expressionism: Art of Emotion

#CIETeachArt

Maritza Medina
13
 

Art Deco

Art movement of Art Deco 

In this collection its going to speak about:

Historical context

Major Features of this movement

Major inspiration 

Standout artist from the movement 

Examples of art from this period

How this art movement influenced future art movements/artist

#CIETEACHART

VALERIE MONTENEGRO
28
 

Cubism

#CIETeachArt

Olivia Edgar
12
 

Travelling in the United Kingdom

I'm a resident of the U.S., but I've been to the U.K. many times. Here I offer insights and trips on travelling about the UK. I also include several resources, such as Cars Exec for the times you want to travel in chauffeured luxury.

Don Williams
1
 

Culture Lab Manifesto Collection: A Culture of Beauty

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 Beauty: Who gets to decide what counts as beautiful? Question aesthetic classifications and priorities," 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, gender, inclusion and social media. 

"A glance at how the aesthetics of Asian Pacific American cultures have been presented, embraced, celebrated, and manipulated in society. For this collection, I went through searches around Asian Pacific American cultures to look at both things that were considered traditionally beautiful and things with beauty not as direct. Examining objects from paintings to designed plates helped to explore what was considered beautiful in many different lenses. The goal was to look at and analyze the presence of beauty in different forms, from stereotypes in Hollywood to architecture, and interpret what these symbolized for a larger society." --Aira Matin

Smithsonian Asian Pacific American Center
26
 

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
 

Voting and Design

In this activity, students will design voting machines to make voting in U.S. elections more effective, efficient, and ethical.  Their work will begin with looking closely at voting machines from the late 1800s to the early 2000s and exploring their parts, purposes, and complexities. Then, after reading an article detailing barriers to voting in the 2018 primary election, students will brainstorm opportunities to make voting more effective, efficient, and ethical for voters of the present.  

Examining the construction of these objects within their historical context will give students a better understanding of the evolution of the American voting systems, how barriers to voting have been overcome and created by the machines through which we vote, and will help them understand their agency and power to tackle contemporary issues.  Opportunities to learn more about historical barriers and design solutions to voting are included at the end.

This collection is built using two Project Zero Agency by Design routines: Parts, Purposes, Complexities, a routine for looking closely; and Imagine If..., a routine for finding opportunity.  Questions in each routine are open-ended and should be used to spark peer discussion, so approach them in small groups or as a class.  For more information on how to use and facilitate each routine, see their resource tiles at the end of the collection, as well as the Agency by Design website.

Keywords: agency by design, problem, voter, rights,

Tess Porter
12
 

Exploring Complexity: Westward the Course of Empire Takes Its Way

In this activity, students will analyze an artwork that celebrates the idea of Manifest Destiny and western expansion - Emanuel Leutze's 1861 mural study for Westward the Course of Empire Takes Its Way, the final version of which rests in the U.S. Capitol Building.  Through the use of two Project Zero Thinking routines - What makes you say that?, a Visible Thinking routine for interpretation and justification; and Parts, Purposes, Complexities, an Agency by Design routine for looking closely - students will consider what message this painting conveys, how choices made by the artist convey that message, as well as what perspectives are portrayed and what perspectives are missing.  After looking critically, students will watch a video and learn from senior curator Richard Murray how to read this painting and what messages/images they may have missed.

This activity can be used as an entry point or supplement in studying westward expansion, the idea of Manifest Destiny, how public perspectives are shaped, and more.  Resources to extend this activity include: a website about the final mural located in the U.S. Capitol Building and a Smithsonian American Art Museum lesson plan about both the mural study and the final mural.

Keywords: Emanuel Gottlieb Leutze, manifest destiny, westward expansion

Tess Porter
7
 

What Makes You Say That?: Civil War Photograph

Using the Project Zero Visible Thinking routine "What makes you say that?," students will investigate a photograph from the Civil War taken by the studio of Mathew Brady, one of the most prominent American photographers of the 19th century.  The Civil War was the first major war captured on camera and photographs, like this one, played a pivotal role in shaping public perceptions of the conflict.

This activity can be used as an entry point into studying soldiers' experiences during the Civil War, photography's effect on public perspectives about war, and more.  Resources to extend this activity include: a Smithsonian American Art Museum lesson plan investigating this and other photographs from the Civil War, a blog post discussing connections between Civil War photography and President Abraham Lincoln, a Smithsonian Magazine article about Civil War photographer Alexander Gardner, a Learning Lab collection on Alexander Gardner's Photographic Sketchbook of the War, and an article discussing the National Portrait Gallery's recent exhibition The Face of Battle: Americans at War, 9/11 to Now.

Keywords: photo, battlefield, inquiry strategy

Tess Porter
8
 

Antique and Vintage Hole Punches

The Scaglione Antique and Vintage Office Museum

This collection features American made hole punches manufactured between the years 1874 and 1932. 

Hole punches have been around since the early 1870’s therefore, we have a great selection of antique and vintage machines for review, examination and collecting. The development of punches really took off in the early 1900’s and improvements followed. Many machines produced today are based on designs dating  to 1912.

Today, we refer to this office machine as a hole punch. During the period dating from 1874 to the 1930's these machines were known as paper punch,  hole punchers, perforators, or paper perforators. There was no real standard for a machine that punched hole.

In 1882 James Shannon filed for a patent for his paper file. While the patent is for a complete paper file, his patent described the paper punch that was part of his invention. After reviewing the patent one is left wondering if he was at a loss as to what to call his hole punch. As a result his invention is overlooked by many and the credit for the invention of the hole punch has been credited to someone else.

Even now, some examples are proving to be more desirable to collectors and are harder to find. The Globe No. 4 produced by Globe-Wernicke is one such machine that has a following of not only the punch collector, but by collectors of the machine age. This machine appears to draw the most interest from individuals wanting an old paper hole punch for the desk or collection. Another example is the early examples of the Tengwell which had a nicely scrolled plate and was mounted on a beautiful oak base.

Variants hold their own interest to many collectors. You will find the same machine, such as the Improved Hummer,  was produced by different companies. Research has shown that many companies or their assets changed hands more than once during the century and that the machines were never improved upon or only minor changes were introduced, usually just parts on the machine or the manufacturers name.

When examining the early machines, it is easy to see these machines are historic. They were developed and manufactured during the mechanical revolution, Simple in design yet dependable.  These  19th century designs are what you would expect of the era and this is where the concept of paper punches began. 

Many paper hole punches have been lost to time, because of modernization, workmanship or better material. Examples such as the Sam’l Tatum’s Samson, Eclipse, and the No. 27 are just a few of those machines that were lost or discontinued. These machines were the work  of Walter Mendenhall, long time employee of the Tatum Company. Compared to the punches today, these machines are complex and curious. Their mechanisms were unique in design and never copied by any other manufacturer. 

Curtis Scaglione
78
 

Behind Design: Exploring Culture Through Artifact Investigation

Introduction

How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture?

This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and research.

Procedure

Begin by looking closely at an artifact, Lone Dog Winter Count, using a Project Zero Routine, Zoom In. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?

Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial Zoom In documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.

Begin the research process with the first video Lakota Winter Counts. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.


Guiding Points for Inquiry using The Artifact Investigation Map:

Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?

Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?  

Plan: Identify and describe what could have been key factors and/or restrictions influencing design process. Examples: materials/natural resources, traditions, people power, skills, technology/tools, historical and natural environment….

(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map

Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation?  *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?


Documenting Ongoing Conclusions/Questions/Reflections

Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.

For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.

#PZPGH

Erik Lindemann
29
 

The Road to Civil Rights

Essential questions:

  • How do social factors, such as racism, influence change?
  • How much power do American citizens have to change government policies?
  • What protections are guaranteed in the 13th, 14th, and 15th amendments of the U.S. Constitution?
  • What factors drove the Jim Crow era and segregation after the Civil War?
  • How did Americans push back against discrimination, specifically segregation, and fight for civil rights?

This series of lessons is designed as a broad introduction to the factors leading up to the Civil Rights Movement.  Students will look closely at the 13th, 4th, and 15th amendments to the Constitution. Students will then explore some of the factors leading to and consequences of the rise of segregated America during the Jim Crow era in the years following the Civil War. They will look closely at powerful images that exemplify some of the Jim Crow laws, and then explore some of the court cases and responses of citizens that helped to bring about some changes leading up to and during the Civil Rights Movement in the United States.

Time: 3-4 class periods with optional maker project assessment.

Day 1

Anticipatory set: Have students complete a chalk talk to unravel their definitions of equality vs. racism. Discuss and formally define equality and racism. 

Looking closely: Share the image of the water fountains and notice similarities and differences (Optional opportunity to use the See - Think - Wonder thinking routine). Discuss context of Jim Crow era and explain we will be exploring what factors led to these laws and how people fought to change them. 

Have students look closely at the 13th, 14th, and 15th amendments and dissect the language of the amendments to understand their meaning using the Parts, Purposes, Messages thinking routine. Read page one of iCivics Jim Crow handout. Students should record examples of equality and racism on post it notes as they read. When finished, they can add these post it notes to the chalk talk posters with definitions of equality and racism as they discuss their examples. 

Day 2

Anticipatory set: Use the Imagine if... thinking routine to have groups of students explore challenging Jim Crow era issues.

Looking closely: Read "Jim Crow and the Great Migration" and have students continue to record examples of equality vs. racism on post it notes to add to the chalk talk posters from yesterday. Explore powerful Jim Crow images with a chalk talk using the Reporter's Notebook thinking routine.

Discuss how some people began to speak out against the injustices of the Jim Crow laws, both directly and indirectly. Compare and contrast the approaches of Booker T. Washington and  W. E. B. Du Bois. Then read "I, too" by Langston Hughes. Students should complete the See/Hear - Think - Wonder during their first listen. Then students can deconstruct the poem in groups, paying attention to both the literal and figurative meaning of the metaphor of the kitchen in the poem. 

Exit ticket/Reflection: What are the multiple meanings of the kitchen in the poem, "I, too," by Langston Hughes? What was his purpose for writing this poem?

Day 3

Anticipatory set: Use the Making it Fair: Now, Then, Later thinking routine to start to identify how people could have made these Jim Crow restrictions more fair. 

Looking closely: Read "The Road to Civil Rights" handout from iCivics. Students can add equality vs. racism post its to their original chalk talks. Watch the video of the sit-in reenactment (optional - reenact a sit-in in the classroom). Look closely at images of marches, sit-ins, boycotts, and court cases and use the Reporter's Notebook thinking routine to notice the layers of interactions during the events. 

Optional assessment: Introduce the Journey to Civil Rights maker project. Allow students 3-4 days to work on their artifacts and essay explaining their choices.


Lara Grogan
30
 

Fauvism

By Stevie Mbenza #CIETeachArt

STEVIE MBENZA
7
 

Art Nouveau Movement

#CIETeachArt

Angelica Jimenez
9
 

Impressionism

#CIETeachArt


Olivia Edgar
12
 

Post Impressionism

#CIETeachArt

Akira Jones
12
 

Arts and Crafts Movement

emerged from the attempt to reform design and decoration in mid 19th century.

#CIETeachArt

Makayla Curry
15
 

2014 FIFA World Cups influence on host country of Brazil

#CIEDigitalStoryTelling

Jose Lopez
13
 

The way people fight over power (MLK vs. Malcum X)


#CIEDigitalStoryTelling

JAI'VIS DARBY
29
 

U.S. Guide for NEW American Citizens

THE PURPOSE of this U.S. Guide for New American Citizens is to help them understand WHY they took the oath to uphold the laws defined by the Constitution of the United States of America, and to understand the structure of the United States Government.

Collection Source: http://civiced.org/resources/c...  - https://en.wikipedia.org/wiki/... - http://civiced.org/home - https://www.uscis.gov/sites/de...

Researched/Compiled/Edited by John A. Simonetti, former USS Intrepid (CV-11) Association President ('05-'06) .                                                                                            Continue reading at the 'Eligibility Requirements' WHITE LINK below on Left

    
John Simonetti
18
 

The power of influence that television had during the 70's to 90's

 #CIEDigitalStoryTelling

ROBERT RIVERA
15
1-24 of 4,665 Collections