Welcome to the National Museum of African American History and Culture Collection Grid for the 2017 NHD Theme!
Below are some objects and videos to help you explore the 2017 NHD theme: Taking a Stand in History. These objects will help you consider the perspective of the African American experience in history.
These objects may help you form an idea for a project topic or they may help to expand the narrative of your selected project. Click on the text icon for possible project connections and/or the hotspots to reveal object questions to spark your curiosity.
The artifact questions should encourage viewers to think and explore the history of the object or video on their own!
Describing complex human emotions in words has challenged writers of every time in place. The feelings of rejected lovers are especially keen and make for engrossing stories. Two Victorian novelists, Charles Dickens and Rudyard Kipling, combined popular knowledge of science, literature, and religion to create powerful portraits of abandoned women. Although based more on cultural myths than human physiology, their depictions of Miss Havisham and the lady in the phantom rickshaw have had a powerful influence on representations of women’s emotions.
How do you communicate? Through words? Body language? A facial expression? Explore the different ways people and animals communicate.
Students will analyze Sol LeWitt's variations of the open cube to apply their knowledge of drawing cubes using isometric paper and nets of cubes. Students will extend their knowledge of surface area while observing LeWitt's Cube without a cube and make a generalization for two formulas.
This is an activity for a grade 6 or 7 geometry class. Prerequisite knowledge: volume, surface area and nets of cubes.
Students can do the work in groups of 2-3 there are sections for thinking routines and prompts for students to upload photos of their work.
This collection includes a multi-day lesson plan built around Childe Hassam's Tanagra (The Builders, New York), 1918, and is designed to explore the effect that gender inequality can have on identity. Lessons are designed for an eleventh-grade, American Studies, Humanities-style course, and the historical context is the Gilded Age and the Women's Suffrage Movement. The plan for this mini-unit includes the analysis of visual, literary, and historical texts, and while it has a historical context, the goal is also to make connections to American life today. The essential question for this mini-unit is this: How can unfair gender norms affect what it feels like to be a human being? Included, you will find a lesson plan as well as digital versions of the artistic, literary, and historical texts needed to execute that plan. #SAAMteach
The Valentine Dress is the focus of a Visual Arts Lesson beginning with the Slow Look Strategy. This is followed with three ideas that may be incorporated into a high school fundamentals class. #npgteach
Students will watch a video where students complete a similar project, and then view a variety of artifacts presenting different views of the future, with questions for analysis. Finally, students will be tasked with developing their own vision for their city or town in the future.
This collection uses the work of the Chilean photographer Camilo Jose Vergara to explore the historical thinking concept of continuity and change. How has 10828 S. Avalon changed? How has it remained the same? Does change always mean progress?
This Smithsonian Science How learning collection, from Q?rius at the National Museum of Natural History, is part of a distance learning program at http://qrius.si.edu/explore-science/webcast This collection focuses on the science of mummies. Targeted at middle schoolers, the collection invites students into an authentic understanding of how mummies form, both naturally and culturally. Physical and forensic anthropologist Dr. David Hunt is featured as an expert explainer. The collection includes an interactive webcast video with discussion questions, cross-cutting activities, an independent project, and other resources for teachers and students.
This collection was created to support the 2016 CCSSO Teachers of the Year Day at the Smithsonian.
Key Terms: physical anthropology, archaeology, skeletal remains, mummification, burial practices, decomposition, culture
Skeletal analysis for age, sex, ancestry, and health
Cultural burial practices over time
Chemical process of mummification
Scientific benefits of studying mummies
Technology used by physical anthropologists
This is introductory information for Jean-Michel Basquiat's "Horn Players" from 1983.
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to Look Summer Teacher Institute.
TAGS: #NPGteach, portrait, learning to look, National Portrait Gallery, jazz, Gillespie, Charlie Parker, Basquiat, AP Art History
Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.
After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.