<p>This topical collection includes a portrait of Isamu Noguchi, a 20th-century Japanese American artist and architect and a National Portrait Gallery "Portrait Spotlight" with background information and suggested questions for the classroom. Additional resources include blog posts from the Smithsonian American Art Museum about his work and a small sample of Noguchi's sculptures from the Hirshhorn Museum and Sculpture Garden and the Smithsonian American Art Museum. </p> <p>Teachers and students may use this collection as a springboard for classroom discussions about Noguchi and his artworks and for further research. </p> <p>Keywords: Asian American, sculptor, landscape artist, public works, <em>Okame</em>, <em>Grey Sun</em>, <em>Lunar Landscape</em>, <em>Composition</em>, <em>Cronos</em>, <em>Akari</em>, <em>Mother and Child</em></p><p><em>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. </em> </p> <p> #APA2018</p>

<p>On February 19, 1942, Executive Order 9066 (#EO9066) was signed by President Franklin Delano Roosevelt, resulting in the imprisonment of Japanese Americans &amp; Japanese nationals in prison camps across the United States. In this short film, "Righting a Wrong", students can learn more about this history as they hear from a museum expert, who provides a behind-the-scenes look at personal objects from Japanese American youth who had lived in incarceration camps during World War II.  <a href="https://t.co/12ryShd7ap" dir="ltr" class="twitter-timeline-link" target="_blank" title="http://ow.ly/xbew30nD8tu"><span class="tco-ellipsis"></span><span class="invisible">http://</span></a></p> <p>The artifacts include a boy scout uniform that honors the 100th infantry battalion of Nisei soldiers, a thousand-stitch sash created by community members that served as an amulet for a soldier at war, and traditional Japanese geta sandals created for a son by his father that feature Mickey Mouse.<br /></p> <p>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.<br /></p> <p>#APA2018</p> <p><br /></p>

<p>Using a sample lesson "The Blues and The Great Depression" provided by the New Jersey Principals and Supervisors Association (NJPSA) as a model, this collection demonstrates how the <em>Smithsonian Learning La</em>b can be a useful tool to curate digital resources that support a lesson for arts integration. </p> <p>In this lesson, students will learn about the structure and content of the blues using songs from the 1930s and the Great Depression. Students will brainstorm circumstances of the Great Depression and use those ideas to create an original blues song from the point of view of someone living during the Great Depression.</p> <p><br></p><p>Essential questions: </p> <p>● How does blues music reflect the challenges of poverty for the African-American experience during the Great Depression?<br>● How do images and songs reflect the emotions of the African-American experience during the Great Depression?</p> <hr> <p><em>The original lesson was created by the New Jersey Principals and Supervisors Association (NJPSA) and included in their Arts Integration User Guide for NJ Educators and Practitioners, starting on p. 90 (<a href="http://njpsa.org/documents/EdLdrsAsSchol2018/artsintegrationWorkbook2018.pdf">http://njpsa.org/documents/EdLdrsAsSchol2018/artsintegrationWorkbook2018.pdf</a>).</em><br></p><p><br></p>

<p>Larry Itliong (October 25, 1913- February 8, 1977) was a Filipino American labor organizer. Itliong immigrated to the United States in 1929 at the age of fifteen. He worked throughout the country as a farm laborer and in the salmon canneries of Alaska. In response to oppressive treatment of Filipino farmworkers, Itliong organized labor strikes. He contacted Cesar Chavez and asked Mexican farmworkers to join the strike with Filipino farmworkers. He believed that all workers had to stand together in their fight for justice. The National Farm Workers Association (NFWA) voted unanimously and Mexican farmworkers joined Filipino farmworkers in the Great Delano Grape Strike. A year later, AWOC and NFWA merged to become the United Farm Workers (UFW). The Delano Grape Strike lasted for five years. As director of the UFW, Chavez took the limelight, but co-founder and former assistant director Larry Itliong has been cast in the historical shadows.</p> <p>The media and sources in this collection can be used alongside the <em>National History Day SEARCH Historical Context Graphic Organizer</em> and the <em>Ethnic Studies Praxis Story Plot </em>from the Journey for Justice Teachers' Guide. Both resources help students think critically about Larry Itliong's life, accomplishments and activism and help provide context for the labor movement more broadly.</p> <p>#NHD #NHD2020 #EthnicStudies *This collection was created to support Unit 2: What is the history?, <em>Civil Rights Movements </em>of the Austin ISD Ethnic Studies Part A course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. </em><br /></p>

<p>This collection includes a variety of representations of the Statue of Liberty--as a protest object, on an environmental campaign poster, on a postage stamp, and as a symbol used on patterned clothing. In small groups, learners will apply three scaffolded Visible Thinking Routines to a resource of their choice. First, they will use a "See, Think, Wonder" thinking routine to note their observations and interpretations as well as anything about which they are curious. Next, they will analyze the resource using the "Layers" thinking routine. As an optional step, they could also consider the artist or creator of the object's point of view/perspective in creating the resource, with the "Step Inside" thinking routine. Finally, they will create an artwork or representation that depicts a cause that is important to a community of which they are a member.</p> <p>A final item from the American Jewish Historical Society includes information on a student contest running from September 2019 until May 2020, where students create a new poem based on Emma Lazarus' s"New Colossus" on the Statue of Liberty.</p> <p>#visiblethinking</p>

This state collection utilizes stamps, artworks, photographs, and videos in the Smithsonian's collection to highlight 65 iconic people, places, events and symbols of Texas' history and culture. Students might explore one resource in depth, or conduct a comparison of multiple resources. Follow-up questions might include: What sub-themes can you identify within this collection? What do these resources as a collection tell you about Texas? What marks someone as a "Texan"--is it birthplace alone? What other resources would you want to include to tell a more complete story of Texas history and culture?

<p>This collection is my response to the National Museum of Women in the Arts in Washington, D.C.'s social media campaign asking, "Can you name five women artists (#5WomenArtists)?" The artists featured are Yayoi Kusama, Frida Kahlo, Barbara Kruger, Alma Thomas and Elaine de Kooning with short biographical notes, selected works and learning resources. </p> <p>Anyone can create a collection on the Smithsonian Learning Lab. Here are some short tutorials to get you started: <a href="https://learninglab.si.edu/create">https://learninglab.si.edu/create</a>. The Smithsonian Learning Lab can be a great research tool to learn more about your favorite artists, discover new artists and share collections of your favorites and new discoveries to provide inspiration for others. Discussion questions and additional sources of inspiration for exploring artists that may be new to you are provided at the end of this collection. </p> <p>Tags: Women's History Month, Yayoi Kusama, Frida Kahlo, Barbara Kruger, Alma Thomas, Elaine de Kooning, #BecauseOfHerStory<br /></p>

<p>This collection was created to complement a National Art Education Association (NAEA) webinar, "<a href="https://virtual.arteducators.org/products/constructing-curriculum-with-the-smithsonian" target="_blank">Constructing Curriculum with the Smithsonian</a>"  (December 11, 2019) featuring resources from the National Museum of African American History and Culture, the National Portrait Gallery and the Smithsonian Learning Lab. </p> <p>The webinar features inquiry-based strategies in examining the American experience depicted through portraiture and unpacking the context of historical narratives communicated through art with students. </p> <p>This collection was created in collaboration with <a href="https://learninglab.si.edu/profile/436" target="_blank">Briana Zavadil White</a> (National Portrait Gallery) and Candra Flanagan (<a href="https://learninglab.si.edu/org/nmaahc" target="_blank">National Museum of African American History and Culture</a>).</p>

This collection includes a growing number of educational video resources in American Sign Language, including the ArtSigns series from the Smithsonian American Art Museum, the story behind an unusual object at the National Museum of American History, the Two Inch Universe from the Chandra X-Ray Observatory, as well as a performance from the National Museum of American Indian, and storytelling at the Smithsonian's Folklife Festival.

<p>This collection includes a series of oral history interviews the Asian Indian Community of Cleveland, Ohio from 2013. Ten Asian Indians who settled in the Greater Cleveland region during the 1950s and 1960s were interviewed by middle and high school students. These interviews document their unique immigrant experiences and focus on professional, family and religious life.<br /></p> <p>Complementary resources to the podcast files include: a National Museum of American History teachers' guide and images, Smithsonian Libraries' graphic organizers for evaluating historical sources, and a Smithsonian Folklife and Cultural Heritage guide to conducting your own oral history.</p> <p>Interviewees include: Ajeet Singh Sood, Batuk Modi, Dipti P. Roy, Elizabeth and Winfred Balraj,  Gulab Khandelwal,  Ivan Tewarson, Kul Bhushan, Om Julka, Paramjit Singh, P.K. and Virginia Saha,  Ramachandran Balasubramaniam, Ranajit Datta, Sam Rajiah, Shanta and Surinder Kampani, Shiv and Saroj Aggarwal, Vijay Rastogi, Vinay and Surinder Bhardwaj<br /></p> <p>#APA2018 #EthnicStudies<br /></p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. </em><br /></p>

<p>This topical collection can be used as a complement to the Japanese American Citizens League (JACL) Resource, "An Unnoticed Struggle: A Concise History of Asian American Civil Rights Issues" (<a href="https://jacl.org/wordpress/wp-content/uploads/2015/01/Unnoticed-Struggle.pdf">https://jacl.org/wordpress/wp-content/uploads/2015/01/Unnoticed-Struggle.pdf</a>). Each section of this collection aligns with the historical events, impactful legislation and profiles of individuals outlined within the JACL's resource.</p> <p>This collection can be used to support a deep dive into the featured topics and provides sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple perspectives represented in the sources. </p> <p>#EthnicStudies *This collection was created to support Unit 1: Precious Knowledge--Exploring notions of identity and community, <em>Historical Foundations and Civil Rights </em>of the Austin ISD Ethnic Studies Part A course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. </em><br /></p>

<p>This collection includes an oral history interview clip from the Smithsonian Archives of American Art, with Mexican American artist Luis Jimenez (July 30, 1940-June 13, 2006) from Texas. Students can use the oral history to explore the essential question: <em>What is the purpose and value of oral histories in relation to understanding immigration issues?  </em>A complementary teacher guide from the Blanton Museum of Art (Austin, TX) is available here: <a href="https://blantonmuseum.org/wp-content/uploads/2017/08/Critical-Analysis.pdf" target="_blank">https://blantonmuseum.org/wp-content/uploads/2017/08/Critical-Analysis.pdf</a>.<em> </em>Additional resources to the audio file include: Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting an oral history, and additional artworks, photographs, and videos highlighting Jimenez's life.</p> <p>#EthnicStudies *This collection was created to support Unit 2: Culture and Resistance, oral history project assignment of the Austin ISD Ethnic Studies Part B course.<br /></p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Latino and Asian Pacific American Initiatives Pool, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center. </em><br /></p> <p>Keywords: family history, sculptor, close listening, vaquero</p>