<p>This collection serves as an example of how you might create your own grouping of objects and visuals that inspire your own fashion choices, while also practicing research skills in mind mapping to improve your online search results.</p><p>Consider the following questions:</p><ul><li>What Smithsonian objects would you put in your closet? </li><li>What surrounds your closet? </li><li>What inspires your closet?</li></ul> <ol><li>Learn more about this #SmithsonianEdu Challenge prompt by reading this blog post, featuring collections created by three previous Cooper Hewitt National Design Award winners <a href="https://s.si.edu/EduChallengeCloset">https://s.si.edu/EduChallengeCloset</a></li><li>Try it out for yourself. How might mind mapping search terms provide unique search results and serendipitous finds for your own collection response? How can these objects inspire creativity? How can these visuals help tell a story? </li><li>Add <a href="https://learninglab.si.edu/search/?f%5B_types%5D%5B%5D=ll_collection&st=%23mysmithsoniancloset&s=updated_at_desc&page=1">#MySmithsonianCloset</a> to your collection description and it will be added to a growing list of collections in response to this prompt. </li></ol>

<p>This thematic collection includes articles, interviews, images and online tours to support opportunities for exploring the relationship between visual art, attention seeking and attention getting. These resources could be integrated into lessons and activities, supporting a deeper understanding of street art both locally in Washington, D.C. and globally.  Featuring artists' response to COVID-19.</p> <p></p> <p>Keywords: DCPS "Somethin' Like a Phenomenon" visual arts unit, street art, stencil making, spray paint, graffiti, public art, mural</p>

<p>This thematic collection includes videos of performances, oral histories and short articles to support opportunities for listening, evaluating and connecting to Go-go music. These resources could be integrated into lessons and activities, supporting a deeper understanding of historical and social context for a genre of music originating in Washington, D.C.</p> <p></p> <p>Keywords: DCPS, Chuck Brown, oral history, performance, concert, music, #DontMuteDC, Gogo, Go go</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>

<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>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>[DESCRIBE YOUR STUDENTS' PODCAST TOPIC HERE; INCLUDE ANY IMAGES, NOTES OR DOCUMENTATION ABOUT THEIR PROCESS. </p> <p>EXAMPLE (3-4 sentences): <em>Sixth grade students conducted research about our community's access to clean drinking water, electricity, and roads over the past fifty years. St</em><em>udents identified subject matter experts, refined interview questions, conducted interviews and produced the episode included here. This collection includes the completed podcast episode, alongside text and images documenting the students' research and production process.</em>]</p> <hr /><p>This Smithsonian Learning Lab collection includes examples of student-created podcast epsidoes, in response to prompts from the <em><a href="https://learninglab.si.edu/profile/63455" target="_blank">Sidedoor for Educators</a> </em>collections. After listening to <a href="https://www.si.edu/sidedoor" target="_blank" style="background-color:rgb(63,63,63);">Sidedoor</a><em></em> podcasts to set context, gain background knowledge from Smithsonian experts, and initiate a local dialogue on the topic, students engaged in community-based scientific research to explore and collect evidence about how this topic and the content within the episode is defined locally.<br /></p> <p>To find additional student podcast collections, search the Smithsonian Learning Lab for <a href="https://learninglab.si.edu/search?st=%23YAGSidedoor2019&amp;st_op=and&amp;item_type=collections">#YAGSidedoor2019</a>.</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>This collection contains a selection of artworks related to the themes of conflict, identity, and place.  Teachers can use these artworks for a variety of purposes; here, we use them as a catalyst for discussion, with an extended version of <a href="https://learninglab.si.edu/resources/view/1056333" target="_blank">Project Zero's See, Think, Wonder</a> thinking routine.  In small groups or as a classroom, have students select one artwork they find meaningful or interesting and discuss the following:</p> <ol><li>Why did you pick this artwork?  </li><li>What do you <em>see</em>?  Name specific aspects of the artwork you notice.</li><li>What do you <em>think </em>about what you see?</li><li>What does this artwork make you <em>wonder</em>? </li><li><em>Optional</em>: How might the artwork connect to the themes of conflict, identity, and place?</li></ol><p> </p> <p>This Smithsonian Learning Lab collection contains artwork selected by <a href="https://learninglab.si.edu/profile/666" style="background-color:rgb(63,63,63);">Phoebe Hillemann</a>, Teacher Institutes Educator at the Smithsonian American Art Museum, featured in the 2019 Smithsonian American Art Museum Summer Institute for Teachers, "Teaching the Humanities through Art."  <br /></p> <p>These artworks serve as foundational museum resources in lesson concepts that are accessible by searching the Smithsonian Learning Lab with the hashtag: #SAAMTeach.</p>

<p>This topical collection includes resources related to featured women athletes and aviators. This collection includes portraits of the athletes and aviators, related artifacts, articles, videos with experts, and related Smithsonian Learning Lab collections. Use this collection to launch lessons about the women's life stories, primary source analysis, and examination of the context in which these women lived and made their contributions. This collection is not comprehensive but rather provides a launching point for research and study.  <br /></p> <p>Keywords: Bessie Coleman, Pancho Barnes, Babe Zaharias, Billie Jean King, Florence Griffith Joyner ("Flo Jo"), Ibtihaj Muhammad, #BecauseOfHerStory<br /></p>

<p>This topical collection includes resources related to featured women artists, actresses and performers. This collection includes portraits of the artists, actresses and performers, related artifacts, articles, videos with experts, and related Smithsonian Learning Lab collections. Use this collection to launch lessons about the women's life stories, primary source analysis, and examination of the context in which these women lived and made their contributions. This collection is not comprehensive but rather provides a launching point for research and study.  <br /></p> <p>Keywords: Hattie McDaniel, Aretha Franklin, Frida Kahlo, Anna May Wong, Selena Quintanilla, Maria Tallchief, Maya Lin, Gladys Bentley, #BecauseOfHerStory<br /></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>