<p>Across the nation, public institutions like museums, universities, and government facilities showed the impact of World War One. Not only did private individuals find their lives changed by enlisting to fight or taking on new "war work," but buildings and public spaces also changed by shifting over to the war cause. This collection reveals how life at the Smithsonian Institution changed in order to support the war effort from 1914-1918 through artifacts and archival materials.</p><p>Questions to consider:</p><p>-<strong>How do Americans sacrifice during wartime? Has it changed over time?</strong></p><p>-How did the Smithsonian Institution and its employees adapt during wartime?</p><p>-What does the experience chronicled here tell us about that of other Americans? What is still missing?</p><p>Tags: WWI, World War One, homefront, war work, Smithsonian, museum</p>

How have political campaign strategies evolved over time? Use this collection of a variety of resources (artifact, poster, photograph, news article, video, and painting) to find an answer to the question. As you review the collection, take notes on the variety of issues, audiences, and tactics you see represented. Tags: politics, campaign, election, vote, ballot box, Kennedy, Nixon, 1960, Obama, 2008, 1956, Eisenhower, Ike, Nixon, Harding, Republican, Democrat, suffrage, Lincoln, 1860

This teaching collection chronicles the events and people associated with the end of the Cold War. Suggested teaching strategies are embedded throughout. Guiding questions include: -Who started the "revolutions" of 1989--Gorbachev and his reforms? People in Eastern Europe? -Evaluate the roles of the United States and the Reagan and Bush administrations, as well as the changes within the Soviet Union, in bringing about the end of the Cold War. -Why did the Cold War end? -What were the costs of the Cold War, both human and material? -What are the legacies/lessons of the Cold War? -What uncertainties or questions remained as the Cold War came to a close? What would come to characterize the 'New World Order' that followed? Tags: Wilson Center, Cold War, Reagan, Gorbachev, glasnost, perestroika, revolution, Soviet Union, USSR, Communism

<p>Perhaps the most famous of the Indian boarding schools created in the late 19th century, the Carlisle Indian Industrial School in Pennsylvania was founded by Captain Richard Henry Pratt (with funding and support from the United States government), with the purpose of assimilating (or Americanizing) Indian students. </p><p>Student will use archival materials to explore student life at Carlisle Indian School and to evaluate assimilation policy as practiced through the school. <strong>What was gained and lost through the process of assimilation? </strong></p><p>Using these resources as a starting point, users should research one former Indian student or one aspect of student life using the <a href="http://carlisleindian.dickinson.edu/" target="_blank">Carlisle Indian School Digital Resource Center</a>. Many student files record not only experiences that occurred while at the school, but information about occupations and life after the boarding school experience. Were students and families able to shape positive experiences despite the intended consequences of boarding school policy? </p><p><span>Students should create a writing or artwork that reflects information learned about that particular student or activity and that shares the learner's opinions on assimilation policy and the response of Native Ameri</span><span>cans</span><span>. </span><strong>How should the Carlisle Indian School be remembered? </strong></p><p>Tags: Native American, Indian, boarding school, assimilation, Pratt, Dawes Act, Jim Thorpe, allotment</p>

This learner resource includes artifacts and archival documents regarding the 1980, 1984, and 1988 Olympics. Students will explore these materials in order to develop an understanding of how the Olympics were used as a platform for the United States and the Soviet Union to display political ideals during the Cold War. Comprehension and analysis questions are embedded throughout. Tags: Wilson Center, Cold War, Olympics, hockey, Miracle on Ice, boycott, Afghanistan, Soviet Union, USSR, Communism

What defines a place? This teacher's guide uses stamps, photographs, paintings, objects, videos, and music to explore the history and culture of North Carolina. In the classroom, these resources can be used by students to investigate two essential questions: How do you define North Carolina as a place? What does it mean to be from North Carolina? Further questions include: How do these objects relate to each other? What objects/people/places are missing that you think are important in defining North Carolina as a place? What sub-themes can you identify within this collection of resources? How do you define North Carolina in terms of its environmental characteristics? What are its unique set of physical and cultural conditions? Has the definition of being from North Carolina changed over time? Activity Idea: Ask students to investigate collection in small groups to answer the two essential questions. Use the supporting questions to guide their inquiry into the essential questions - answering these questions will give students a knowledge and evidence base from which to answer the essential questions. To further the activity, students may choose one resource to investigate in depth and either write an essay or create a collection of their own around it. Students may choose two or more resources to compare in their exploration of how one defines North Carolina. Ask students individually or in small groups to create a collection in Learning Lab to represent the physical and cultural characteristics of another place. Using these collections, ask students to write summary statements describing the unique human and physical characteristics of places researched. In class discuss student collections and what makes each place unique.

A topical collection inspired by the Fourth of July holiday. Have a picnic, see some fireworks, and enjoy our nation's independence!

<p>This teaching collection contains resources to support a more inclusive United States history curriculum. It includes documents, videos, and websites related to the LGBT (Lesbian, Gay, Bisexual, Trans-, and other sexual minorities) movement. The collection is divided into the following themes:</p><p>-People</p><p>-Pride and Diversity of Experiences (reflecting a range of LGBT identities)</p><p>-History, Challenges, and Accomplishments</p><p>-Additional Resources</p><p>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. </p>

<p>This is a topical collection about American fears during the Cold War. What were Americans afraid of? How were these fears expressed in United States culture? How successfully did the government address these fears?</p><p><br /><br /></p><p>Students and teachers may want to explore the resources in this collection to consider the psychological impact of the Cold War and how Americans prepared themselves for the unknown. </p><p><br /><br /></p><p>Tags: Cold War, McCarthy, UFOs, aliens, space race, fallout shelters, Civil Defense, radiation, spies, Hiss, Rosenberg, Murrow, Sputnik, cause and effect</p>

This teaching collection includes images and video of Running Fence, a work of installation art by Christo and Jean Claude. Included at the end is a lesson plan that engages students in analysis of Running Fence and details the steps for a student-designed installation art work at their school. 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

<p>"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."</p> <p>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. </p> <p>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.</p> <p>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.<br /></p>

<p>This is a teaching collection designed to support an inquiry into why the public lost confidence in the government in the 1970s (70s). Topics covered include the economic recession, the Nixon presidency and Watergate, the Ford presidency, the Carter presidency, the Iran hostage crisis, the oil embargo, the Kent State massacre and the Pentagon Papers.</p><p><br /><br /></p><p>Guiding questions:<br /></p><p>-Why did the U.S. public lose confidence in the presidency in the 1970s?<br /></p><p>-What impact did economic crises have on American lives?</p>