<p>This teacher's guide provides portraits and analysis questions to enrich students' examination of Walt Whitman, an American poet, essayist, and journalist. Includes the video "Defining Portraiture: How are portraits both fact and fiction?" and the National Portrait Gallery's "<em>Reading" Portraiture Guide for Educators, </em>both of which provide suggestions and questions for analyzing portraiture.  Also includes "A Close, Intimate Look at Walt Whitman," an article about the final portrait in this collection that may be used as a lesson extension.</p> <p>Consider:</p> <ul><li>What do these portraits have in common? How are they different?</li><li>How are these portraits both fact and fiction?</li><li>How do these portraits reflect how he wanted to be seen, or how others wanted him to be seen? Consider for what purpose these portraits were created.</li><li>Having read one of his poems, does the portrait capture your image of Walt Whitman? Why, or why not?</li><li>If you were creating your own portrait of Walt Whitman, what characteristics would you emphasize, and why?</li></ul><p>Keywords: new york, ny, leaves of grass, humanist, writer</p>

<p>This teacher's guide provides portraits and analysis questions to enrich students' examination of Edgar Allan Poe, an American poet and author known for his stories of mystery, horror, and the macabre. Includes the video "Defining Portraiture: How are portraits both fact and fiction?" and the National Portrait Gallery's "<em>Reading" Portraiture Guide for Educators, </em>both of which provide suggestions and questions for analyzing portraiture.  </p> <p>Consider:</p> <ul><li>What do these portraits have in common? How are they different?</li><li>How are these portraits both fact and fiction?</li><li>How do these portraits reflect how Edgar Allan Poe wanted to be seen, or how others wanted him to be seen? Consider for what purpose these portraits were created (such as the photograph, the stamp, the painting, etc.).</li><li>Having read one of his works, does the portrait capture your image of Edgar Allan Poe? Why, or why not?</li><li>If you were creating your own portrait of Edgar Allan Poe, what characteristics would you emphasize, and why?</li></ul><p>Keywords: boston, massachusetts, ma, baltimore, maryland, md, allen, gothic, raven, tell tale heart</p>

<p>This teacher's guide provides portraits and analysis questions to enrich students' examination of Tennessee Williams, an American playwright and Pulitzer Prize winner. Includes the video "Defining Portraiture: How are portraits both fact and fiction?" and the National Portrait Gallery's "<em>Reading" Portraiture Guide for Educators, </em>both of which provide suggestions and questions for analyzing portraiture.  </p> <p>Consider:</p> <p></p> <p></p> <ul><li>What do these portraits have in common? How are they different?</li><li>How are these portraits both fact and fiction?</li><li>How do these portraits reflect how they wanted to be seen, or how others wanted them to be seen? Consider for what purpose these portraits were created (such as Time Magazine, stamp, etc.).</li><li>Having read one of his plays, does the portrait capture your image of Tennessee Williams? Why, or why not?</li><li>If you were creating your own portrait of Tennessee Williams, what characteristics would you emphasize, and why?</li></ul> <p></p> <p></p> <p>Keywords: mississippi, ms, play, author, streetcar named desire, writer</p>

<p>Using the Project Zero Visible Thinking routine "See Think Wonder," this activity explores multiple stelae, or funerary markers, from Ancient Egypt. Through analysis of these stelae, students will gain an understanding of: the different functions of stelae, their common characteristics, and how they fit into the larger picture of Ancient Egyptian funerary practice and afterlife beliefs.</p> <p>Keywords: stela, stele, steles, stelai, memorial, commemorative, inquiry strategy, archaeology</p> <p><em>#historicalthinking</em></p>

<p>Using the Project Zero Visible Thinking routine "What makes you say that?," students will examine the 1947 mural "Achelous and Hercules," by Thomas Hart Benton. This artwork explores the relationship between man and water in post-war agricultural America through the retelling of an Ancient Greek myth. Collection includes a video analysis by a museum director and an interactive exploring areas of interest in the artwork.</p> <p>Keywords: greece, agriculture, agricultural, missouri river, marshall plan, truman, cultural connections, midwest</p>

<p>Using the Project Zero Visible Thinking routine "What makes you say that?", students will examine Japanese artworks depicting Americans and other "westerners" in Japan to analyze Japanese views towards foreigners in the period after the signing of the Kanagawa Treaty (1854). The Kanagawa Treaty, the first treaty between the United States and Japan, ended a period of Japanese isolationism that had lasted for 220 years. Collection includes 21 woodblock prints from the years 1860-1861.</p> <p>Keywords: commodore perry, matthew perry, treaty of amity and commerce, townsend harris, national seclusion, sakoku, millard filmore, edo period, treaty of amity and peace, harris treaty, inquiry strategy, foreigner, global perspectives</p> <p><em>#historicalthinking</em></p>

<p>This activity analyzes the stories told by photographs of the <strong></strong>Resettlement Administration (RA) and Farm Security Administration (FSA) programs, which ran from 1935 to 1937 and 1937 to 1942 respectively. These photographs were taken to document the conditions and hardships experienced by Americans across the country during the Great Depression, as well as the success of relief services implemented by these two programs. Published widely in newspapers, magazines, books, and exhibitions, these photographs helped shape the public's perception and memory of this difficult time period.</p> <p>Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will uncover the stories and perspectives portrayed by these photographs in multiple contexts, from the personal to the global. Additional resources (photographer interviews and an article) and information on how to use these routines in the classroom can by found by clicking <em>Read More »</em>.<br /></p> <p>RA &amp; FSA photographers included in this collection: Carl Mydans, Dorothea Lange, Arthur Rothstein, and Marion Post Wolcott.</p> <p>Keywords: poverty, rural, urban, roy stryker, new deal, inquiry strategy, global competence, global competency, 1930s, 30s, dust bowl, photojournalism</p><p><em>#historicalthinking</em></p>

<p>Resources supporting the April 2016 Google Hangout facilitated by the Freer Gallery of Art and Arthur M. Sackler Gallery in coordination with the Smithsonian Office of Educational Technology.</p>

<p>Using the Project Zero Visible Thinking routine "See Think Wonder," this activity investigates the cultural connections between Ancient Greece, Rome, and Gandhara* as seen through a sculpture of the Buddha created in the 2nd century CE. Buddhist sculptures from Gandhara are significant not only because they show the extent of Alexander the Great's influence on Asia, but also because they are some of the first human depictions of the Buddha in the history of Buddhist art.</p> <p>Even without a deep knowledge of the art of this period, students can make visual observations and comparisons that reveal the blending of Asian and Greco-Roman culture in this particular region.</p> <p>*Gandhara is a region in what is now modern Afghanistan and Pakistan.</p> <p>Keywords: greek, kushan, mathura, india, inquiry strategy, classical, roman, gautama, siddhārtha, siddhartha, shakyamuni, lakshanas, signs of the buddha</p> <p><em>#visiblethinking</em><br></p>

<p>This collection previews the fifth and final seminar of the 2016 Montgomery College / Smithsonian Institution Fellowship seminar series. Fellows will visit the National Museum of American History to explore the issues and topics surrounding the upcoming exhibition, "American Democracy: A Great Leap of Faith." Harry Rubenstein, Curator and Chair of the Division of Political History, will lead the seminar.</p> <p>Included in this collection: bio of presenter, presentation description, and resources for attendees to explore before attending the session. The first two resources in this collection - the video "Bill Geist with curators Harry Rubenstein and Larry Bird on the campaign trail, 1996" and image "Where is Democracy" with attached quiz question - are required. The others are not, but will help fellows prepare for discussion the day of the seminar.</p><p>#MCteach<br /></p>

<p>This collection previews the fourth seminar of the 2016 Montgomery College / Smithsonian Institution Fellowship seminar series. Fellows will visit the National Air and Space Museum to learn about the design and development of space suits, as well as current conservation challenges and strategies. Two National Air and Space Museum staff members will lead this seminar: Cathy Lewis, Curator of International Space Programs and Spacesuits, and Lisa Young, Objects Conservator.</p> <p>Included in this collection: presenter bios, presentation description, and resources for attendees to explore before attending the session. The first resource in the collection - "A Picture is Worth a Thousand Words: Using X-radiographs of the National Air and Space Museum's Spacesuit Collection to Promote Preservation" - is required. The other resources are not required, but will help prepare for discussion the day of the seminar.</p><p>#MCteach<br /></p>

<p>This collection previews the third seminar of the 2016 Montgomery College / Smithsonian Institution Fellowship seminar series. Fellows will visit the National Portrait Gallery, explore the exhibitions, and learn strategies for examining portraiture in the classroom. Two National Portrait Gallery staff members will lead this seminar: David C. Ward, Senior Historian, and Briana Zavadil White, Student and Teacher Program Manager.</p> <p>Included in this collection: presenter bios, presentation description, and resources chosen by the presenters for attendees to explore before attending the session. Fellows will be asked to discuss their answer to the quiz question during the seminar. Other resources are not required, but will help fellows prepare for discussion the day of the seminar.</p><p>#MCteach<br /></p>