Create a museum exhibit that will explore a specific historical time period or event through the display and analysis of historical artifacts and primary sources.
In this lesson, students will create a ‘Museum of Westward Expansion Inventions’ using the platform twinery.org. This tour will include multiple types of links that will be written in code two different ways and citations to photos to prove the veracity of the images students provide. In the end, students will have their own little piece of history with artifacts (images) that are properly cited and linked.
Author: Katie Frazier, Museums at W&LStudents will examine a ceramic object made by David Drake (about 1800-about 1870), an enslaved person who lived on a plantation in Edgefield, South Carolina. As an enslaved individual, Drake was denied the basic rights of learning how to read and write. Despite writing being illegal for enslaved people, David Drake was known for writing his name and poetry on the ceramics he made. He wanted to express his feelings about life, religion and his own identity as an enslaved person.
This Learning Resource is based on the American Panorama Map "Electing the House"
This Learning Resource is based on the American Panorama Map "Foreign Born"
This Learning Resource is based on the Bunk excerpt of The Nib's"Harriet Tubman"
This Learning Resource is based on the American Panorama Map "Mapping Inequality"
This Learning Resource is designed for use with preservice and inservice teachers
This Learning Resource is based on the Bunk excerpt of The Nib's "The Black Radical You've Never Heard Of"
The purpose of this lesson is to help students understand the U.S. foreign policy toward the Soviet Union during the Cold War. The lesson includes an introduction, primary source document and analysis sheet, and a Google Worksheet. Students will use social science skills to analyze a primary source and they will research the web and web articles to answer questions on various Cold War policies.
Shared narratives can be found in art from many cultures and throughout time. Use this resource to encourage students to explore diverse narratives, discover their own personal narrative, and express that narrative through their own work of art.Using provided engagment strategies students are able to hone Critical, Creative, and Communication skills using works of art in the Virginia Museum of Arts collection. Discussion prompts and activities offer instructional oppotunities for building Collaboration and Citizenship skills.
Shared narratives can be found in art from many cultures and throughout time. Use this resource to encourage students to explore diverse narratives, discover their own personal narrative, and express that narrative through their own work of art.Using provided engagment strategies students are able to hone Critical, Creative, and Communication skills using works of art in the Virginia Museum of Arts collection. Discussion prompts and activities offer instructional oppotunities for building Collaboration and Citizenship skills. Symbols that we find in literature and the use of figurative language to describe artworks go hand in hand. Find two pieces of artwork that move you one in Virginia and one in an international museum and create multiple examples of 10 different types of figuative language.
provides information about the Washington Monument, the Lincoln Memorial, the Jefferson Memorial, Ford's Theatre, the Franklin Roosevelt Memorial, the Korean War Veterans Memorial, the Vietnam Veterans Memorial, and more.
can help families explore historic places in the U.S. Each itinerary describes historic places and their importance, and provides maps, photos, and tourist information. Find itineraries for learning about Civil War battles in Virginia, the Lewis and Clark Expedition, maritime history, women's history, civil rights movement, Florida shipwrecks, the Southwest, Amana Colonies, Ohio and Erie Canal, Detroit, the California coast, Washington, D.C., and more.
The National Register of Historic Places is the official list of the Nation's historic places worthy of preservation. Authorized by the National Historic Preservation Act of 1966, the National Park Service's National Register of Historic Places is part of a national program to coordinate and support public and private efforts to identify, evaluate, and protect America's historic and archeological resources.
Students will sort and graph attributes of the Lakota, Powhatan, and Pueblo tribe. They will then rotate through groups and make models of items.
A collection of resources for lesson planning and learning more about Native Americans, past and present. This resource was created through a partnership between CodeVA and the Virginia Tribal Education Consortium (VTEC).
This activity is to be used after they have been taught native American resources. Students will need to fill in a Google Drawings chart for the Native American Resources by dragging each photo into the rectangle that it belongs to. When they are done, they will fill out the chart asking for them to justify their descions. They will need to describe what the photo is and why they put the photos in each rectangle. After they have explained, they will need to write the name of the tribe the resource belonged to (Inuit, Lakota, Iroquois, Pueblo, or Kwakiutl).
During WWII the Marines enlisted Navajo code talkers to send messages. The Navajo language is not written down and is very difficult for non-native speakers to speak and understand. The Marines started with 29 Navajo men for this project. Their code became unbreakable and fast. They could decode 3 lines of English in 20 seconds versus the normal 30 minutes.In this lesson students will hear audio of spoken Navajo language. They will make predictions on what language they think is being spoken. After learning the language they will research the Navajo code breakers. Students will then use the Navajo dictionary to practice creating and deciphering messages. Students will then be able to make connections to cybersecurity.
This inquiry focuses on the uneven impacts of the New Deal policies with a focus on the experiences of everyday Americans living in the South. It is intended to expand students’ existing understanding of the New Deal by engaging in analysis around issues of equity and perspective. The questions, tasks, and sources in this inquiry asks students to consider the impact of three areas of federal policy during the New Deal (agricultural, employment benefits, and housing) and to consider how those policies may have been interpreted by Southerners at the time.