<p>Have you ever sat while someone painted your picture or took a photograph? How does it feel? What do you think about while it occurs? This student activity begins with a portrait of George Washington and a letter describing his attitude towards portraits. After students reflect on these, they will choose another portrait from the set and focus on developing observational skills and an attitude of empathy by examining the work closely and imagining the perspective of one of the people in the image. </p><p>Tags: portrait, point of view, perspective, Washington, Pine, de Kooning, John F. Kennedy, JFK, Norman Rockwell, Mitchell, Spalding, video, self-portrait</p>

This is a collection of teaching resources available on the topic of George Westinghouse as well as Westinghouse Electric Company (founded 1886) and its spinoffs (including the broadcasting company and nuclear energy company). Fun fact: During the 20th century, Westinghouse engineers and scientists were granted more than 28,000 US government patents, the third most of any company (https://en.wikipedia.org/wiki/Westinghouse_Electric_Company#cite_note-2009profile-14)

<p>In what ways was Rachel Carson an innovator? She diligently pursued her goals as a female scientist and author and sparked the environmental movement with her book "Silent Spring." As you look through this collection, consider the characteristics of innovators. What innovative characteristics do you share with her?</p> <p>For more on the characteristics that make up an innovator, look at the Heinz History Center website. You can even take a quiz and find out what innovator you are most like:</p> <p><a href="http://www.heinzhistorycenter.org/education/school-programs-k-12/steam/innovator-mtch-up">http://www.heinzhistorycenter.org/education/school...</a></p> <p>tags: Pittsburgh, science, environment,Silent Spring, Chatham, Maine, Fish and Wildlife Service, #BecauseOfHerStory</p>

<p>How can American ideals be defined and expressed in different ways? The United States of America is associated the ideals of Democracy, Rights, Liberty, Opportunity, and Equality. Those values have served as sources of inspiration for artists as goals that the nation aspires to (even if they are not always achieved). This collection contains artworks inspired by one or more of the ideals listed above. Students should choose a work and identify which ideal it relates to: Democracy, Rights, Liberty, Opportunity, and Equality. </p><p>In a short essay based on the artwork, students should answer the following questions:</p><p>-How would the student define Democracy, Rights, Liberty, Opportunity, or Equality?</p><p>-What is the artist trying to communicate about how this idea plays out in America?</p><p>-Does the student agree or disagree with the artist's interpretation?</p><p>If desired, students could create their own artwork based on one of the American ideals.</p>

<p>Did you know that astronaut Mae Jemison carried a picture of aviator Bessie Coleman in her uniform pocket? Or that astronaut Sally Ride was a major supporter of vice presidential candidate Geraldine Ferraro? Maybe you knew that Jane Briggs Hart was Michigan's first female helicopter pilot and flew her husband, the late Senator Hart, to his political campaign stops as well as being vocal and liberal political activist? Find out about these inspirational women and others in this collection. This topical collection is a great starting point for research about female aviators and astronauts, and includes articles, images, artifacts, and video. Some guiding questions to consider might be:<br />-Why do you think it was so challenging for female pilots to become accepted? Compare the inclusion of women in aviation to other industries and fields. <br />-What role did the military play in the growth in the number of female aviators?<br />-What connections can you find between various female pilots and astronauts?<br />-Is being the "first" of something a political act? How do many female aviation leaders use their public voice?</p><p>#BecauseOfHerStory<br /></p>

<p>Preparing for World War II in the United States meant uniting the nation and encouraging citizens to support the war with their actions and funds. However, it also created divisions within the nations, as Japanese-Americans were interned, African-American soldiers were segregated, and Mexican workers recruited to help with war-time demands were discriminated against. This collection includes objects reflecting a variety of aspects of homefront life during World War II and works well as an independent activity for students to complete. </p> <p>Guiding questions for discussion before and after include:</p> <p><strong>-In what ways did World War II unite the nation? In what ways did it divide the nation?</strong></p> <p>-What new opportunities were created by the need for more workers in World War II?</p> <p>-How and why did government regulation of the economy increase during World War II?</p> <p>-Why do you think the examples of propaganda in this collection were so effective?</p>

<p>This student activity focuses on the concepts of globalization and cultural diffusion. Students will look at a variety of artifacts and explain how they illustrate the two concepts and/or help answer the guiding questions below:</p><ul><li>What is globalization and how does it affect people and places?</li><li>What leads to cultural diffusion?</li></ul>

This student activity includes a range of visions of the future, to serve as inspiration and present a challenge for students: what do you want your city to be like in the future? Students will watch a video where students complete a similar project, and then view a variety of artifacts presenting different views of the future, with questions for analysis. Finally, students will be tasked with developing their own vision for their city or town in the future.

This collection offers teaching resources that provide context for today's modern refugee crisis and the ethical and political questions raised by the migration of so many people at this time. <br /><br /> The resources in this collection ask students to consider what it means to migrate, the choice (or lack thereof) that is involved in moving from one place to another, and how the word "migrant" differs from "refugee." As students examine different examples or objects in this collection, ask them to consider the reasons behind the migration and how these particular migrants are percieved. Suggested questions for discussion are embedded on the information tabs throughout. <br /><br />

<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>

<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>

<p>What defines a place? Is it its people? Economic life? Physical characteristics?</p><p>Examine this collection of images from or about the Pacific Northwest (loosely defined as Washington and Oregon states and British Columbia) to answer these questions: What are its unique set of physical and cultural conditions? How do these physical and cultural conditions interact? How does the economy of the PNW connect to its culture and geography? What are the consequences of human activity on the cultural and physical landscape? </p><p>Ask students individually or in small groups to create a collection in Learning Lab to represent the physical and cultural characteristics of another place (city, region, state). Using these collections, ask students to write summary statements describing the unique human and physical characteristics of places researched. Discuss student collections and what makes each place unique.</p><p>Tags: Portland, Seattle, Oregon, Washington, Vancouver, Native Americans, American Indians, grunge, space needle</p>