This art history video discussion examines Claes Oldenburg's "Floor Cake," Synthetic polymer paint and latex on canva filled with foam rubber and cardboard boxes, 58.375 x 114.25 x 58.375 in. (148.2 x 290.2 x 148.2 cm) 1962 (MoMA).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this activity students will learn about how groups without political power—African Americans, women, and working-class men—sought to expand their political power in the Revolutionary era. Students will analyze primary sources to determine the methods by which non-voting groups made their claims on being part of "We the People".

In this lesson students read a description of a slave's walk through colonial New York City and determine which laws he broke and which laws he followed. Students then write a journal entry from the perspective of either a slave or a slaveowner reacting to colonial New York's slave codes.

The United States experienced extensive economic and geographical expansion during the 1840s, as the spirit of Manifest Destiny drove Americans west across the North American continent to exert their influence over new places and peoples. Influenced by this expansionary philosophy, political leaders sought to expand American trade relationships worldwide. One of the first targets of this campaign was to open diplomatic and trade relations with isolationist Japan, which had been closed to western traders for centuries. In 1852, President Millard Fillmore ordered Commodore Matthew C. Perry to lead an expedition to secure Japanese trade and access to Japan‰Ûªs ports for American ships.

Which side will win as students investigate both sides of the battle of using print versus online text for research as they learn about the lives of Civil War soldiers?

In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

In this activity students read a list of laws regulating Africans and African Americans and a servant's indenture contract from colonial New York. Then students find evidence in the primary sources to support a series of statements about the differences between slaves and servants in the period. This activity includes scaffolds and vocabulary support for students with literacy challenges.

Reflect on the past unit and provide crucial feedback to the Kinfolk team.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

Lesson 3 is a step-by-step guide for a classroom activity on Sun Ra's art and music. It starts with a 13-minute video of a Sun Ra interview, where students take notes and share their findings with a partner. The lesson then moves on to exploring visuals in Art on Saturn, the Space Is the Place film trailer, and The Last Man in the Cosmos. Finally, students are tasked with a design challenge where they imagine life on Jupiter's moon Europa and create a 15-second clip to show it. There is a 20-minute work time recommended, and students can publish their clips on Instagram with the provided tags.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

In this activity, students use a range of primary and secondary sources about San Francisco's Chinatown (1880s-1920) to explore what the community meant to residents and to outsiders.

In this activity students create a "magic lantern show," or presentation that illustrates how African American defined freedom for themselves after emancipation and the challenges and threats they faced. Students use primary sources from the Reconstruction period. This activity can accompany a viewing of the filmDr. Toer's Amazing Magic Lantern Show: A Different View of Emancipation.

In this activity students examine documents from the period of the First Great Migration of African Americans to the North. As they look at the documents, they take notes to build a character of a migrant. Then they create a scrapbook that shows their characters' personal journeys and experiences during the Great Migration. This activity can be part of a unit that includes the film Up South: African-American Migration in the Era of the Great War. Students will need art supplies such as construction paper, tape or glue, scissors, and markers to make the scrapbooks.

In this activity students learn about the people and places, and the social rules that governed them, in San Francisco's Chinatown in the 1800s. Students develop a character based on the real people who lived in Chinatown, and then create a walking tour of what life was really like in "their" neighborhood. Students analyze photographs and read short background texts to gather information for their tours.

In this activity students create a political cartoon about one of five key historical understandings of the Philippine-American War. This activity and its materials are Smartboard-friendly but can be completed without a Smartboard. This activity is designed to accompany the film Savage Acts: Wars, Fairs, and Empire 1898-1904, but it can be adapted if the teacher does not have access to the film. To plan their cartoons, students will need scissors and glue or tape.

This collection uses primary sources to explore the creation of the US Constitution. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore cross-cultural conflicts during the Colonial period of US History. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Prior to remote work, work had begun on the social studies instructional strategies and supports to supplement the standards and model curriculum. The work was not completed prior to the COVID-19 shutdown but the draft version of partially completed document is what is being shared with educators.

Prior to remote work, work had begun on the social studies instructional strategies and supports to supplement the standards and model curriculum. The work was not completed prior to the COVID-19 shutdown but the draft version of partially completed document is what is being shared with educators.

This art history video dicussion examines Willem de Kooning's "Woman I", oil on canvas, 1950-52 (MoMA).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this activity students investigate various perspectives on the debate over the annexation of the Philippines by the United States after the Spanish-American War. Students read a variety of primary sources on the annexation question and the struggle for Philippine independence, debate the relevant issues while in character of proponents of either side, attempt to reach consensus on the issue, and report the outcome to the class.