Students explore the world of maps and learn how to view the world around them in a two-dimensional format.

This art history video discussion examines Mark Rothko's "No. 3/No. 13", 1949, oil on canvas (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.

This art history video discussion examines the Painting Techniques of Mark Rothko: No. 16 (Red, Brown, and Black). Abstract Expressionist New York (The Museum of Modern Art) October 3, 2--April 11, 2011 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 explore the placement of responsibility for governing an expanding Martian settlement. They will begin by reading the Outer Space Treaty to understand the rules that are currently in place on this faraway planet. After discovering frozen water on Mars during their Augmented Reality experience, students will be told that the Martian community is growing quickly. They will therefore be challenged to answer this compelling question: Now that Mars has been colonized, who should govern it?

Estimated time required: 2-3 class periods.

Technology required for this lesson: Augmented Reality, Tablet or Smartphone.

In this activity, students will investigate the concept of laws. They will begin by learning about laws on planet Earth as they consider if and how they help their community. After discovering water on Mars while exploring in the TimePod Adventures app, they will imagine that they are members of a Martian community that mirrors the government of the United States. They will be introduced to the fact that any citizen can propose laws in the United States, and groups of students will collaborate to write laws to help protect Mars’ water. As groups take turns pitching their ideas, those listening to the proposals will assume the role of members of the Mars Senate who will ultimately decide which law they would like to bring before the Senate as a bill.

Estimated time required: 2-3 class periods.

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

This lesson introduces students to the philosophy of nonviolence and the teachings of Mohandas K. Gandhi that influenced Dr. Martin Luther King, Jr.'s views. After considering the political impact of this philosophy, students explore its relevance to personal life and contemporary society.

Students examine Martin Puryear's "Ladder for Booker T. Washington" and consider how the title of Puryear's sculpture is reflected in the meanings we can draw from it. They learn about Booker T. Washington's life and legacy, and through Puryear's ladder, students explore the African American experience from Booker T.'s perspective and apply their knowledge to other groups in U.S. History. They also gain understanding of how a ladder can be a metaphor for a person's and a group's progress toward goals.

This art history video discussion examines Francesco di Giorgio Martini's (attributed), Architectural Veduta, c. 1490, oil on poplar (Gemaldegalerie, Staatliche Museen zu Berlin).

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.

This art history video discussion examines Masaccio's (Tommaso di Ser Giovanni di Simone) "Virgin and Child Enthroned", 1426, tempera on panel (National Gallery, London). Ser Giuliano degli Scarsi, a notary from Pisa commissioned this altarpiece for the chapel of Saint Julian in Santa Maria del Carmine, Pisa.

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.

This art history video discussion examines Masaccio's "Expulsion of Adam and Eve from Eden", Brancacci Chapel, Santa Maria del Carmine, Florence, Italy, Fresco.

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.

This art history video discussion looks at Masaccio's "Holy Trinity", c. 1427, Fresco, Santa Maria Novella, Florence.

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.

This art history video discussion looks at Masaccio's "The Tribute Money", 1427, fresco (Brancacci Chapel, Santa Maria del Carmine, Florence).

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.

The focus of this lesson is the Robert Gould Shaw and the Massachusetts 54th Regiment Memorial by Augustus Saint-Gaudens. Students will put themselves in the shoes of the men of the Massachusetts 54th Regiment as they read, write, pose, and then create a comic strip about these American heroes.

This art history video discussion examines Henri Matisse's "Luxe, calme et volupte", 1904, oil on canvas, 37 x 46 inches (Musee d'Orsay, Paris). Painted while the artist stayed with the pointillist painter, Signac, at his home in Saint-Tropez on the Cote d'Azur. Matisse's title comes from Charles Baudelaire's poem, L'invitation au voyage (Invitation To A Voyage) from his collection, The Flowers of Evil. Luxe, calme et volupte translates just as it sounds in English, Luxury, calm, and voluptuous(ness).

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.

This art history video discussion examines Henri Matisse's "The Piano Lesson", 1916 (The Museum of Modern Art).

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.

This art history video discussion looks at Henri Matisse's "The Red Studio", oil on canvas, 1911 (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.

This art history video discussion examines Medea Sarcophagus, 140 - 150 C.E., marble (Altes Museum, Berlin).

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.

This is a lesson on David Ruggles, a 19th-century Black activist and abolitionist, who made contributions to the struggle for Black freedom and equality. The lesson aims to educate students about his life, impact and his relevance in the context of enclaves, Afrofuturism, and Black Futures. The lesson begins with the students experiencing augmented reality technology and observing the David Ruggles artwork. Students then engage in group discussions, taking notes on their observations, and sharing their findings with the class. The students read a Zoom-In on Frederick Douglass and Hydrotherapy, exploring symbols related to David Ruggles, and depicting one such symbol. In the final wrap-up session, the students will create social media-style videos on different topics related to David Ruggles, which they will share with the teacher and potentially post on Instagram to spread the word.

Estimated time required: 1-2 class periods.

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

This lesson focuses on exploring Seneca Village, a Black enclave in 19th-century New York City, through augmented reality portals, artifacts, and reports. The objective of the lesson is for students to understand the significance of Seneca Village for the Black community and its impact on Black history and culture. Students will use augmented reality technology to observe the Seneca Village art and discuss their observations in small groups. Next, they work together in small groups to read a Seneca Village biography and a Zoom-In article about Black people in New York in hopes of being able to answer trivia questions.Questions cover topics such as the purpose of Black people acquiring property in Seneca Village, the impact of Central Park on the village, the significance of Seneca Village in the Underground Railroad, and the reasons for its eventual demolition.

Estimated time required: 1-2 class periods.

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

This lesson focuses on the history and impact of the Young Lords Party. The lesson objectives are to analyze the history of the party and its impact on communities, understand the relationship between the party and enclaves, Afrofuturism, and Black Futures through augmented reality and art, read their biography and Zoom-In, craft text-dependent questions, and create a podcast script. Students interact with a monument, craft text-dependent questions based on the information they analyzed and create a podcast concept that incorporates the use of technology and art. They also pitch their concept to another group for feedback. Finally, they record a video pitch, incorporating feedback from their peers, and sharing it via email or on Instagram. The lesson also includes extensions such as allowing students 20 minutes of work time to record the video. This lesson provides students with an opportunity to think critically and creatively.

Estimated time required: 1-2 class periods.

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