Monroe brought a vision of an expanded America to his presidency"”a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. In this unit, students will review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic.

This lesson is about exploring the importance of challenging dominant narratives in history and the role of augmented reality in doing so. A field trip to the New York, New Publics exhibit is recommended but not required. Students will examine the wallwork Kinfolk 2040. They will also complete a Time + Memory survey to analyze the impact of time and memory on Black identity and history. Through various activities and discussions, students will reflect on how they can understand the interplay between time, memory, and identity to shape the pursuit of Black Futures.

Estimated time required: 1-2 class periods.

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

Students examine and listen to a variety of forms of music to learn about the cultural, geographic, and stylistic diversity available within the United States.

This lesson traces the long history of how African Americans have used music as a vehicle for communicating beliefs, aspirations, observations, joys, despair, resistance, and more across U.S. history.

In this video segment from Religion & Ethics Newsweekly, learn about the daily prayer rituals of the Muslim faith and their significance in the life of a Muslim living in America.

This are history video discussion with Beth Harris and Steven Zucker looks at Myron of Eleutherae's "Discobolus (Discus Thrower)", Roman marble copy of an ancient Greek bronze, c. 450 B.C.E. (Palazzo Massimo alle Terme, Rome).

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 the first of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this first lesson, students will preview a “Sneak Peak” of Sunday Morning in their classroom.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

This is the second of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this second lesson, the class will travel to the Memorial Art Gallery to view the painting in person.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

This is the third of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this third lesson, students will create their own work of art based on their interpretation of the painting Sunday Morning.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

This is the fourth of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this fourth lesson, students will display the artwork they have created during the third lesson and digitize it using the app CocoCast.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

The NAACP fights to establish anti-lynching laws in the years between the World Wars

This lesson discusses the differences between common representations of Native Americans within the U.S. and a more differentiated view of historical and contemporary cultures of five American Indian tribes living in different geographical areas. Students will learn about customs and traditions such as housing, agriculture, and ceremonial dress for the Tlingit, Dinè, Lakota, Muscogee, and Iroquois peoples.

Native American groups had to choose the loyalist or patriot cause"”or somehow maintain a neutral stance during the Revolutionary War. Students will analyze maps, treaties, congressional records, first-hand accounts, and correspondence to determine the different roles assumed by Native Americans in the American Revolution and understand why the various groups formed the alliances they did.

After more than 30 years in prison and an historic election that for the first time in the nation's history included all citizens regardless of race, Nelson Rolihlahla Mandela became President of the Republic of South Africa on May 10, 1994. This Teacher's Guide includes resources for teaching about the brutality of apartheid, the resilience of the nation's people, the leadership of Nelson Mandela, and primary source materials that will inform discussion about the country's emergence in the world.

This art history video discussion looks at the Human-headed Winged Lion and Bull (Lamassu), 883--859 B.C.E., Neo-Assyrian period, reign of Ashurnasirpal II, excavated at Nimrud (ancient Kalhu), northern Mesopotamia (Metropolitan Museum of 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 examines "Kouros (youth)", Archaic Greek, Attic, ca. 590--580 B.C.E. (Metropolitan Museum of 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 Barnett Newman's "Onement I", 1948, oil on canvas ,27 1/4 x 16 1/4" (69.2 x 41.2 cm), 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 examines Nicola Pisano's "Pulpit", Pisa Baptistery, 1260; and Giovanni Pisano's "Slaughter of the Innocents" Marble, 1301, Sant'Andrea church, Pistoia.

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 dicussion examines "Nike (Winged Victory) of Samothrace", Lartos marble (ship) and Parian marble (figure), c. 190 B.C.E. 3.28m high (Musee du Louvre, Paris). The sculpture was unearthed in 1863 after its discovery under the direction of Charles Champoiseau‚ the French Vice-Consul to Turkey.

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.