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Native Knowledge 360: The Meaning of Innovation - Smithsonian National Museum of the American Indian
Grades
5 to 8tag(s): inquiry (30), south america (77)
In the Classroom
Students can use History in Motion reviewed here to create their own Inca timeline. Students can compare and contrast the innovation of the Incan civilizations to other civilizations using Google Drawings reviewed here. Finally, students can use Padlet reviewed here to post facts that they learned.Teachers- Holocaust Museum Houston - Holocaust Museum Houston
Grades
K to 12tag(s): critical thinking (137), ebooks (47), empathy (37), holocaust (43), immigrants (48), immigration (84), jews (52), professional development (393), religions (113)
In the Classroom
Using the museum's digital artifact collection, students can select an item (for example, a diary, identification card, or photograph) and analyze its significance. Then they can write a short reflection or narrative from the perspective of the artifact's owner. Students can examine examples of Nazi propaganda versus resistance writings (e.g., underground newspapers, speeches, or poems). They then create their counter-propaganda messages promoting human rights and resilience. Students research a current human rights issue and compare it to lessons learned from the Holocaust. They then design a "Take Action" campaign, including posters, social media posts, or letters advocating for change. Posters and social media templates can be found on Canva Edu, reviewed here.9 Jewish American Heritage Month Activities for Children - Britt Hawthorne
Grades
K to 8tag(s): blogs (73), crafts (76), cross cultural understanding (178), cultures (226), identity (37), immigrants (48), immigration (84), jews (52), religions (113)
In the Classroom
Reach out to local community centers or synagogues in nearby cities to inquire about any planned events or programs in honor of Jewish American Heritage Month (JAHM). Have students read books and movies that highlight Jewish American experiences. They can present their thoughts through a podcast using Adobe Podcast reviewed here or a slide presentation using Google Slides, reviewed here. Introduce students to Tikkun Olam (the Jewish concept of repairing the world). As a class, brainstorm and complete a community service project, such as writing letters to elders, organizing a classroom donation drive, or creating kindness posters for the school.Jews & the Arts:10 Innovators - PBS
Grades
6 to 12tag(s): artists (87), composers (20), cultures (226), famous people (28), immigrants (48), jews (52), religions (113)
In the Classroom
Students can create posters or digital slides using Canva Edu, reviewed here showcasing an artist's biography, artwork, and impact. Display the projects around the classroom, and have students walk around the room in small groups to learn from each other. Students select one artist from the list, research their life and work, and present their findings to the class. They can use multimedia, such as images of the artist's work or short video clips with moovly, reviewed here to make their presentation more engaging. After learning about one of the artists, students can create their own piece of artwork, whether it's visual, musical, or a poem, inspired by the themes or styles of the artist they researched. They can present their work to the class and explain the influences they drew upon.Inca Empire for Kids: Myths, Legends, and Stories - Mr. Donn
Grades
3 to 12This site includes advertising.
tag(s): myths and legends (42)
In the Classroom
Students can use Figma reviewed here to compare and contrast myths from the Inca civilization to others. Students can use Padlet reviewed here to display what they learned about the Incan civilization after reading one of the myths. Finally, students can use Free Screen Recorder Online reviewed here to re-create a myth and share it on their screen or by recording themselves.Inca Science, Innovation, and Technology - History's Histories
Grades
5 to 9tag(s): architecture (84), south america (77)
In the Classroom
Students can use Padlet reviewed here to post information that they learned. Students can use Google My Maps reviewed here to visit the location. Finally, students can use Book Creator reviewed here to create a book about the Incan civilization.Ghosts of Machu Picchu 2 - PBS Nova
Grades
5 to 12tag(s): climate (86), south america (77)
In the Classroom
Students can research more about the ice mummies and how the climate affected their melting. Students can use MyLens reviewed here to document key moments/important milestones in the history of ice mummies. Finally, students can use Google My Maps reviewed here to virtually visit the location.Peru's Machu Picchu - Ministry of Culture
Grades
6 to 12tag(s): cultures (226), south america (77)
In the Classroom
Students can go on the virtual tour to view the museum and use Padlet reviewed here to describe the art that was seen. Students can use WordClouds reviewed here to create a word cloud of features that they notice in the artwork.Machu Picchu: Unveiling the Mystery of the Inca - Carol P. Merriman
Grades
6 to 12tag(s): cultures (226), south america (77)
In the Classroom
Students can complete the ready-to-go lessons that are included in the unit. Students can demonstrate what they have learned by creating a short explainer video using Adobe Express Video Maker reviewed here. Students can visit the area using Google My Maps reviewed here.Inca Exhibition - Google Arts & Culture
Grades
6 to 12tag(s): art history (108)
In the Classroom
Students can use Figma reviewed here to compare and contrast Incan art to other civilizations' art. Students can virtually visit other museums that host Incan art. Finally, research the famous people who are featured in the artwork. Students can create a project showing what they have learned using a tool such as Telegra.ph reviewed here, which allows you to create quick blog posts (with no log-in necessary).Who Are American Jews? - Weitzman National Museum of American Jewish History
Grades
6 to 12tag(s): cultures (226), diversity (46), identity (37), immigrants (48), immigration (84), jews (52), perspective (20)
In the Classroom
After reading the Facing History & Ourselves section on Jewish identity, students can create a word cloud using Aha Slides, reviewed here using words that describe their own identities. Have them compare their results with the key aspects of Jewish American identity. Students can analyze movies, TV shows, or literature that feature Jewish characters or themes. They can discuss how Jewish identity is represented, compare portrayals to real-life perspectives from the website, and present their findings in a class discussion or written analysis. After reading the Jews of Color Initiative report, students compare the experiences of Jews of Color with broader Jewish American experiences. They can create a Venn diagram on paper or using Venn Diagram Creator, reviewed here.The Jewish Americans - The Jewish American Project
Grades
6 to 12tag(s): cultures (226), immigrants (48), immigration (84), jews (52)
In the Classroom
Have students create a collaborative digital using Timeline, reviewed here or Timeline Graphics Timeline Maker, reviewed here or a physical timeline tracing key events from The Jewish Americans PBS series. They can add images, quotes, and reflections to make historical moments more meaningful. Students can research and present a personal or family immigration story (or a historical immigrant's journey) through a short video using Adobe Express Video Maker, reviewed here, podcast with Buzzsprout reviewed here, or written narrative. If clips from The Jewish Americans series are available, students can watch, take notes, and respond to guiding questions. They can discuss themes like identity, discrimination, and resilience in small groups or write a reflective journal entry.American Jewish History and Culture - NYU Libraries
Grades
7 to 12tag(s): civil rights (219), critical thinking (137), cultures (226), immigration (84), inquiry (30), jews (52)
In the Classroom
Students can choose a primary source, such as an immigrant's letter or an editorial, and write a response as if they were a contemporary witness to that moment in history. In small groups, students can select primary sources from the NYU guide to design a virtual museum exhibit on a theme such as Jewish immigration, civil rights, or cultural contributions. They can present their "exhibit" using Google Slides, reviewed here or Venngage, reviewed here. Students can also explore the guide's digital archives to find a historical newspaper article, photograph, or document related to Jewish American history. Students can share their findings in small groups, discussing the historical significance and connections to broader U.S. history.Jewish American Heritage Month Resources - American Jewish Committee
Grades
6 to 12tag(s): civil rights (219), cultures (226), immigration (84), jews (52)
In the Classroom
Use articles and videos from the AJC website to analyze historical documents or speeches about Jewish American experiences. Students can work in groups to interpret the sources and present their findings. Students can create a short podcast or video featuring a Jewish American figure, event, or cultural contribution, including interviews, historical analysis, or reflections on the topic's significance. Students can use Castbox Creator Studio, reviewed here or Buzzsprout, reviewed here to make podcasts, and Adobe Express Video Maker, reviewed here or moovly, reviewed here to make videos. Students can explore current issues related to antisemitism and civil rights, using AJC resources. They research advocacy efforts and develop an awareness campaign or action plan to educate their school community.The Jewish Americans - PBS
Grades
6 to 12tag(s): civil rights (219), cultures (226), immigration (84), jews (52)
In the Classroom
Utilize the links on the PBS resources page to visit virtual exhibits from institutions like the Museum of Jewish Heritage or the Lower East Side Tenement Museum. Assign students to explore specific exhibits and share their findings with the class. Guide students to use JewishGen, a genealogy resource linked on the PBS site, to research Jewish immigration patterns. Students can investigate family histories or community case studies and then present their insights on how these migrations influenced local cultures. After researching Jewish American music, art, or literature using the PBS resources, students can create artistic pieces inspired by their findings. This could include composing music, creating visual art, writing poetry, or performing scenes that reflect Jewish American cultural themes.Alaska Purchase Treaty: Primary Documents in American History - Library of Congress
Grades
5 to 12tag(s): alaska (22), gold rush (17), primary sources (119), visual literacy (4)
In the Classroom
You can use this resource to teach and engage students about American History and the acquisition of Alaska through primary documents. This resource includes historical documents, newspaper articles, photographs, congressional publications, books, manuscripts, and more. Enhance critical thinking and reading skills by embedding this resource into visual literacy lessons and extend learning by analyzing primary documents and historical evidence. Utilize think-alouds, photo, and image analysis questions, or word clouds such as AhaSlides, reviewed here or Mentimeter, reviewed here to have students create their own images based on their understanding of the document.Inca Letter to the Family - Louisiana Department of Education
Grades
5 to 8tag(s): aztecs (10), letter writing (20), maps (224), south america (77), vocabulary (241)
In the Classroom
Using the reading passages and vocabulary exercises, students can create a Venn diagram on paper or online using Venn Diagram Creator, reviewed here comparing the Inca and Aztec civilizations. They can analyze government, religion, agriculture, achievements, and reasons for decline. Have students create a travel brochure for the Inca or Aztec civilizations, highlighting key landmarks like Tenochtitlan or Machu Picchu. Use a digital storytelling tool to create digital travel brochures using Sway, reviewed here. After students learn about Inca quipus from the resource materials, they can create their own illustrated codex to tell a short story or design a string-and-knot quipu to represent a number or message.Educator Resources for Inca Civilization - BrainPOP
Grades
3 to 8tag(s): agriculture (52), communication (130), engineering (137), south america (77)
In the Classroom
Students can learn about the quipu system and create knotted cord messages using yarn or string. Challenge students to encode and decode numbers or words using a key, emphasizing the importance of record-keeping in the Inca Empire. Set up a classroom relay race where students act as chasquis (Inca messengers) and have them pass along a message using only drawings or symbols (like the Incas did without a written language. Students can work in teams to design and build a model of an Inca city using blocks, clay, or recycled materials, incorporating key elements like terraces, temples, roads, and aqueducts based on what they learned from BrainPOP. Have them create a 3D model using Tinkercad, reviewed here or Delightex (formerly CoSpaces) reviewed here.Couriers in the Inca Empire: Getting Your Message Across - EDSITEment
Grades
4 to 8tag(s): communication (130), inquiry (30), native americans (116), south america (77), STEM (312)
In the Classroom
Introduce students to quipu, the Inca system of knotted cords used for record-keeping, and then have students create quipu-inspired messages using yarn or string, encoding data such as population counts or food supplies. Set up a mock Inca relay system where students act as chasquis by dividing the class into teams and having them pass messages (written or in picture form) across the classroom or schoolyard without speaking. Use a paper map or Google My Maps, reviewed here to trace the routes the couriers would take to deliver messages.Inka Road History Timeline - Native Knowledge 360
Grades
6 to 12tag(s): native americans (116), south america (77)