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Portrait Conversations --FREE Program

from Smithsonian's National Portrait Gallery

Program image

Travel through the Portrait Gallery’s broad and diverse collection! Students will compare and contrast visual elements in portraits across different historical eras, paying particular attention to differences in style and media and to the variety of historical contributions represented.

Eunice Kennedy Shriver (2009)

by David Lenz

Smithsonian's National Portrait Gallery

Program Rating

This program has not yet been evaluated.


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About This Program

Cost

Multipoint: $0.00
Multipoint Premium: $0.00

FREE!



Length

30-60 minutes based on your needs


Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12 Homeschool Students

Minimum participants:

10

Maximum participants:

50


Primary Disciplines

Social Studies/History, Fine Arts, Language Arts/English


Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)



Booking Information

Program will be offered Monday through Friday, from October 1, 2020, through May 28, 2021. The program can be thirty, forty-five, or sixty minutes in length and are offered between 9:30am (EST) and 4:00pm (EST).

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Cancellations must be submitted at least one week prior to the scheduled videoconference.
On the day of program, The Portrait Gallery has the right to cancel or alter the scheduled program if your group is more than 10 minutes late.

About This Provider

Content Provider logo

 

Smithsonian's National Portrait Gallery

Washington, DC
United States




 
            The Smithsonian’s National Portrait Gallery tells the multifaceted story of the United States through the individuals who have shaped American culture. Spanning the visual arts, performing arts and new media, the Portrait Gallery portrays poets and presidents, visionaries and villains, actors and activists whose lives tell the American story. 

Contact:
Jocelyn Kho
npgstudentprograms@si.edu
(202) 633-8514

Program Details

Format

Videoconference presenters show portraits from the museum’s collection using the Smithsonian Learning Lab platform (https://learninglab.si.edu/org/NPG). Through inquiry-based questions and discussion, presenters engage with participants as they explore the portraits together.

Objectives

After completing this lesson, students will be better able to:
-Identify important Americans and analyze their contributions to U.S. History
-Consider the diversity of the Portrait Gallery’s collection
-Identify key components of a portrait and discuss what we can learn about the sitter through these components.
-Analyze similarities and differences among various portraits in terms of style, medium, symbols, and other artistic choices.

Standards Alignment

National Standards

Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.

Key Ideas and Details:
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

State Standards

Maryland
Social Studies
Standard 5.0: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
Standard 5.2: Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1898 to 1929.
Standard 5.3: Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1929-1945.
Standard 5.4: Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1946-1968.
Standard 6.0 Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
Acquire Social Studies Information
Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
b. Read and obtain information from texts representing diversity in content, culture, authorship, and perspective
c. Locate & gather data, information from non-print sources, i.e. music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, oral histories


Visual arts
Standard 1.0: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Standard 2.0: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.


District of Columbia
Social Studies
Standard 4.6. Students describe the cooperation and conflict that existed among the Native Americans and between the Indian nations and the new settlers.
Standard 4.7. Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard 4.8. Students explain the causes of the American Revolution.
Standard 4.9. Students describe the course and consequences of the American Revolution.
Standard 4.10. Students describe the people and events associated with the development of the U.S. Constitution.
Standard 5.1. Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s.
Standard 5.4. Students identify prominent people and movements for social justice in the United States.
Standard 5.5. Students summarize the causes and consequences of the Civil War.
Standard 5.6. Students explain the successes and failures of Reconstruction.
Standard 5.7. Students explain the various causes and consequences of the Second Industrial Revolution.
Standard 5.10. Students describe what happened during the global depression of the 1930s and how the United States responded.
Standard 5.11. Students describe the main events of World War II and how the Allies prevailed.
Standard 5.13. Students explain important domestic trends of the 1950’s and 60’s..
Standard 5.14. Students describe the key events and accomplishments of the Civil Rights movements in the United States.
Standard 5.15. Students describe some of the major economic and social trends of the late 20th century.
Standard 5.16. Students identify major waves of immigration and demographic changes in United States history and describe the diverse nature of American people and their contributions to American
culture.
Standard 8.7. Students analyze the paths of the American people in the North from 1800 to the mid-1800s and the challenges they faced.
Standard 8.8. Students analyze the paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard 8.10. Students analyze the issue of slavery, including the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard 8.13. Students analyze the transformation of the American economy and the changing social and
political conditions in the U.S. in response to the Industrial Revolution.
Standard 11.2. Students analyze the transformation of the American economy and the changing social and
political conditions in the United States in response to the Industrial Revolution.
Standard 11.5. Students trace the rise of the United States to its role as a world power in the twentieth
century.
Standard 11.7. Students analyze the causes and the effects of the Great Depression and how the New Deal
fundamentally changed the role of the federal government.
Standard 11.8. Students analyze America’s participation in World War II.
Standard 11.10. Students analyze the economic boom and social transformation of America mid-century.
Standard 11.11. Students analyze the origins, goals, key events, and accomplishments of Civil Rights
movements in the United States.
Standard 11.12. Students analyze important events and trends in the 1960’s and 1970’s.
Standard 11.13. Students describe important events and trends of the late 20th century.
Standard 11.14. Students analyze the important foreign policies of and events that took place during the
administration of Presidents Reagan, Bush, Sr., Clinton, and Bush.
Visual Arts
Standard 1: Each student will understand and apply media, techniques and process in the creation and production of art.
Standard 3: Each student will choose and evaluate a range of subject matter, symbols and ideas to communicate meaning in artworks.

Virginia
Social Studies
Standard GOVT.1: The student will demonstrate mastery of the social studies skills
responsible citizenship requires, including the ability to
a) analyze primary and secondary source documents;
c) analyze political cartoons, political advertisements, pictures, and other graphic media
Standard USI.1: The student will develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1877;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
Standard USII.1: The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present
b) make connections between the past and the present;
c) sequence events in United States history from 1865 to the present;
d) interpret ideas and events from different historical perspectives;

Visual Arts
Standard 7.19: the student will explore and identify subjects, themes, and symbols as they relate to meaning in works of art.
Standard 7.26: the student will analyze and describe how factors of time and place
influence visual characteristics that give meaning and value to a work of art.