This video lecture looks at the painting techniques of Jackson Pollock: "One: Number 31, 1950". Abstract Expressionist New York. The Museum of Modern Art, October 3, 2--April 11, 2011. Filmed by Plowshares Media Images courtesy of Pollock-Krasner Foundation/Artists Rights Society (ARS), New York; and The Museum of Modern Art, New York. Music by Chris Parrello Chris Parrello, Ian Young, Kevin Thomas, Ziv Ravitz.

This art history video discussion examines Polykleitos' "Doryphoros (Spear-Bearer)," Roman marble copy after a Greek bronze original from c. 450-440 B.C.E. (Museo Archaeologico Nazionale, Naples).

This art history video discussion looks at Pontormo's "Entombment (or Deposition from the Cross)", oil on panel, 1525-28 (Capponi Chapel, Santa Felicita, Florence).

This art history video discussion looks at Georges Seurat's "A Sunday on La Grande Jatte" - 1884, 1884-86, oil on canvas (The Art Institute of Chicago).

The following poster analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to posters as sources of historical, social and cultural information.

Poster circulated in Philadelphia in 1839 to discourage the coming of the railroad, 1839

What can a work of art reveal about a period of American history? This set of fifteen teaching posters features selected artworks from the Smithsonian American Art Museum, National Portrait Gallery, and Archives of American Art on five historical themes.

This art history video discussion looks at Nicolas Poussin's "Landscape with Saint John on Patmos", 1640, oil on canvas (Art Institute of Chicago).

This art history video discussion examines Andrea Pozzo's Saint Ignatius Chapel in the left transept of the church, Il Ges, Rome (commissioned in 1695). Many artists contributed including Alessandro Algardi, Pierre Legros, Bernardino Ludovisi, Il Lorenzone and Jean-Baptiste Theodon. Materials include bronze, gold, silver, and many semiprecious stones most notably lapis lazuli.

How can we look critically at a piece of art and use it to learn about the political, social, and geographic environment it which it was created? This teacher-developed graphic organizer instructs elementary-schoolers to look at art critically and contextually. Students answer Who, What, When, Where, Why and How questions about one or two key works of art relating to their chosen tour theme.

How can we look critically at a piece of art and use it to learn about the political, social, and geographic environment it which it was created? This teacher-developed graphic organizer instructs middle-schoolers to look at art critically and contextually. Students compare and contrast two works of art from selected time periods.

Examine a collection of primary source documents about highways in the United States.

Examine a collection of primary source documents about railroads in the United States.

On December 7, 1941, Imperial Japan attacked a US naval base at Pearl Harbor, Hawaii. Pre-existing racial tensions and “yellow peril” hysteria magnified as the American public grew increasingly suspicious of Japanese Americans and uncertain of their loyalty. They were regarded as potential spies and anti-Japanese propaganda quickly spread. Then, on February 19, 1942, President Franklin Delano Roosevelt issued Executive Order 9066. 120,000 people of Japanese ancestry (two-thirds of whom were US citizens) were forced to evacuate from their homes and report to assembly centers. From there, they were moved to one of ten internment camps, or War Relocation Centers, located in remote areas of seven states—California, Arizona, Colorado, Wyoming, Idaho, Utah, and Arkansas.For the next three years, Japanese Americans acclimated to life behind barbed wire and under armed guard. Uprooted from their lives, they found themselves in strange and uncomfortable environments. They had to adapt to their new situation by adjusting to new living conditions, attending new schools, and finding inventive ways to pass the time. They attempted to maintain a sense of normalcy by attending religious meetings and by finding employment.This exhibition tells stories of everyday lives in Japanese Internment camps during World War II. It was created as part of the DPLA’s Digital Curation Program by the following students as part of Dr. Joan E. Beaudoin's course "Metadata in Theory and Practice" in the School of Library and Information Science at Wayne State University: Stephanie Chapman, Jessica Keener, Nicole Sobota, and Courtney Whitmore.

Your list is now clean enough that you can begin analyzing its contents in meaningful ways. Counting the frequency of specific words in the list can provide illustrative data. Python has an easy way to count frequencies, but it requires the use of a new type of variable: the dictionary. Before you begin working with a dictionary, consider the processes used to calculate frequencies in a list.

The student will learn proper handwashing methods to keep people safe and healthy

This collection assembles a wide array of Library of Congress source materials from the 1920s that document the widespread prosperity of the Coolidge years, the nation's transition to a mass consumer economy, and the role of government in this transition. It includes nearly 200 selections from twelve collections of personal papers and two collections of institutional papers from the Manuscript Division; 74 books, pamphlets, and legislative documents from the General Collections, along with selections from 34 consumer and trade journals; 181 photographs from the pictorial materials of the National Photo Company Collection held by the Prints and Photographs Division; and 5 short films and 7 audio selections of Coolidge speeches from the Motion Picture, Broadcasting, and Recorded Sound Division. The collection is particularly strong in advertising and mass-marketing materials and will be of special interest to those seeking to understand economic and political forces at work in the 1920s.