In 1943, the tide really turns in favor of the Allies in World War II. They are able to push the Axis out of N.Africa and force a surrender from Italy (along with Mussolini being deposed). The Soviets are able to start pushing the Axis out of the Soviet Union.
In 1943, the tide really turns in favor of the Allies in World War II. They are able to push the Axis out of N.Africa and force a surrender from Italy (along with Mussolini being deposed). The Soviets are able to start pushing the Axis out of the Soviet Union.
As we go into 1944, we see the allies land at Normandy, liberate France and face Germany in their last major counteroffensive at the Battle of the Bulge. On the Eastern Front, the Soviets end Siege of Leningrad and begin to push through Poland and Romania. In the south, Allies land in southern France and take Rome.
As we go into 1944, we see the allies land at Normandy, liberate France and face Germany in their last major counteroffensive at the Battle of the Bulge. On the Eastern Front, the Soviets end Siege of Leningrad and begin to push through Poland and Romania. In the south, Allies land in southern France and take Rome.
1945 marks the end of World War II. V-E Day (Victory in Europe Day) is May 8th 1945. War doesn't end in the Pacific until August of 1945 with the atomic bombing of Hiroshima and Nagasaki.
1945 marks the end of World War II. V-E Day (Victory in Europe Day) is May 8th 1945. War doesn't end in the Pacific until August of 1945 with the atomic bombing of Hiroshima and Nagasaki.
This video adapted from the Valdez Museum & Historical Archive, explores what happened during the Great Alaska Earthquake of 1964 through original footage, first-person accounts, and animations illustrating plate tectonics.
The sections of articles about the U.S. Virgin Islands and Senegal have statements from two sets of authors. One article in each section is a general, inclusive statement written by a member of our curatorial staff.
Employing a point of view generally defined by Smithsonian imperatives for "the increase and diffusion of knowledge," the author engages in the characteristic practices of the Festival. These include: identifying and valorizing traditional cultural practices; explaining them primarily in historical, economic, and social terms; replying to popular stereotypes and supplanting them with empirically derived characterizations; representing geographically and historically bounded cultural wholes.
The other statements are written by authors from the geographic areas featured- the U.S. Virgin Islands and Senegal. These articles are more richly detailed. They address a variety of audiences, reply to a variety of implicit and explicit assertions, and are couched in a variety of styles. They have, of course, been solicited, selected, and edited - processes which are ineluctably based in our Institutional practice. We hope that in spite of this practice, and also in some degree because of it, these short critical pieces do incorporate a variety of voices speaking on noteworthy aspects of folklife.
In this sense, the organization of this year's Program Book represents the practice of the Festival as a whole.
The dialogue of viewpoints, understandings and of cultural styles strengthens the discourse of our national cultural Institution.
This resource from the National Constitution Center includes an introduction, big questions, recorded class sessions, briefing documents, slide decks, and worksheets about the nineteenth amendment of the United States Constitutuion.
What aspects of citizenship changed with the ratification of the 19th Amendment? Created by Kimberly Kutz.
This video introduces the transformations we'll be using in the rest of this lesson.
How do we keep track of how many robots we've made?
Before building characters you need to define individual shapes using objects.
Now we attach our particle to a spring.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: First pose the question: Here are four triangles. What do all of these triangles have in common? What makes them different from the figures that are no...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * A copy of Grandfather Tang's Story by Ann Tompert * One set of tangrams for each student (see note in commentary) * A set of tangrams for t...
First let's think about how to rotate some really simple points such as (0,0) and (1,0)
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials - 2 clear plastic cups for each pair of students - 4 bean seeds for each pair - soil - unifix cubes - a plant or math journal to record data ...
First we'll use the slope intercept form of a line to define each frame along a straight line.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials A spinner with the numbers 0, 1, 2, ... 9 A spinner with the decades 00, 10, 20, ... 90 Math journal or teacher-made worksheet Pencil Actions...