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 unit on metabolic reactions in the human body starts out with students exploring a real case study of a middle-school girl named M’Kenna, who reported some alarming symptoms to her doctor. Her symptoms included an inability to concentrate, headaches, stomach issues when she eats, and a lack of energy for everyday activities and sports that she used to play regularly. She also reported noticeable weight loss over the past few months, in spite of consuming what appeared to be a healthy diet. Her case sparks questions and ideas for investigations around trying to figure out which pathways and processes in M’Kenna’s body might be functioning differently than a healthy system and why.

Students investigate data specific to M’Kenna’s case in the form of doctor’s notes, endoscopy images and reports, growth charts, and micrographs. They also draw from their results from laboratory experiments on the chemical changes involving the processing of food and from digital interactives to explore how food is transported, transformed, stored, and used across different body systems in all people. Through this work of figuring out what is causing M’Kenna’s symptoms, the class discovers what happens to the food we eat after it enters our bodies and how M’Kenna’s different symptoms are connected.

The purpose of this course is to examine the African American experience in the United States from 1863 to the present. Prominent themes include the end of the Civil War and the beginning of Reconstruction; African Americans' urbanization experiences; the development of the modern civil rights movement and its aftermath; and the thought and leadership of Booker T. Washington, Ida B. Wells-Barnett, W.E.B. Du Bois, Marcus Garvey, Martin Luther King Jr., and Malcolm X. WARNING: Some of the lectures in this course contain graphic content and/or adult language that some users may find disturbing.

This lesson explores the similarities between how a human being moves/walks and how a robot moves. This allows students to see the human body as a system, i.e., from the perspective of an engineer. It shows how movement results from (i) decision making, i.e., deciding to walk and move, and (ii) implementing the decision by conveying the decision to the muscle (human) or motor (robot).

A presentation on the topic of new information and communication technologies and their convergence with new energy technologies. By Abraham Tsoukalidis (CEO, Positive Energy) in the context of the 4th InnoForum 2012.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This article examines the relationship between custody, access, and provenance through a case study of the records of a former Danish colony, the United States Virgin Islands. In 1917, when the United States purchased the Virgin Islands from Denmark, Danish archivists removed the majority of records created there during colonial rule and deposited them in the Danish National Archives. Following its establishment in the 1930s, the National Archives of the United States sent an archivist to the Virgin Islands to claim most of the remaining records and ship them to Washington. The native population of the Virgin Islands, primarily former colonials whose ancestors were brought from Africa as slaves, were left without access to the written sources that comprised their history. While all three parties have claims to custody of the records, the claim of the people of the Virgin Islands relies on an expanded definition of provenance that includes territoriality or locale, as well as on a custodial responsiblity for access. The competing custodial claims suggest a dissonance between legal custody, physical custody, and archival principles that may be resolvable through post- custodial management practices.

The website ‘The West Indian Heritage’ tells its story using the buildings as a framework for understanding the structure, function, and people of the colony who were either forced to risk their lives producing the coveted goods or benefited from the profits on the goods throughout the first 150 years of the colony’s history.

Migrant youth in Palermo, Italy, are documenting their lives to ensure their stories are not just told by those in power.

These lesson plans delve deep into the pivotal event of the 1878 Fireburn, a significant labor uprising in the Virgin Islands. Rooted in the struggles for human rights, freedom from serfdom variants, and improved labor conditions, the Fireburn stands as a testament to the resilience and courage of estate laborers like Mary Thomas, Axeline Salomon, Mathilde McBean, and Susanna Abramson. Through a series of interactive activities, multimedia resources, and critical discussions, students will journey through the socio-political landscape of the former Danish West Indies, understanding the factors leading up to the uprising and its profound aftermath. The module aims to not only educate but also instill a sense of pride and recognition of the sacrifices made by those who stood up against oppression, shaping the fabric of our heritage and the equity we cherish today in the Virgin Islands of the United States. 

Featuring images of glacier formations, this interactive resource adapted from the National Park Service explains what glaciers are, where they are found, how they form, and how they move.

This document will be used for initial training on the #GoOpenUSVI Microsite.  Educators will be able to return here as often as needed.

A Historical Ecology of Slavery in the Danish WThis lecture by Justin Dunnavant at UC Santa Cruz focuses on the intersection of historical ecology and slavery in the Danish West Indies. He delves into various aspects, including the impact of the slave trade globally, archaeological methods for studying slave shipwrecks, and the ongoing relevance of archaeology in contemporary communities.

The key takeaway from this lecture is a deeper understanding of how the slave trade influenced global ecosystems and societies, particularly through the lens of historical ecology. Dunnavant emphasizes the critical role of archaeology in uncovering the material histories of enslaved peoples and how these insights can guide contemporary cultural and environmental preservation.

Pre-Watch Preparation
Contextual Background: Provide students with a background on the Danish West Indies, the transatlantic slave trade, and basic principles of archaeology and ecology. This could be in the form of a short reading assignment or a classroom lecture.
Key Vocabulary: Introduce key terms and concepts that will appear in the video, such as "historical ecology," "maritime archaeology," and "sustainable archaeology," to ensure students are not bogged down by unfamiliar terminology.

Justin Dunnavant begins the lecture by outlining his research focus on the historical ecology of slavery in the Danish West Indies, emphasizing the integration of archaeological methods with ecological awareness.

He introduces the significance of the transatlantic slave trade in shaping the economic and cultural landscapes of the Virgin Islands, with particular attention to the archaeological evidence from shipwrecks.

Dunnavant discusses his work at the Estate Little Princess, a former Danish plantation on St. Croix, describing the artifacts found and their cultural implications.

The lecture highlights the environmental impacts of slavery, such as deforestation and landscape modification, which were integral to the plantation economy.

The role of community involvement in archaeological practice is underscored, promoting an inclusive approach to studying and preserving history.

Dunnavant presents a case for sustainable archaeology that respects both cultural heritage and the natural environment, aiming to mitigate the impacts of archaeological activities.

The talk concludes with a discussion on the importance of continued research and education to further explore the complex legacies of slavery in the Caribbean.