Smithsonian Institution, Washington, DC. Office of ...

DOCUMENT RESUME

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TITLE Celebrating the Smithsonian's Birthday. 150 Years.INSTITUTION Smithsonian Institution, Washington, DC. Office of

Elementary and Secondary Education.PUB DATE 96NOTE 18p.; Photographs may not reproduce well. Resources

section printed on gold paper.AVAILABLE FROM Smithsonian, Office of Elementary and Secondary

Education, A &I 1163, MRC 402, Washington, DC 20560.PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)LANGUAGE English; SpanishJOURNAL CIT Art to Zoo: Teaching with the Power of Objects;

Jan-Feb 1996

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Critical Viewing; Cultural Influences; Elementary

Secondary Education; History; InstructionalMaterials; *Material Culture; Museums; *SocialInfluences; Social Studies

IDENTIFIERS Museum Collections; *Smithsonian Institution

ABSTRACTThe objects collected and displayed by museums may be

connected with famous people, made by exceptional artists, naturalspecimens, or simple ordinary things that show what everyday life waslike for most people. All these objects offer unique ways to learnabout life in the United States and the world. In 1996 theSmithsonian Institution (Washington, D.C.), the world's largestmuseum complex and research center, celebrated its 150th birthday.This teaching unit encourages students to develop observational andreasoning skills by taking a close look at objects, such as thosefound in the Smithsonian. By thinking about what they themselvescollect, students may understand the unique storytelling power ofobjects. A Take-Home Student Page, presented in English and Spanish,reproducible activity pages, and a list of resources are included.(MM)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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ART TO A00Teaching With ThePower of Objects

Smithsonian Institution

January/February 1996

PERMISSION TO REPRODUCE AND

INkDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

11%U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement

(1911

EDUCATIONAL RESOURCES INFORMATION/(CENTER (ERIC)

This document has been reproduced asreceived !rem the person or organization

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originating It.

o Minor changes have been made toImprove reproduction quality.

Points 01 view or opinions stated in thisdocument do not necessarily representofficial OERI position Of policy.

IfTEACHING WITH THE POWER OF OBJECTS

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Lesson Plan

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Introduction

Lesson Plan Step 1

Take-Home Page

Take-Home Page in Spanish

Lesson Plan Step 2

Activity Pages i

Resources,

Art to Zoo's purpose is to help teachers bring into

their classrooms the educational power of museums

and other community resources.

Art to Zoo draws on the Smithsonian's hundreds

of exhibitions and programsfrom art, history, andscience to aviation and tolklife to create classroom-ready materials for grades four through nine

Each of the tour annual issues explores a single

topic through an interdisciplinary, multiculturalapproach

The Smithsonian invites teachers to duplicateArt to Zoo matenals for educational use

4 BEST COPY AVAILABLE

CELEBRATING THESMITHSONIAN'S BIRTHDAY

I

111111111111

If you could, would you travel back in time to learn aboutthe past? Imagine returning to the days of Abraham Lincolnand the Civil War. You could follow the rise of the famousIllinois politician to the presidency, where he kept our coun-try from breaking apart during the Civil War and fought forthe freedom of all people, black and white. You would notneed a history book to tell you what was happeningyoucould find out for yourself by attending one of his campaigndebates or speeches as president. You could see actualbattles, visit hospitals, or talk to soldiers. It might take timeand expense, but you could see history for yourself.

If you were more interested in transportation during thistime in history than in politics, you would only have to lookaround at the horses, carriages, trains, canal barges, ships,and other conveyances of the time to gain understanding. Thesame would be true if you wanted to know about clothing,farming, the newspaper business, or many other subjects.

Unfortunately, time travel is not yet possible. Museums,however, can give us a good idea of what life was like atother places and times, as well as delighting our senses andenriching our understanding of many subjects. This is

because museums house objects and add' actsreal things

that we can observe, inspect, study, and enjoy.

BEST COPY AVAILABLE

CELEBRATING THESMITHSONIAN'S BIRTHDAY

The objects inside muse-ums may be connected withfamous people such asAbraham Lincoln or made byexceptional artists such asVincent Van Gogh. Or theymay be natural specimenssuch as bones, beetles, orfossils. They may also besimple, ordinary things suchas tools, forks and spoons, orquilts that show what every-day life was like for mostpeople. All of these thingsoffer unique ways to learnabout life in our nation andour world.

THE POWER OF OBJECTS

We can imagine AbrahamLincoln delivering his elo-quent Gettysburg Address onthe battlefield. We can recallthe story of his assassinationat Ford's Theatre. But thesestories may seem farremoved from us, a traceof our distant past, until wewalk into a museum and seehis tall stovepipe hat (seepage 10). Suddenly, werealize, this man really lived!The sweat from his brow, thehair on his head, and thetouch of his fingers all lefttheir marks on this particularpiece of clothing. Imagine thestories it could tell as a first-hand witness to events thatchanged our country forever.

Of course, museum collec-tions bring life to our under-standing of more subjectsthan history. To the artist orart enthusiast, no amount ofstudy can replace the experi-ence of seeing in person greatworks of painting and sculp-ture. An art student couldspend years studying PabloPicasso's style of cubism byreading theory and looking atpictures of his paintings. Forall this work, however, thestudent's understandingwould be incomplete if henever saw the actual paint-ings. Standing in front ofPicasso's Head (see page 13)the observer can detect thesubtle hues of color, thecurves and lines that lie in thewake of the artist's stroke,the painting's size. He seesthe elements of the workthe idea behind it, its colors,its shapenot as part of adescription but as somethingreal, something that the artistthought about and createdwith his own hands.

The more a subjectinvolves our senses andperceptions, the more deeplywe understand it. The historyof space exploration, forexample, becomes a human,emotional story when wecan examine space suits thatwere worn by actual astro-nauts. The space suit shownon page 10 contains manydifferent layers of protection,each one revealing some-thing about what the human

4 Art to Zoo Celebrating the Smithsonian's Birthday January/February 1996

This television set from the 1950s and the dolls on the facingpage are part of a larger group of personal effectsincludingpackets of old letters, photographs, old school books andcookbooks, record albums, and clothingdonated to theSmithsonian's Anacostia Community Museum by the Griffithsfamily of Washington, D.C. Passed down from one generationto another; the objects became filled with meaning for theirownersand now for today's museum-goers.

6

body needs to exist in space.The outer shell guardsagainst micrometeorites, fire,and massive temperatureswings. The inner layersmaintain a safe air pressurelevel and ventilate the bodyby providing oxygen andremoving carbon dioxideand moisture. What kind ofatmosphere requires all ofthis protection? Would a per-son feel safe or vulnerablewearing this suit? Whatkinds of technologies had toexist before such a suit couldbe created? Real objects andartifacts like this space suitprovide factual informationas well as stimulate theimagination.

The SmithsonianInstitution houses thesetreasuresalong with 140million other objects in itscollections. If you considerthat each object has storiesto tell, then you may under-stand why the Smithsonianand museums across thecountry study and interprethistory, culture, and sciencethrough objects.

TEACHING AND LEARNING

WITH THE SMITHSONIAN

The learning possibilitiesthat museums offer aremyriad, especially at theSmithsonian, which this yearcelebrates its 150th birthday.Now the world's largestmuseum complex andresearch center, the

Institution began as thebequest of an Englishscientist, James Smithson.In his will of 1827, he wrotethat, upon his death, hisestate should go to theUnited States to found an"establishment for theincrease and diffusion ofknowledge." An act ofCongress established theSmithsonian in 1846.

This year, theSmithsonian commemoratesthe first century and a halfof its existence through anunprecedented travelingexhibition, America'sSmithsonian. The exhibitionwill offer people across thecountry the unique experi-ence of seeing right in theirown communities some ofthe treasures that bring ourhistory and culture alive.

In that spirit, this Art toZoo celebrates museum-based learning through thestudy of some of the objectsin the exhibition. The lessonsand activities in this issuewill help your studentsdevelop observation andreasoning skills through aclose look at objects. Theseexercises may help yourstudents understand why theSmithsonian Institution issometimes called the nation'streasure house. And bythinking about what theythemselves collect, studentsmay understand the uniquestorytelling power of objects.

7

CELEBRATE WITH US

Celebrating 150 years

of discovery, fun, andresearch ... the SmithsonianInstitution turns 150 yearsold in 1996! Join thecelebration in Washington,D.C., on television, and rightin your own hometown.

America's Smithsonian, aspecial exhibition, hasopened in Los Angeles andwill visit other cities in 1996and 1997. This once-in-a-

lifetime event presents morethan three hundred objects,including a space capsule,First Ladies' gowns, and theruby slippers from TheWizard of Oz See page 14

for more on the exhibition.

Also in 1996, CBS

television will broadcast aSmithsonian special onAugust 10 (our officialbirth date!) as well asSmithsonian "minutes"in which celebrities talkabout their favoriteSmithsonian objects.

Art to Zoo Celebrating the Smithsonian's Birthday January/February 1996 5

LESSON PLANStep 1

WHY OBJECTS?

ObjectivesIdentify general reasons

for collecting objects.Compile a personal

collection inventory.Define personal reasons

for collecting.

MaterialsCopies of the Take-Home

Page, page 7 or 8.

Pens or pencils.

SubjectsLanguage arts,

social studies


Procedure

1. Ask your students ifthey have ever collected any-thing, such as feathers, coins,

dolls, or baseball cards (youmay want to use other exam-ples that better reflect yourstudents' interests). Select

two or three student volun-teers and ask them to explaintheir reasons for collecting.Answers will vary, but stu-dents will probably concludethat they collect objectsbecause they see them as

beautiful, valuable, unique,useful, or old. (Some studentsmay find it difficult toexplain the appeal of theobjects they collect. Be sureto emphasize that collectingis often a personal matterthat depends on individualinterests.)

2. Give each student acopy of the Take-HomePage. Tell your students thatthey will now survey theirown collections of personalobjects. Emphasize that a

collection can be any series

of objects that students enjoy,

without regard to monetaryvalue. (If time allows,encourage students to bringin a sampling of their collec-tions to share with the class.)

3. After your studentshave completed the Take-

Home Page, begin a class

discussion to determine the

many reasons they have for

collecting objects. Ask yourstudents to tell what kinds ofobjects they collect and why

8

those objects appeal to them.

If students have difficultyexpressing why they have

chosen to collect thesespecific objects, refer backto the Introduction for adiscussion of the reasons

different objects have greatvalue (historical significance,beauty, usefulness). You

may find that students willprovide other reasons forcollecting as well. (Ifstudents have brought intheir collections, now wouldbe a good time to show themto the rest of the class.)

4. Continue the class dis-cussion by asking your stu-dents to describe how theycare for their objects. (Somestudents may find it difficultto explain how they protecttheir collections. Stress thatcaring for objects can be assimple as keeping them outof the rain, the sun, or theiryounger brothers' and sis-ters' hands.)

5. Conclude bysummarizing the value thatdifferent objects have.Suggest that, just as many

things in museums were once

ordinary objects, some of thestudents' belongings may

one day take on historicimportance.

TAKE-HOME PAGEMy Collection

To tte toacheTDuplicate this page

for students.Mil Use with Lesson Plan

Step 1.

Publication of Art to Zoo ismade possible through thegenerous support of thePacific Mutual Foundation.

Directions: Look around your room at home or your desk or locker at schoolfor objects that you have collected. When you have found them, list and/or sketchand describe them here. Then answer these questions about your collection.

Why are these objects_ important to me?

How do I take care of them?

What do I know about my collection? (Where did the objects come from?

What are they made of? How old are they?)

How could I find out more about the things in my collection?

Do I ever show my collection to my family and friends?

9


TRABAJO PARA HACEREN FAMILIAMi Coleccion

Al maestro(a)

Copie esta pagina para

los alumnos.

Use la con el primer paso

del plan de la leccidn.

Esta publicaciOn ha sido

posible gracias at generoso

aporte de la Pacific

Mutual Foundation.

Instrucciones: Mirar alrededor de tu cuarto o escritorio o tu "locker" en la escuelay encuentra objetos que coleccionas. Despues de encontralos, haz una lista de ellos,dibtijalos y describelos. Entonces, contesta estas preguntas sobre tu collecion.

,Por que son importantes para mi estos objetos? _ _ _

,Como los cuido?

LQue se acerca de mi coleccion? (j,De &ride son estos objetos? LDe que estan

hechos? i,Cuantos alms tienen?)

i,Como poclria aprender mas sobre las cocas en mi coleccion?

1,Alguna vez le he ensefiado mi coleccion a mis amigos o a mi familia?_

-10


LESSON PLANStep 2

LEARNING THROUGH

OBJECTS

Objectives

Observe and describeselected objects fromAmerica's Smithsonian.

Match written descriptionswith visual images.

Use objects as the basisfor creative writing.

MaterialsCopies of Activity Pages,

10-13.Pens or pencils.

SubjectsSocial studies, science,language arts

Procedure

1. Ask your students ifthey have visited placeswhere people display collec-tions of objects (e.g., aschool science fair, a trophycase, or an antique carshow). Ask them to describewhat they saw and learnedfrom the displays.

2. Find out if any of yourstudents have ever visited amuseum. If so, what objectsdo they remember most fromtheir visits? Tell them thatmuseums care for and dis-play objects so that peoplecan enjoy and learn fromthem. Museums can be assmall as a gallery of objectsor big enough to hold thou-sands of visitors at one time.

3. Tell your students thatmuseums bring history,culture, and science aliveby collecting and displayingobjects that teach us aboutthe past, move us with theirbeauty, and help us under-stand the physical world.

4. Divide the childrenamong groups of threeor four and give eachteam a copy of the objectphotographs on pages 10 and13. Tell them that the mys-tery objects they are looking

at are from America'sSmithsonian, a travelingexhibition commemoratingthe 150th birthday of theSmithsonian Institution.

5. Give each group acopy of the mystery objectdescriptions on pages 11 and12, cut out and individuallypasted onto note cards tomake them durable. Tell stu-dents to read quietly all tenof the descriptions and thento look at the objects again.After everyone has finishedreading the note cards, haveeach team work together tomatch each object with itsdescription. Tell students towrite the number of eachobject on the note card thatthey think best describes it.(Be sure to tell students thatthere are two extra descrip-tions of objects that are notshown.) As a class, confirmthe students' reactions to theobjects. [Key: Description Ais object 6; B is 3; C is notshown; D is not shown; E is2; F is 1; G is 5; H is 7; I is8; J is 4.]

6. Extend this activitywith one or more of thefollowing writing projects.

Have each child chooseone of the eight objects.Make photocopies of theobjects, hand them outwith blank paper, and havestudents create picture

postcards. Have them writeout their card, telling some-one about the object and whythe writer thought the recipi-ent would enjoy seeing it.

Visit a museum in yourarea and find postcards of thecollections. Have studentswrite out the cards to eachother or friends, describingthe objects and why they likethem.

Using cameras or sketch-books, have students createcards depicting objects fromtheir personal collections.Have them write descriptionsor labels for the objects.

Have the class come upwith its own group of trea-sures like the ones in thisissue of Art to Zoo. Theycould organize the objectsunder themes such as "com-munity," "school," "family,"or "our class." Have themwrite labels or descriptionsand set up the display in theclassroom or some other partof the school.


ACTIVITY PAGESMystery Objects

1.

IC Art to Zoo Celebrating the Smithsonian's Birthday January/February 1996

To the teacherDuplicate pages 10-13

for students.

Use with Lesson PlanStep 2.

To the studentLook closely at these

objects and match them withtheir descriptions.

Why do you think they arein the Smithsonian?

-

12

BEST COPY AVAILABLE

A With all my crooked angles and colors, I look likea piece of pure art, sprouting out of a sculptor's dream.However, I also have a definite function. Can you guess whatit is? Look closely now and you can see my handle (a seriesof twigs), spout (a branch), and base (a sturdy slab of rock).

The artist of this work, Ralph Bacerra, used his sense ofhumor and playfulness to make such an ordinary object into afantastic sculpture. I look so unusual that it takes a while tofigure me out. Leaning over at an angle, I look like an oldtreecertainly not something you would likely see beside aplate of cookies and cake!

I am mystery object

NMI A® haa EQ3 co Imo Imo cum =I EMI EOM 8 a® al

C The artist Thomas Eakins used dark and sombercolors to paint me, a portrait of his wife. The realistic styleof his painting shows how Eakins, unlike most artistsbefore him, never tried to make his subjects look prettier orhappier than they actually were. He tried to depict themexactly as they appeared in person, allowing their featuresand expressions to tell their own story.

You can see his method in this portrait. Although thesubject certainly does not appear beautiful, the realisticdepiction of her features reveals a quiet strength within hercharacter.

I am mystery object

B Do I look familiar? I belonged to a very famousperson: Abraham Lincoln, our sixteenth president. He mayhave been holding me when John Wilkes Booth fatally shothim at Ford's Theatre on April 14, 1865. Many peopleadmired Lincoln' bravery, but many othersincludingBoothpassionately disagreed with the political and societalchanges that he brought about.

The Civil War (1861-65) demanded all of Lincoln's ener-gy as president. He studied military history and helped devel-op a strategy that eventually led his Union troops to win thewar. Part of that strategy was the Emancipation Proclamation,which Lincoln issued on January 1, 1863. In it, he declaredthat slaves in the seceded states were "forever free." Thisstatement inspired his troops, black and white, with a strongmoral reason to continue fighting.

I am mystery object

D I am more than just a rock. Someone spent a longtime chipping away to give me sharp sides and a point. Heneeded me for his day-to-day chores, like cutting meat, ani-mal hides, and plants.

I am old, dating back to the Paleolithic period (2.5 millionto 10 thousand ac.). Back then, objects like me were themost advanced form of human technology. Scientists todaycall the people who made me Homo erectus, the first humansto live outside of Africa.

I am mystery object

E. You probably have not seen me around your neighborhood or at home. I was built to protect people as they walk andwork in places that are far, far away from us. My outer layer guards against micrometeorites, fire, and extreme temperatures ofmore than 120 degrees Celsius (250 degrees Fahrenheit) to negative 120 degrees Celsius (negative 250 degrees Fahrenheit). Myinner suit has even more layers, complete with special joints that allow movement and a water circulation system that preventssweating and dehydration.

Altogether, I weigh around 82 kilograms (180 pounds) on Eartha lot to carry but well worth the effort. Besides, once we getwhere we are going, you will hardly feel me at all!

I am mystery object

13Art to Zoo Celebrating the Smithsonian's Birthday January /February 1996 11

IN

F Hundreds of years ago in what is now Colombia artists became very skillful working with gold. They made me toshow how they saw the natural world around them.

Besides being beautiful, though, I also had a practical purpose. I slipped onto a wooden rod or spear, probably helping thethrower get a good grip.

I am mystery object

G You have probably seen and used machines thatdo what I do, but not ones that look like me. Even yourgrandparents would not remember me. I am that old!

My inventor, Alexander Graham Bell, and I share a distin-guished place in the history of communication. On November26, 1876, Bell used me to send voice messages fromCambridge to Salem, Massachusetts. I worked so well that heused me as the model for the first commercial telephone,introduced in the United States in 1877.

I am mystery object

I I was more than some whimsical dragon that anartist dreamed upI really existed! But I died long beforeyou were around to see me fly overhead. I belong to a familyof dinosaurs called Pterosaurs, the first and largest flying ani-mals with backbones. While some were much bigger thanme, others were as small as canaries.

You can see how my long fingers connect directly to mywings, giving me a lot of control when I fly. I can swoopdown and pick up fish to eat, chomping them down with mypowerful jaws and sharp teeth. I was quite a sight!

I am mystery object

L

H I have a nose, eyes, and head but do not look likeanyone you have seen. In fact, the artist who painted me,Pablo Picasso, never intended for this portrait to look exactlylike its subject, a friend of his named Marie-Therese Waiter.

Picasso painted in a style called cubism, which he devel-oped with another artist, Georges Braque. A cubist paintingportrays the different ways in which the artist sees his sub-jectboth with his eyes and in his imagination. Not all cubistpaintings showed people. Some were of inanimate objects,like houses, or of plants and animals. Given all those possi-bilities, it might take you a while to figure out exactly whatthe subject is!

I am mystery object

J. I am unique because someone made me for aspecial child. I am made of red and blue wool cloth and ambeautifully decorated with carved replicas of elk teeth. Theperson who made me was part of the American Indian tribecalled the Crow. To them, elk teeth symbolized love andlong life.

My people often gave pretty objects (like me!) to new-born children. The person who wore me was lucky to havesuch a beautiful gift, filled with love from the person whomade it.

I am mystery object

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RESOURCES

For more on the Institutionand its birthday celebrationevents call SmithsonianInformation (202) 357-2700

(voice) or (202) 357-1729

(TTY) Monday-Friday from9:00 a.m. to 5:00 p.m., and

weekends from -10:00.a.m..to

4:00 p.m. Write SmithsonianInformation, SmithsonianInstitution, MRC 010,

Washington, DC 20560.

The Smithsonian's Home

Page address on the

Internet's World Wide Webis http://www.si.edu

America's Smithsonianitinerary, 1996 (locations anddates subject to change):

Los Angeles, CaliforniaLos Angeles ConventionCenter

February 9March 7

Kansas City. MissouriH. Roe Bartle HallApril 10-May 19

City to be announcedJune 12 -July 24

Providence. Rhode Island

Rhode Island

Ontvention CenterAugust 17-September 19

City to be announcedOctober 11-November 14

14 Ad to Zoo Celebrating the Smithsonian's Birthday January/Fehrtio. NW)

Houston. Texas

George R. BrownConvention Center

December 7-January 12.1997.

America's Smithsonian willtravel. to six cities.in .1.997.

BOOKS AND

TEACHING GUIDES

On the Smithsonian:

l3ay. Ann Phillips. Kids'Guide to the Smithsonian.Washington. D.C.:

Smithsonian institutionPress, June 1996. $14.95.

Call (800) 782-4612 to order.

CD-ROM interactiveprogram on America :v

.Smithsonian, published byMacmillan Digital U.S.A.and featuring full-colorphotography: animationsequences; and supplemental

audio, video. and g.raphic

elements, is available at

exhibition sites and in retailstores for $39.99.

The exhibition catalog,Ameria's Smithsonian:Celebrating 150 Years, is

available at exhibition sites,in retail stores. and by mailorder at (800) 782-4612.Published by the

Smithsonian InstitutionPress. the 288-page book__

is illustrated with 342 colorphotographs and costs $45

clothbound, $24.9 i "r.

paperback.

On collecting:

Crittenden. Alan. ed.Hidden Treasures. Novato.

California: Union SquareBooks, 1985.

Dom, Sylvia.0Weill.The How-to-Collect-AnythingBook: Treasure to Trivia.New York: Doubleday. 1976.

Lewis. Shari. Things KidsCollect: How to Become aSuccessful Treasure Hunter.

New York: Holt, Rinehart,and Winston, 1980.

Purcell. Rosamond Wolff.and Stephen Jay Gould.

Finders, Keepers: EightCollectors. New York: W.W.Norton, 1992.

Smaridge. Norah. and HildaHunter. The Teen-Ager'sGuide to CollectingPractically Anything. NewYork: Dodd-Mead, 1972.

Tuchman, Mitch.Magnificent Obsessions:7iventy Remarkable

Colleetor.s. in Pursuit of TheirDreams. San Francisco:

Chronicle Books. 1994.

Vintard, Paul. CollectingThings. Garden City, NewYork: Doubleday, 1975.

L6 BEST COPY AVAILABLE

ELECTRONIC RESOURCES

The Smithsonian's WorldWide Web home page(littp://www.sleclu) offers asampling of the Institution'svast collections. Materials ofspecial interest to teachersare also available throughthe \Vorld Wide Web athttp://ed U Ca te.Si..Cdtdintro.

land and by file transferfrom ftp://edticate.si.edu

The World Wide WebVirtual Library of Collecting(http://www.antika.com/collecting/huh:x.14ml) offershelp to teachers and othersinterested in learning throughobjects and collecting.This site provides links tosites specializing in manycollecting fields.

The World Wide WebVirtual Library of Museums( Itt p://www.comlah.ox.ac.uk /archive/other/museums.html) offers avariety of links to museumsaround the world.

Note: Due to the rapidlyevolving nature of theInternet, some of the uniformresource locators (URLs)above may have changedsince publication.

ACKNOWLEDGMENTS

Marcia DaftSmithsonian InstitutionAmerica's Smithsonian,1501h Traveling Exhibition

PhotographsCorer and photo 3mt page 10Abraham Lincoln's top hat,mid-nineteenth century.Courtesy of the NationalMuseum of AmericanHistory. transferred by theWar Department. January 25.1902.

Pages 4. 5Griffiths family keepsakes,all courtesy of the AnacostiaCommunity Museum,bequests of the D. and J.Griffiths Estate, HaroldDarwin.

P/ano /Gold finial, Monteria Dept.of Bolivar, Colombia,Courtesy of the NationalMuseum of the AmericanIndian, presented byHarmon \V. Hendricks, 1920.Photo by Karen Furth.

Photo 2Apollo space suit. Courtesyof the National Air andSpace Museum.

Photo 4Child's dress, Crow people.Montana, about 1875; woolcloth. hone, and animal hide.Courtesy of the NationalMuseum of the AmericanIndian.

Moto 5Box telephone, 1876,invented by AlexanderGraham Bell ( 1847-1922).Courtesy of the NationalMuseum of AmericanHistory, donated by theAmerican Telephone andTelegraph Company, 1923.

Mao 6Teapot. 1989. by RalphBacerra (horn 1938), UnitedStates, glazed porcelain.Courtesy of the RenwickGallery of the NationalMuseum of American Art.

Mum, 7Head, 1934, by PabloPicasso (1881-1973), oil oncanvas. Courtesy of theHirshhorn Museum andSculpture Garden, bequest ofJoseph H. Hirshhorn, 1981.

Photo 8Pleranodon, a pterosaur, lateCretaceous period: flourishedbetween 150 million and 70million years ago (cast froman original skeleton).Courtesy of the NationalMuseum of Natural History.

ART TO ZOO

Art to Zoo is a publicationof:the Office of ElementarY andSecondary Education,Smithsonian Institution..

This issue was mitten bystaffmembers of the Office ofElementary and SecoridabfEducation and translated bySarita Rodriguez.

Design/Cover IllustrationKatlic Design Amociates,Baltimore, Maryland

PrintingThe John D. LucasPrinting Comp.anYBaltimore, Maryland..

Publications DirectorMichelle Knovic Smith .

ART TO ZOO ONLINE.

This publication is availableelectronically through theInternet by anonyinous.file transfer from ftp.://::'educate.stedit. Follow the .

path pub/publieatitUtSjor.;:teachers/art-to-zoo.The World Wide Web sitehttp://educate.steduiaist;tozoo/azindex.htzu offers recentissues and supplementarymaterials in a hypertext. for-mat. Current and hack issues(starting with spring. 1993) arealsoavailable through.:'America Online (keyWo4:-..-.,.SMITHS.ONIAN):

7 BEST COPY AVAILABLE

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