The Learning Collaborative is a lab that works to norm and spread the kinds of learning experiences in communities that have proven time and time again to work and inspire: projects, inquiries, experiences and play connected to the community and the real world.
States and districts have crafted extensive standards and curricular guidelines for learning. Many have adapted the C3 framework for the humanities and social studies, and have embraced 21st century competencies. But there are fundamental learning goals that must be achieved for any other learning to be possible.
We are committed to ensuring that all students are supported in developing along these six dimensions through the teaching they receive in the humanities and social studies so that they can thrive. This will foster the civic wellbeing and growth of young people as changemakers for the benefit of the community and our planet.
Has developed a sense of identity and feels they have a voice.
Is able to understand others’ perspectives and bridge across differences.
Feels belonging in their local and global community.
Develops skills to ask questions, find answers, and work with sources
Has a sense of power for themselves and in their community.
Develop an understanding of systems, justice and structures in society.
The learning collaborative invites you to join a network of educators who want to do things differently for the benefit of young learners everywhere. You will find inspiration for specific projects, curricular units and learner goals.
"The system has been broken for way too long. The Learning Collaborative allows us teachers to find the courage and a community so that we can teach what matters to kids."
We are here to help you think differently about your role as a transformational force in education. We invite you to join a network that will help you explore new ways to have young people engage in your museum, and help you find new channels to collaborate with schools and young learners.
"In all of my 39 years of working in Museums, this Collaborative is the most effective and inspiring thing I have ever seen”
Check out our collaboration with an advocacy group called the National Youth Council for Real History and listen to UnTextbooked, the first podcast by teens, for teens based on really good, solid history.
We have been collecting best-practice models of place-based learning and creating templates to make it easier for anyone to create such learning. These templates were designed by teachers for teachers with community institutions and civic learning themes in mind, and are meant to inspire you to create your own. Have one that you love? Share your template here.
This inquiry, designed by a Middle School teacher and a contemporary art museum, leads students through an investigation of Ancient Mesopotamia to have them consider the importance geography had on its development and how this is relevant to them today. It is important to note that these characteristics are relevant to all River Valley Civilizations, and these questions could be asked of Egypt, India, and China as well.
This inquiry, designed by a high school teacher and a Presidential Library, leads students through an investigation of presidential power and how that power has changed over time by exploring the Constitution, the Bill of Rights, as well as famous executive orders and Supreme Court cases during the Presidency of Harry S Truman.
This inquiry, designed by a high school teacher in partnership with the Public Library, leads students through an investigation of Chicano culture, identity, history, and resistance to discrimination and cultural assimilation. By exploring the compelling questions about the importance of cultural identity students will consider their own cultural identity and then in turn, analyze Chicano culture in America. Students will investigate the conditions facing Mexican-Americans from the time of the Mexican-American War (1848) through the 1960s.
This project is a model for engaging students with their community, connecting classroom learning with community governance and school history. The students will be a part of a special committee that is being formed to gather historical information about the history of the Fort Osage School District and specifically about the one-room schoolhouse, where the current district offices are housed. The students will develop a sense of community and connection as they research the story of a building that is central to their school's past and present. The students will create a storyboard to be presented to the community decision-makers at the dedication ceremony.
This project is an example of how students can connect historical narratives and exhibits to their own stories and current affairs. The Harry S. Truman Presidential Library and Museum is asking students to come up with original art to help publicize the grand re-opening of the site. This project allows teachers to find ways to creatively infuse their curriculum with the programming available at a museum or community institution.
This project template provides an outline for how students can work with a museum to create tours with a specific theme. The Harry S. Truman Presidential Library and Museum is asking students to help create and design new museum tours to use for upcoming middle school field trips focused on STEM. Our vision is to use President Trumans’ life and legacy to inform, inspire, educate and engage. What better way to do that than ask middle school students to create tours for middle school students.