All Articles Education Insights How the Smithsonian connects classrooms, bridging distances across America

How the Smithsonian connects classrooms, bridging distances across America

Ali McKersie and Jared Morris of the Smithsonian share details of the Democracy in Dialogue Virtual Exchange program — and how teachers can adapt it for their classrooms.

9 min read

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Students from Springdale, Ark., connect with students from Washington, D.C., over Zoom. (Photo courtesy of Brittany Berry.)

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Voice of the Educator logoIn 2026, the nation will celebrate its 250th anniversary. Through the Smithsonian’s Democracy in Dialogue Virtual Exchange program, educators and students across the country are jointly exploring how their communities, and individuals within them, have contributed to the American experiment. This DiDVE program connects Smithsonian staff with educators and students across the US to investigate themes of democracy, self-definition and community. By participating in virtual exchanges, students engage in meaningful dialogues with peers from diverse backgrounds, promoting cross-cultural understanding, collaboration and lasting friendships. Sharing stories and perspectives allows students to develop a deeper appreciation of themselves, their communities and their roles within the broader American narrative. 

A program with a purpose

DiDVE is more than just a virtual exchange; it is a crucial part of the Smithsonian’s broader commemoration of the United States Semiquincentennial. To this end, the program invites participants to examine how their communities have contributed to an ongoing effort to build a better democratic society, while also inviting wide-ranging responses, where shared societal challenges may be brought to the forefront. This inquiry not only roots the exchange in historical context but also makes it more relevant to students by connecting their personal experiences to broader circumstances that shape their local communities. 

It is evident that DiDVE is having a positive impact on both students and teachers. Consider high-school students from Pahala, Hawaii, and Afton, Wyo., who interacted with each other on themes of land stewardship and assessed the impact of tourism in their areas. They created videos showcasing the history of their rural communities and ties to environmentalism. Among the video highlights were the green sea turtle, or Honu, revered as a sacred symbol by the Hawaiian people, and Shoshone arrowheads, essential Indigenous tools of livelihood and survival with centuries-old significance. 

Sharolyn Stauffer, a history teacher at Afton High School, observed that through this exchange, her students “discovered ways we all participate in the greater story of the United States, thus expanding the frame of what is told.”

Learning through connection

The DiDVE program thrives on the dynamic principles of object-based learning, a core practice  at the Smithsonian, where students interact directly with artifacts, artworks and other physical items to promote their analysis, engagement and curiosity. Through a variety of activities — such as community mapping, photo storytelling, songwriting, podcast creation, spoken word poetry, postcard writing and video projects — students learn about themselves and their own backgrounds while developing understanding and respect for others. Students are not just passive learners; they are active creators. 

For instance, community mapping” hones observation and interpretation skills using the spatial layout of one’s own community as a visual prompt for discussion about the past and present of a place and a person’s connection to that place. Below is an example of one such activity. 

Smithsonian questions #1 for Democracy in Action classroom projectUsing community mapping as a bridge activity, high-schoolers in Fairfax, Va., and North Andover, Mass., crafted highly personal interpretations of the places that shape their experiences. Some students illustrated the roads they travel every day, including features of notable landmarks in their own neighborhoods, while others incorporated symbolic elements, capturing places far away, and spelled out values, like respect, service and inclusion on their maps. When these two student groups came together to discuss their maps, they reflected on the differences between them, what was revealed by the choices made and how the activity helped them to imagine new possibilities for themselves within their communities. 

Students at North Andover High School, like Charlie W., shared their maps as visuals to demonstrate elements of their communities of personal significance. (Courtesy of Brian Sheehy.) for Smithsonian article on Democracy in Action
Students at North Andover High School, like Charlie W., shared their maps as visuals to demonstrate elements of their communities of personal significance. (Courtesy of Brian Sheehy)

In another activity, students selected objects that animate traditions in their communities. One group showcased an old milk jug that represents camaraderie among their cross-country running team, while another analyzed a peace medal exchanged between early settlers and Indigenous peoples, posing important questions about efforts of reconciliation. 

Students also crafted powerful poems in Spanish about elements in their communities that make up who they are, including celebrations and hardships. One student spotlighted their Irish ancestry, writing, 

“I am from my striped Celtic scarf, and the shamrock, whose spirit rises like a wave with every cheer and clap; From Irish roots intertwined with the history of America; From generations who fought for their dreams and carried their heritage forward.” 

Another student brought their poem closer to home, and wrote, 

“I am from worn-out cleats, from perfect touches and passes; I am from the oak trees that surround my school, whose varied leaves represent the diversity of our students and staff; I am from the American story of expression and connection, a reflection of rapid changes and shared dreams, and from the First Amendment.” 

The creativity was not limited to the classroom. Students participated in field trips to investigate public artforms, such as large-scale installations, like Diego Rivera’s Detroit Industry Murals at the Ford Motor Co. They met local artists and activists, visited museums and libraries, like the Idaho State Archives in Boise and The People’s Archive in Washington D.C., and interviewed community historians and elders to gain fresh insight into their burning questions. One unforgettable experience involved sharing afternoon tea with residents at the Ivinson Home for Ladies in Laramie. These real-world connections helped the students to see how relationships matter in a community, allowing learning to extend beyond the traditional classroom setting.

Students from across the country participated in community field trips outside of their classrooms to support their inquiry into the program’s guiding question of how their community has played a role in 250 years of the American experiment. These trips ranged from a visit to the People's Archive at the Martin Luther King,Jr. Public Library in D.C., to the Detroit Art Center in Detroit, Mich., to the Wyoming Territorial Prison State Historic Site in Laramie, Wyo., to the Springdale Poultry Industry Historic Site in Springdale, Ark. (Photo courtesy of Amy Trenkle) for Smithsonian Democracy in Action
Students from across the country participated in community field trips outside of their classrooms to support their inquiry into the program’s guiding question of how their community has played a role in 250 years of the American experiment. These trips ranged from a visit to the People’s Archive at the Martin Luther King Jr. Public Library in D.C., to the Detroit Art Center in Detroit, Mich., to the Wyoming Territorial Prison State Historic Site in Laramie, Wyo., to the Springdale Poultry Industry Historic Site in Springdale, Ark. (Photo courtesy of Amy Trenkle)

The “spark” factor in civic engagement

A pivotal concept in DiDVE is the notion of “sparks” – the unexpected insights and connections that emerge when diverse perspectives intersect. These moments are a result of the program’s intentional pairing of educators and students from various regions and backgrounds, creating an environment where fresh ideas can flourish. Educators enhance their instructional practices by collaboratively designing learning activities across different exchange sites with the support of Smithsonian experts, who include museum educators, historians, environmental scientists, folk-art scholars, sociologists and community advocates.  

In turn, students broaden their perceptions of themselves and others, fostering deeper curiosity and empathy, while also quickening their powers of reasoning. As one student participant from Washington observes, “How often are people able to write or talk about their experiences with other students across the country? Not every day. Even though we live thousands of miles apart, we can agree on things while also receiving feedback that helps us understand opposing points of view.”

An activity as traditional and novel as basic letter writing or sending postcards to a new pen pal might offer an initial connection that opens the door for further questions and discussion and a desire for deeper connections. One framework for a written word exchange might include some of the following prompts, with each round offering increasingly complex entry points. 

Upon receipt of the postcards, support students in reading, reflecting and discussing what was offered. 

Smithsonian Questions 2 Democracy in Action

 

Building on newfound understanding that is sparked through these interactions, DiDVE aims to grow students’ appreciation for their roles in a democratic society. Central questions that echo throughout the program include:

  • What does democracy mean to me?
  • How have communities like mine participated in shaping the nation?
  • How can I contribute to the civic life of my community?
CAPTION: Students in Idaho Falls, Idaho, read aloud and discuss handwritten letters from exchange peers in Helotes,Texas. (Courtesy of Natalie Martin.) for Smithsonian Democracy in Action
Students in Idaho Falls, Idaho, read aloud and discuss handwritten letters from exchange peers in Helotes,Texas. (Courtesy of Natalie Martin)

These inquiries encourage students to confront the complexities of democracy and engage in critical reflection on their responsibilities as citizens. In one letter exchange between students in Washington and Virginia shortly after the November elections, concerns were raised about social media as an echo chamber, which may hinder people’s ability to make informed decisions due to “a lack of exposure to different viewpoints.” Many also shared strong sentiments about the importance of voting as a way of expressing their voices and shaping their futures, acknowledging the sacrifices made by others for that right. 

One student asserted, “In addition to voting, I think it’s crucial to look beyond just the election cycle and to stay involved in other ways; like local community engagement, and pushing for accountability when things don’t go as promised. What do you think? 

 Students in Grove City, Ohio prepare for a synchronous meet up over Zoom with their exchange peers in Nampa, Idaho. (Courtesy of Allison Hoffner.)for Smithsonian Democracy in Action
Students in Grove City, Ohio prepare for a synchronous meet up over Zoom with their exchange peers in Nampa, Idaho. (Courtesy of Allison Hoffner)

What do you think?

It is this question, perhaps more than any other, that defines the DiDVE program — a question that is not argumentative but rather invitational, conversational and fundamentally a bridge-builder. In a time when the nation often feels fragmented, this question reminds us that understanding begins with dialogue, and from dialogue, civic engagement and friendship can blossom. 

With new cohorts of educators and students being added each semester, the program is committed to expanding its reach and refining its approach. If you’re an educator or student eager to explore themes of democracy, self-definition and community, this might be the program that sparks your next big idea.   

The Smithsonian’s Democracy in Dialogue Virtual Exchange program is accepting educator applications on a regular basis. The application period for the summer 2025 cohort begins Feb. 10 and closes March 1. 

The Smithsonian’s Democracy in Dialogue Virtual Exchange program is supported by the Bezos Family Foundation. 

Opinions expressed by SmartBrief contributors are their own.

 


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