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Found 1,743 Collections


Castro - The Impact of the Civil War on Society

Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society. 

  • Students can complete the sorting activity to categorize the images. 
  • Students should select one source they find most intriguing and generate questions  about the source and its related topic by completing the quiz question. 
Jose Castro

Casey, The 1970s

The purpose of this project is to show how life was like for the average American citizen in the 1970s. 

Casey Mariano

Carnival Celebrations: Masks (Lesson Plans, Activities, and Background Information)

This collection comes from a set of lessons plans to introduce students to the culture of Puerto Rico by looking at customs and objects - specifically masks - connected to the annual celebration of Carnival. The lessons are split into four levels, covering grades K-2, 3-5, 6-8, and 9-12. They were originally adapted from a set of activities that appeared in Our Story in History: A Puerto Rican Carnival, a website produced by the Smithsonian's National Museum of American History - also shown in a link inside the collection, along with instructions for students to make their own masks. The lessons include objects from the Smithsonian's National Museum of the American Indian in New York, the George Gustav Heye Center, and the Department of Anthropology, National Museum of Natural History.

Philippa Rappoport

Capturing Visitor Voices in Teen-Made videos

In 2011 the Smithsonian joined with the Pearson Foundation to train ARTLAB+ teens to document personal stories at Smithsonian Heritage Month family festivals. ARTLAB+ is a design studio based out of ArtLab space in the Hirshhorn Museum and Sculpture Garden. The teens captured visitor voices through several years, covering a variety of topics including views on race, culture, nature, belonging, music and food.

Philippa Rappoport

Capturing Culture: Using American Portraits to Examine the Principles of Culture

In this lesson, students will closely examine historical images and analyze those images using a variety of close reading and close looking strategies.  Then, students will draw connections between the images and the Principles of Culture that are applied throughout their study of culture and religion in Unit 4.

This collection was created in conjunction with the National Portrait Gallery's 2018 Learning to Look Summer Teaching Institute.   #NPGTeach

Lisa Esposito

Captured by Indians: Warfare and Assimilation on the 18thC Frontier.

After the Britains won the British, French and Indian War, the victors made promises to the native Americans that the former French claims would not be occupied by the English colonists. The Quebec Act forbade settlers to pass beyond the ridge of the Appalachian Mountains. Britain soon discovered that it was impossible to stop the settlers from crossing into Indian lands. The reaction of the native-Americans was swift and furious. Raiding parties killed and/or captured hundreds of these frontier farmers.

Arthur Glaser

Captains of Industry

This Collection features images of men who became, "Captains of Industry" in America during the 19th Century.
Some of these men you may be able to identify immediately and others you may not. Your challenge is to write 5-7 sentence about each man. Identify the industry to which each man is associated, the dates of his reign, net worth, and other interesting details.
Lesson variation: Discuss the term, "robber baron" with students and why or why not that term applies to each man pictured in this Collection.
Lesson extension: Have students identify 10 "Captains of Industry" in America today - Who are they? To which industry are they associates? What is their net worth? Are they considered to be modern-day robber barons? Why or why not?
Linda Muller


Frank Ites

Can art be used for social or political commentary?

What are contemporary issues in our world? What is your personal viewpoint on a contemporary issue? Can art be used as an agent of change?

louise brady

Can an item be both a tool and a toy?

Can items in our life serve as both tools and toys depending on how we look at them and our needs?

Katie Muhtaris

Cambodian Traditional Crafts and Religious Ceremonies

This collection was created in 1987. It explores the traditional crafts and religious ceremonies of the Cambodian refugees who settled in Lowell in the aftermath of the Cambodian Genocide. 

Below is the list of links to the accompanying photographs also found in this collection. Please note that the chapters on the Rain Retreat Ceremony, and the Money Tree Fundraising Celebration are comprised entirely of photographs and have no accompanying text.

Keywords: Asia* America*, Cambodia*, Khmer, kite, crafts, religion, Southeast Asia*, Southeast Asian America*

#APA2018 #TCSLowell 

Southeast Asian Digital Archive

Cambodian Refugees in Lowell/Culture bags

This collection features mini-biographies of Cambodian refugees who moved to Lowell in the 1980s-1990s, and photographs of cultural objects related to the Cambodian community in Lowell.



amy vogel

Cambodian Refugees in Lowell

This collection features mini-biographies of Cambodian refugees who moved to Lowell in the 1980s-1990s, and photographs of cultural objects related to the Cambodian community in Lowell.



Tsongas Industrial History Center

Cambodian New Year

Cambodian New Year (Khmer: បុណ្យចូលឆ្នាំថ្មី) or Choul Chnam Thmey in the Khmer language, literally "Enter New Year", is the name of the Cambodian holiday that celebrates the traditional Lunar New Year. The holiday lasts for three days beginning on NewYear's Day, which usually falls on April 13th or 14th, which is the end of the harvesting season, when farmers enjoy the fruits of their labor before the rainy season begins.

Cambodians also use Buddhist Era to count the year based on the Buddhist calendar.
    Maha Sangkran, derived from Sanskrit Maha Sangkranta, is the name of the first day of the new year celebration. It is the end of the year and the beginning of a new one. People dress up and light candles and burn incense sticks at shrines, where the members of each family pay homage to offer thanks for the Buddha's teachings by bowing, kneeling and prostrating themselves three times before his image. For good luck, people wash their face with holy water in the morning, their chests at noon, and their feet in the evening before they go to bed.

    Vireak Vanabat is the name of the second day of the new year celebration. People contribute charity to the less fortunate by helping the poor, servants, homeless, and low-income families. Families attend a dedication ceremony to their ancestors at monasteries.

    T'ngai Loeng Sak in Khmer is the name of the third day of the new year celebration. Buddhists wash the Buddha statues and their elders with perfumed water. Bathing the Buddha images is a symbolic practice to wash bad actions away like water clean dirt from household items. It is also thought to be a kind deed that will bring longevity, good luck, happiness and prosperity in life. By washing their grandparents and parents, the children can obtain from them best wishes and good pieces of advice to live the life for the rest of the year.

#APA2018  #TCSLowell

Siobhan Melville

California: A Land of Opportunity?

As we continue to read "The Grapes of Wrath," I'd like you to consider the way in which California represents the "American Dream." How has this changed over time? Has California always lived up to its image? Consider who has access to dreams and opportunities in California at any given time.

After you look through the collection, choose one of the following assignments to complete and submit your assignment using the "Submit File" option that is part of the last resource. Hint: you may want to take notes and/or save images as you are browsing the resources here.

Possible assignments:

1) Create a timeline of "Opportunities Gained and Lost" in California using at least 8 images from the collection. For each image, identify who is gaining or losing an opportunity in this instance, and what kind of opportunity is being referenced. Remember this is a timeline and will need to be in chronological order by year. Complete your timeline with an image that you have found (from the Learning Lab or an outside resource) that represents California today.

2) Would you argue that "California is a land of dreams"? How could you change that statement to make it more accurate? Write an essay defending your statement that references at least 4 images from this collection. You may want to do some additional research to supplement your essay.

Tags: point of view, change, continuity, cause, effect, Dust Bowl, drought, migrant, migration, chronology, Steinbeck

Kate Harris

California Gold Rush: Gold Coins of the 1850s

Paper money did not exist and was prohibited by California's constitution, in 1849. During the California Gold Rush, there were different forms of currency, such as: coins from other countries, gold dust, gold nuggets and gold slugs casted by individuals.


California Gold Rush Introduction

A collection complied to assist students and educators with visual aids for educational programs pertaining to the introduction of California Gold Rush History. James Marshall discovered gold in the year of 1848, along the American River, at Sutter's Mill (present day Coloma, California). President Polk, the 11th President of the United States made a landmark announcement to the world of Marshall's discovery. The news from President Polk started one of the largest mass migration of individuals to one place ever in recorded history. Between 1848 and 1852, California's population grew from 14,000 to 223,000. The gold rush was an opportunity for migrants to make a better life for themselves and families. By ship around Cape Horn, by foot through the Isthmus of Panama, or the overland trails by wagon, travels to the Territory of California were long and deadly. Those who survived the journeys fulfilled the dream of Westward migration. These migrations connected cultures from all over the world to develop the diverse population and abundance in opportunity that lives on, in California today.


California Gold Rush History: Columbia California's Culture Expressed Through Historic Photos

The culture of Columbia expressed through a collection of historic photos.


California Gold Rush Era Mining Technique Photos

Mining techniques evolved over time with development of larger mining companies. These photos also show cultural diversity during the California Gold Rush. 


California Gold Rush

Was the gold rush of 1849 a boon for California? Why or why not? What were the short-term and long-term benefits and detriments of the gold rush? What are the similarities and differences between the California gold rush and the Marcellus Shale gas boon in Pennsylvania? What lessons can we learn from the California gold rush that translates to the current Marcellus Shale natural gas boon in Pennsylvania?
Linda Muller

Byron Miller's Special Shirts- Institute of Texan Cultures- The Will to Adorn

Mr. Byron Miller orders fabric from Africa and has the shirts tailored to a version of the Guayabera shirt. He talked about his style evolution from being influenced by the Presidential shirt style made popular by Nelson Mandela but then combining it with the Guayabera style. As far as he knows, he is the only person with this style of shirts.

The Will to Adorn: African American Dress and the Aesthetics of Identity is a collaborative initiative with Smithsonian Affiliations, the Smithsonian Center for Folklife and Cultural Heritage, and the Smithsonian Learning Lab.

Through the internship, students explored expression in the African American community in San Antonio by engaging with local experts.

Will to Adorn 2017

Will To Adorn San Antonio

By:Hirohito Fainza :1920s and 1930s Artifacts:

I will be showing the most important points in history during the 1920's and 1930's, with sentences to bring the artifacts into context and explain their significance. 

Hirohito Fainza

Burmese Refugees in Lowell

This collection includes materials about Burmese Americans, the newest Southeast Asian community in Lowell.

Most of these images were donated by members of the Burmese community at the Saydanar Community Development Center in Lowell, MA, on January 14, 2017. Students and faculty from UMass Lowell Center for Asian American Studies visited the community organization to explain the purpose of the Southeast Asian Digital Archive and collect donations and permissions.

Keywords: Asia* America*, Burma, Burmese, Burm* American, Karen, Karenni, Kachin, Thailand, Malaysia, religion, Christian*, Islam, Southeast Asia* America*

#APA2018 #TCSLowell 

Southeast Asian Digital Archive

Burmese Americans in Lowell, MA.

This collection highlights particular aspects - food, culture, religion, traditions - of the Burmese community in Lowell, MA.  The collection also features Burmese events and holidays that take place in the city.



Tsongas Industrial History Center
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