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Found 4,325 Collections


The Scaglione Antique and Vintage Office Museum

This collection features American made hole punches manufactured between the years 1874 and 1932. 

Hole punches have been around since the early 1870’s therefore, we have a great selection of antique and vintage examples to review. The development of punches really took off in the early 1900’s and improvements followed. Many machines produced today are based on designs dating back to 1912.

Even now, some examples are proving to be more desirable to collectors and are harder to find. The Globe No. 4 produced by Globe-Wernicke is one of those machines that has a following of not only the punch collector, but by collectors of the machine age. This machine appears to draw the most interest from individuals wanting an old paper hole punch for the desk or collection. Another example is the early examples of the Tengwell which had a nicely scrolled plate and was mounted on a beautiful oak base.

Variants hold their own interest. You will find the same machine, such as the Improved Hummer, that was produced by different companies. Research has shown that many companies or their assets changed hands more than once during the century and that the machines was never improved upon or only minor changes were introduced, usually just parts on the machine or the manufacturers name.

When examining the early machines, one immediately realizes that these machines are historic. This is where the concept of paper punches began. the 19th century designs are what you would expect of the era.

Many paper hole punches have been lost to time, because of modernization, workmanship or better material. Examples such as the Sam’l Tatum’s Samson, Eclipse, and the No. 27 are just a few of those machines that were lost or discontinued. These machines were the work  of Walter Mendenhall, long time employee of the Tatum Company. Compared to the punches today, these machines are complex and curious. Their mechanisms were unique in design and never copied by any other manufacturer. 

Curtis Scaglione

Who May Enter? Ellis Island and Angel Island Experiences

During this experience you will follow in the steps of immigrants whose immigration story took them to Angel Island and Ellis Island providing you a window into who came to the United States, why they came, the immigration process, their acceptance or denial as well as their legacy. You will find student instructions for each section on the arrow slide dividers. Click on each for instructions.  #APA2018

Throughout this experience consider the 3 Ys:

  1. Why might this snapshot of Angel Island & Ellis Island matter to me?
  2. Why might it matter to people around (family, friends, fellow students, community)
  3. What might it matter to the world?


Quotes / Poems to consider:

Angel Island Written on the walls in Chinese

I am distressed that we Chinese are
in this wooden building
It is actually racial barriers which cause
difficulties on Yingtai Island.
Even while they are tyrannical they still
claim to be humanitarian.
I should regret my taking the risks of
coming in the first place.

This is a message to those who live here not
to worry excessively.
Instead, you must cast your idle worries to
the flowing stream.
Experiencing a little ordeal is not hardship.
Napoleon was once a prisoner on an island.

Ellis Island

"Well, I came to America because I heard the streets were paved with gold. When I got here, I found out three things: first, the streets weren’t paved with gold; second, they weren’t paved at all; and third, I was expected to pave them." Italian Immigrant

"Island of Hope, Island of Tears"

Merri Weir

Learning to Look: Letter from Artist Yasuo Kuniyoshi, after the Japanese Attack on Pearl Harbor

This collection includes student activities and learning to look questions, as well as additional teacher resources for extending the lesson. Students will use the primary sources to understand the changing perspectives and perceptions of Japanese Americans in the World War II era.

Keywords: Japanese Incarceration, George Biddle, Franklin D. Roosevelt, WW2, WWII, analysis, written response, essay, text, Max Yavno, Pearl Harbor, Works Progress Administration (WPA)



Ashley Naranjo

Analyzing an Oral History Interview: Grant Ichikawa

This collection includes an oral history interview with Grant Hayao Ichikawa (April 17, 1919- December 3, 2017). Ichikawa was a U. S. Army veteran who enlisted after he was relocated to a Japanese American incarceration camp with his family in 1942. The interview includes a first-hand account of the impact of the bombing of Pearl Harbor on Japanese Americans.

Complementary resources to the podcast audio file include: a National Museum of American History teachers' guide and images, Smithsonian Libraries' graphic organizers for evaluating historical sources, a Smithsonian Folklife and Cultural Heritage guide to conducting your own oral history, and additional video and audio oral histories with Grant Ichikawa from the Library of Congress American Folklife Center. 

This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. 

Keywords: Congressional Gold Medal, veteran, internment camps, World War II, commission, wartime, close listening


Ashley Naranjo

Document Analysis: Civilian Exclusion Order and Japanese American Incarceration During WWII

In this collection, students will carefully analyze and dissect a Civilian Exclusion Order for euphemistic language, misleading descriptions, and questionable instructions. This order was one of many posted by the United States government in 1942 in neighborhoods all along the West Coast to notify Japanese and Japanese American residents that they would be removed from their homes. The order also gave families instructions to follow.

Also included are resources further contextualizing the Civilian Exclusion Order including photographs, all three pages of Executive Order 9066, lesson plans created by the Japanese American National Museum, and blog posts written by Education staff at the Japanese American National Museum.


Sohayla Pagano

Resources List: Japanese American Experience

This collection includes resources presented at the October 20, 2018 Educator Workshop at the Japanese American National Museum. Included are resources from the Japanese American National Museum, other resources surrounding the Japanese American experience, and other useful APA resources.


Sohayla Pagano

Japanese American Incarceration - Focus on the Assembly Centers

After the Civilian Exclusion Orders were issued for Japanese Americans, many families were temporarily held in detention centers that the government referred to as "assembly centers." There were 15 of these centers and they were often at fairgrounds or racetracks where buildings already existed. Families lived in horse stalls or other makeshift housing before being moved to one of the more permanent concentration camps. The average stay was for about 3 months. Through an examination of art and artifacts, this collection takes a closer look at the experience of Japanese Americans being forcibly removed from their homes and quickly moved to these temporary detention centers. #APA2018

Lynn Yamasaki

Venus Ghani 1920s and 1930s Artifacts

The purpose of this project is to look at artifacts from the 1920s and 1930s and explain why they represent the time it was made. 

Venus Ghani

Middle school music and art

a collection of ideas and lessons for middle school art and music

Ciara Everett

Weikers Family Collection

A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.

For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at

Tags: Nazi Germany, Holocaust era, primary sources


Aubrey Gennari

California Gold Rush Introduction

A collection complied to assist students and educators with visual aides 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 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.

Columbia State Historic Park

Social Justice

Marilyn Mann

La Purisima Mission Tour

Discover the history behind La Purisima Mission State Historic Park!  Explore the vast history by examining the signage and displays of the Mission.

La Purisima Mission State Historic Park

Close Looking at Three Portraits of Poet Frank O'Hara

This teaching collection uses Project Zero thinking and other portrait reading strategies to look critically at and compare  three portraits of Francis Russell "FrankO'Hara (March 27, 1926 – July 25, 1966), an American writer, poet, art critic, and curator at the Museum of Modern Art. O'Hara, who was considered to be one of the most important poets of mid-twentieth-century America, died an untimely death at age 40, and is memorialized in these three portraits in the Smithsonian collections - by Grace Hartigan, Alice Neel, and Don Bachardy.

This collection is set up to first look carefully at Grace Hartigan's portrait, using one or all of three suggested looking strategies. Then viewers can look at the other two portraits, considering additional information about sitter Frank O'Hara and the artists, in order to have a better sense of the three portraits, the sitter, the artists, and the times in which they created.

Keywords: Portraiture, Abstract Expressionism, Expressionist, Avant-Garde, Irish

Philippa Rappoport

Read and Write Qin Small Seal 认写秦小篆

About This Collection:

This collection was designed by Hongli Holloman, a Chinese language teacher at Washington International School, as a basic introduction to use learning lab for language educators. It is a collection of resources from Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery. Each resources includes key information about the resources, as well as ideas for class discussion using Project Zero Global Thinking Routines, and class activities. Feel free to copy the collection and adapt it to your own use.

Keyword: ancient history; artifact; China; sculpture; Chinese; cross-cultural comparison; think puzzle explore; project zero; visible thinking routine; terra cotta; qin shi huang; shihuangdi; shi huang di; Qin Small Scrip; ancient scrip

Teaching Goals:

To help students review and learn about the origin of Chinese written language and the evolution of the scrips.

Students with proficiency level of Intermediate Low to Intermediate Med would have more reinforcement to advance to Intermediate High Advanced Low level. Please check here to get the description of ACTFL Proficiency Guidelines.

1. Develop international-mindedness through the study of Chinese languages, culture of China, and ideas and issues of global significance.

2. Enable students to communicate in Chinese they have studied to introduce ancient Qin dynasty and its first Emperor.

3. Encourage, through the study of Qin Small Seal, an awareness and appreciation of a variety of perspectives of people from China

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge, such as history and art.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills specifically using Project Zero thinking routines such as PARTS-PURPOSE-COMPLEXITIES, Looking Ten Times Two, THREE Y’S.

7. Provide students with a basis for further study, work and leisure through the use of Chinese.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Standards Targeted:



Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.


Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.


Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.


Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

IB DP: Language Acquisition Aims

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure through the use of an additional language.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Hongli Holloman

LDH Election Posters

NMAH Education

Manifest Destiny Through Art and Music

Looking at different representations of Manifest Destiny. Comparing and contrasting paintings to more current songs on the topic.  SAAMteach

Stephanie Raphel

The Great Gatsby

Show how each of the these paintings relates to characters, themes, and ideas in The Great Gatsby by F. Scott Fitzgerald.

Anne Ruka

Religion in Diaspora: How did a Shofar Come to the National Museum of African American History and Culture?

This teaching collection asks students to consider a Jewish ritual object, the shofar, as an entry point to discuss the transmission of traditions and beliefs across the globe. Using Project Zero looking and global thinking  routines, students can examine images of shofars, listen to shofar music,  explore photos from African American Jewish communities,  and consider how traditions and religious beliefs are carried around the globe with their practitioners. The activity concludes with a discussion to foster in students a broader understanding and appreciation of today’s complex world.

Philippa Rappoport

Reading/ELA: Setting

Christina Ratatori

Reading/ELA: Characters

Story Elements | Story Starters

Christina Ratatori

Colonial America

Christina Ratatori

Close Looking at Edward Reep's "Italian Shrine," and the Nazi Occupation of Bologna, Italy, during WWII

This teaching collection guides  viewers through a close looking exercise to explore American artist Edward Reep's painting of a shrine in Bologna, Italy, based on photographs and notes from his time as a combat artist in Italy during World War II. The collection is set up for students to look closely at the painting using Harvard's Project Zero Thinking Routine "See, Think, Wonder," and then to consider the historical and political context of the time, as well as the artist's personal experiences in Italy during WWII, in order to better understand Reep's homage in painting to the thousands of Italian Resistance fighters and citizens who lost their lives fighting against the Nazi occupation during World War II. The activity concludes with another Project Zero Routine from the Global Thinking series, "The 3 Y's."

Philippa Rappoport

The Smithsonian's Caribbean Indigenous Legacies Project: Celebrating Taíno Culture

This topical collection contains information about the Smithsonian's Caribbean Indigenous Legacies Project: Celebrating Taíno Culture, with links to the Heye Center exhibition, "Taíno : Native Heritage and Identity in the Caribbean," and to a related public program/webcast, "Taíno: A Symposium in Conversation with the Movement," from the National Museum of the American Indian. 

Philippa Rappoport
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