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“Bridging the Distance”
Page T69
Additional Resources:
- Visit the Smithsonian National Museum of American History interactive exhibition, “The Disability Rights Movement”. Students can click on photographs to see how storefronts and curb design on public streets have changed.
- Go to the Smithsonian Archives of American Art website for a 1968 transcript of an interview with Philip Evergood.
- Visit the Smithsonian American Art Museum’s website feature “Have a Question?”and type in either “Evergood” or “Yamaguchi” in the Last Name field to find out more about the artists.
“Exploring Mixed Identity in America”
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Additional Resources:
- Go to the Smithsonian American Art Museum’s website feature “¡Del Corazόn: Latino Voices in American Art” for additional information on artist Maria Castagliola.
- Some immigrants to the United States, especially in the past, changed their names to something that is more familiar to Americans. Go to the Smithsonian American Art Museum’s website feature “¡Del Corazόn: Latino Voices in American Art” and under “Artist Interviews” click on “How Vivian Became Maria.” Play the recording of artist Maria Castagliola’s account of how she grew up in Cuba as Vivian but was called Maria while attending public school in Florida. Have students discuss the importance of names to personal identity. Do they think Maria should have remained Maria or changed her name back to Vivian? Ask them to find Cuba and Florida on a map. How far did Castagliola have to travel by herself when she left home for the first time at the age of 14?
- Go to the Smithsonian American Art Museum’s website feature site “¡Del Corazón!: Latino Voices in American Art” to zoom in on more details of Osorio’s El Chandelier.
- Visit the Smithsonian American Art Museum’s website feature “¡Del Corazόn: Latino Voices in American Art” at for a full page of information and interviews with Pepón Osorio.
- For a video interview with Pepón Osorio, visit the “Artistas” page in Smithsonian American Art Museum’s website “¡Del Corazón!: Latino Voices in American Art” at and click on Pepón Osorio.
- To get a lesson plan for assembling artwork using found objects, go to the “Lesson Plans” page in the site.
“Battling Inequality”
Page T200
Additional Resources:
- For information about works of art on paper created by William H. Johnson, go to the Smithsonian American Art Museum’s website for the website feature “William H. Johnson’s World on Paper”.
- To see more than thirty letters, photographs, and other documents related to William H. Johnson, visit the Smithsonian Archives of American Art website. Type in “William H. Johnson” in the search box and then choose links of interest to the class.
- Go to the Smithsonian Archives of American Art website for a 1989 oral history interview with Miriam Schapiro.
- Visit the Luce Foundation Center for American Art at the Smithsonian American Art Museum’s website feature “Artist Media Archive”and click on “Go” under “Meet Miriam Shapiro” to watch an interview with the artist.
- Shapiro states: “When I finally began to be part of the women’s movement, for the first time in my life I knew what it meant to be connected with other people.” Before this breakthrough in her life, she felt she lived in a “period of white gloves” which women were expected to wear when they went out with their husbands, and if they didn’t they “were out of line.” Ask students to write down what makes them feel connected to other people in a positive way.
“Beating the Odds”
Page T266
Additional Resources:
- For a biography of Carmen Lomas Garza, visit the Smithsonian American Art Museum’s website feature “¡Del Corazón!: Latino Voices in American Art”.
- Carmen Lomas Garza has illustrated her own lotería cards in addition to creating an artwork that depicts people playing the game. For additional information, see the Smithsonian American Art Museum’s website feature, “1001 Days and Nights of American Art” for December 1, 2000.
- For more information on Eric Hilton, go to the Smithsonian American Art Museum’s website.
“Fighting for Land”
Page T332
Page T333
Additional Resources:
- For artist George Catlin’s stories about the people he met and tribal customs he observed, go to the Smithsonian American Art Museum’s website feature “Campfire Stories with George Catlin” and click on the image of George Catlin in “Catlin’s Quest.” This section of the site includes close-up images of many of his paintings and recorded readings from his writings.
- For digital images of letters and notebooks written by George Catlin, visit the Smithsonian Archives of American Art website.
- For more information on Native American history, go to the Smithsonian Center for Education and Museum Studies’ website feature “Smithsonian Source” and click on “Historical Topics.” Then click on “Native American History” for a variety of classroom resources.
- For a special issue of “Smithsonian in Your Classroom” on Native American dolls, visit the Smithsonian Center for Education and Museum Studies’ website.
- Go to the Luce Foundation Center for American Art at the Smithsonian American Art Museum’s website feature “Artist Media Archive” and click on “Go” under “Meet Jaune Quick-To-See Smith” to watch or listen to an interview with the artist.
- At one point, Smith recalls a story of a teacher who told her that she was a gifted artist but should not pursue art as a career because a woman could not be an artist. Ask students to write down an activity or goal that someone has told them that they cannot do or achieve. Next, have them write down their response to the negative feedback. Have them share their stories with the class.
“Old Becomes New”
Page T402
Additional Resources:
- For information and resources on the history of time, visit the Smithsonian National Museum of American History’s online exhibition “On Time”. Use the site to start a discussion about Wendell Castle’s unique grandfather’s clock.
- Ask students to compare the traditional grandfather’s clock that Castle captures in Ghost Clock with the quartz watch featured at Smithsonian National Museum of American History’s Lemelson Center for the Study of Invention and Innovation’s website feature “The Quartz Watch”. Ask students to identify the similarities and differences.
- Students can have fun setting their own elaborate table by going to the Smithsonian Cooper-Hewitt National Design Museum’s website and clicking on the “Design du Jour Quiz.” They can pick their favorite plate pattern, guess the purpose of some unusual kitchen tools, and more.
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