Found 59 Learning Lab Collections containing: #SAAMteach
A collection of images focusing on the Native Americans and their vanishing cultures due to Manifest Destiny.
Bowling Green High School, Bowling Green, KY
Grade levels: 9-12
11th grade American Literature Focus for English Second Language Learners
Lesson Time: 50 minutes
1. Show the students a copy of the painting “Westward the Course of Empire Makes Its Way” by Emanuel Leutze (1861). Ask the students to spend a few moments observing the work in silence, noticing any details that draw their eyes. Ask the students to let their eyes touch every part of the canvas/picture.
2. Using the teaching strategy “See Think Wonder” ask the students to volunteer details in the work that they see. Ask them to describe only what they observe in the work (e.g. “I see a man in a fur hat holding a gun”). After the student makes a factual observation, ask the student “What do you see that makes you say that?” if the student says something that is not immediately obvious (e.g. the student sees a wooden sailing ship trapped in sea ice but describes it as a cabin). Do not correct the student. Let other students make observations and possibly correct each other through observation and discussion. After the student is satisfied with an observation, follow up with the question “What do you think about that?” Allow the student to offer any interpretations of what the detail means for the content of the work, the tone, the theme etc. Avoiding any value judgements, summarize back to the student his or her interpretation and evidential observations supplying any vocabulary the student might lack, asking for the student’s approval of the final summary. Continue this procedure until the students exhaust their observations or the class time restraints are reached. Finally, follow up with the question “What does this work (or specific observation) make you wonder about?”
3. At this point, ask the students to note anything that they do not see but would expect to be represented in the scene. Second Language Learners who have been in the USA for 2-3 years would probably have some general ideas about the history of the USA and may be able to offer such absences. If not, the teacher may need to point out that no Native Americans appear in the main scene. If the students do not notice the border of the work, point out that there are small scenes in the border that add content/connections to the main scene. Point out that two Native Americans appear there, small and crawling.
4. Ask the students to make a journal entry writing their thoughts about the work, specifically noting the Americans who are represented as moving across the land and the Americans who are not represented.
If the students have enough command of the language, the teacher can discuss representing fact versus propaganda. Discuss the painting as advertisement for the movement west despite its factual inaccuracies (e.g. the painting depicts California as visible from the Rocky Mountains although it is actually 1,200 miles away). Contrast this with a handbill distributed in the Dust Bowl areas advertising workers needed in California to pick crops (in reality the number of workers was greater than the jobs available). A possible literary connection could be to The Grapes of Wrath.
Use the painting periodically through the course of American Literature. Students’ reactions to the work may evolve as they expand their ideas of American history, manifest destiny, and the immigrant experience. Allow students to write new journal entries each time they revisit the work with new knowledge. Discuss the dialogue that gets created between the artist, the work, and the viewer based on what the viewer brings to the experience.
Objective: The student will be able to make a factual observation about the painting and offer interpretation (where possible) citing evidence from the work.
Follow-up lessons: On subsequent viewing of the work, the student will be able to identify themes in the painting that connect to texts from American Literature (e.g. attitude toward nature, the west, immigration, manifest destiny, etc.)
Rationale for using this artwork: The painting by Leutze encapsulates many themes that permeate American Literature and lends itself to an introduction to the course as well as an anchor for the course that will bear repeated viewing.
Rationale for the the methodology: The English as a Second Language student often does not bring a lot of background knowledge about American history or art. The See-Think-Wonder technique allows the student to engage with the work as an expert would: one who makes observations and interpretations that allow claims backed by evidence.
Differentiating Observation (fact) from Interpretation (opinion).
Making claims based on evidence.
Practice speaking in front of peers using the target language of English.
The glory of being bursting onto the streets of New York in a gush of water. And the children don't miss it. #SAAMteach
Dorothy West, Zora Neale Hurston, and their contemporaries will be profiled in this unit. Lingering themes and a lasting legacy will be discussed, prompted by a contemporary work of art. #SAAMteach
This lesson works best for 8th grade U.S. History, after students have learned how the original plan for government (the Articles of Confederation) was failing the newly independent America and how the state delegates met in the summer of 1787 to correct these failings and ended up writing a new Constitution.
Students start by using the VTS thinking routine to examine Preamble by Mike Wilkins, an engaging and accessible way to 'read' the Preamble of the U.S. Constitution.
After 'decoding' the words and noticing all the details they can, students use a handout to analyze the language of the actual Preamble and discuss word choice and intended meaning (they might also look at the photo of the actual Constitution at this point to compare the original with Mike WIlkins' work).
They then read and analyze 4 quotes from The Federalist Papers defending the Constitution to the states who were about to vote to ratify it as a jumping off point to discuss what the Constitution was meant to achieve for the newly formed states. Discussion about reasons why states would not want to join this union will also add to the understanding of what was at stake for each state. In addition, looking at a graphic organizer showing state and federal powers under this plan for government will help students see how this system divides power between the states and the national government.
Students then return to the original artwork, and decide if analysis of the meaning of the Preamble and the ideals of the Constitution affect how students 'see' the artwork. Using the 'connect/extend/challenge' visual routine, teachers can record what the students connected to, what new ideas pushed their thinking in different directions, and what is still challenging or confusing about the artwork or the Preamble.
Some possible extension ideas are included in the collection to highlight the differences between the states as well as their similarities/unity, such as creating another artwork using an excerpt from the Declaration of Independence (while adhering to state DMV rules for vanity plates), and comparing front pages of different states' daily newspapers. #SAAMteach
SAAMteach - High School Level English classes
Lesson concept is included in resources
This collection is designed for a high school U.S. history course and includes a unit/lesson plan that guides students through the process of writing a persuasive essay drawing on varied sources for evidence. The unit is book-ended by two lessons which analyze three separate works of art. #SAAMteach
"European sailors told of being able to smell the pine forests of North America before they were within sight of land. Early explorers sometimes described possible settlements along the coast in tempting terms. Captain John Smith of Virginia made a whaling expedition to New England [which he is credited with naming] in 1614; he subsequently published a book describing the region's genial climate, fair coasts, and natural harbors...Immigrants endured hardships on their journeys and in their first years in America. Some portion of each new settlement perished from hunger, exposure, disease, or conflict, yet the stream of settlers kept coming. They crossed the Atlantic for many reasons: some for wealth, some to escape political or religious institutions they saw as oppressive or corrupt."
However, some "early colonists came to the New World expecting to gain wealth through some combination of luck and hard work and return to their home cities or towns to enjoy their prosperity. The names of the places they settled - New Spain, New England, New York, Nova Scotia - and the nature of the portraits they commissioned tell us that they did not think of themselves as Americans, but as transplants."
The artistic world and the literary world share much in common with respect to this approach. They were not writing "American literature" yet - - because in a sense such literature did not yet exist. Rather they were writing as transplanted Europeans, in a European voice and style. However, many American literature courses will begin with this period because in a sense, works such as John Smith's Historie of Virginia and William Bradford's Of Plymouth Plantation became our nation's first attempt at literature.
* All quoted material from the Smithsonian American Art Museum's America's Art" #SAAMteach
After working with primary sources from the point of view of Mexicas when the Spaniards first arrived in Mexico (from First Encounters: Native Voices on the Coming of Europeans edited by Howard B. Leavitt (2010)) and Bartolome de Las Casas' "Brief Account of the Devastation of the Indies" (1552), students will curate their own gallery comprised of Catlin's depictions of white Europeans, Native Americans, and American landscapes and various artists' depictions of Hernan Cortes' translator La Malinche.
Students will engage with the questions about Malinche that have survived to modern-day Mexico: was she a victim of conquest, or a traitor who aided in the destruction of the Aztec culture? Students will also explore poems from Gloria Anzaldua's Borderlands in considering the dual identity of Malinche and of the Native Americans depicted in Catlin's paintings.
The "Think Like a Curator" technique will guide students to place the artwork into categories, develop names for those categories, think about the order in which a museum visitor should encounter the artworks, what they would name the exhibit overall, etc. In this way, students will write their own story of La Malinche - do they want their museum visitors to walk away seeing her as a victim, or as a traitor?
Following the gallery creation, students will work individually to write a paragraph using the Claim/Support/Question thinking routine in response to one of the La Malinche paintings. Students will then share their paragraphs in small groups. This extension activity will allow students to further engage with La Malinche’s legacy after exploring different visual interpretations of her.
The idea for this lesson came from an article on the Smithsonian website by Helen Appleton Read, in which the author praises Edward Hopper's "seeing eye," which is to say, his uncanny ability to create extraordinary art from mundane subject matter. The students will begin with a close look at "Cape Cod Morning," followed by a structured discussion and analysis of it. After reading Read's article, the students will explore the Seeing Eye as a literary concept by delving into the exquisite Robert Frost poem, "Stopping by Woods on a Snowy Evening." Throughout the lesson, students will practice visual thinking in reading and writing and go on to create both an original short story and a picture inspired by Edward Hopper's "Cape Cod Morning."
Subject: American Literature
Objectives: Using close reading of texts, themes, tying art to literature, students will consider the impact of Reconstruction on African-Americans in post-Civil War America.
Resources: art in this collection; student copies of Huck Finn; Fishkin article (in collection)
Methodology : CLAIM / SUPPORT / QUESTION METHODOLOGY (see collection)
I USED TO THINK / BUT NOW I THINK; THINK/PAIR/SHARE
This collection will be used to supplement students' rhetorical analysis of The Declaration of Independence. Earlier in the year, students discussed the paradoxical nature of the Puritans arriving in the New World to escape religious intolerance, yet they were exceedingly intolerant of other religions (i.e., Quakers). In a similar fashion, we'll examine the Declaration of Independence and a critical portion deliberately removed: references to abolishing slavery. We will examine a variety of works of art, noting the clues they give us regarding our founding fathers' often complex ideologies. #SAAMteach
A two-day lesson for middle schoolers to introduce some of the themes in The House on Mango Street through art representing Latino/a Americans in the 1900s.
tags: immigrant experience, culture, gender roles, women, class divide, jigsaw, see think wonder
Mrs. Warne teaches Executive Order 9066 #SAAMteach
This is a collection of primary sources related to the them of segregation, integration, and desegregation. This includes sources about Brown v. Board of Education (1954), the integration of Central High School in Little Rock, Arkansas (1957-1958), and the desegregation of Boston Public Schools.
As he traveled the South, post reconstruction, while researching "Life on the Mississippi," Mark Twain was appalled by what he saw as the failure of reconstruction. This collection will help share some of the "alternative facts" Twain faced as he harshly critiqued the south. Additionally, this collection will share some of the images that forced America to confront the "South's peculiar institution" and its lingering effects. #SAAMteach
Examine your portrait with your partner. Answer the three questions in your writer's notebook, being sure to write the portrait's name and artist in your notebook for reference! What OBSERVATIONS have you made? What INFERENCES have you made?
Be prepared to courageously share your findings with your classmates!