Americana Appreciation
An Adventure of the American Mind
Illinois State University
David Laux
Wilson Intermediate School Pekin Dist. 108
Summer 2007
An Adventure of the American Mind
Illinois State University
Mormon Trail--Big Mountain
Utah State Historical Society, Salt Lake City, UT
Kelly, Charles, 1889-
DESCRIPTION
Americana- any artifact (such as books or furniture or art) that is distinctive of America. Materials relating to American history, folklore, or geography or considered to be typical of American culture (www.dictionary.com)
Students will be assigned a strand of links, within which they will seek out, print, and analyze images. They will complete brainstorming activities independently and then share them with a small group. After each student has dialogued about the printed materials and individual activities, they will compile their work into a final graphic organizer, which illustrates the interweaving of American culture.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· follow assigned links to navigate on www.loc.gov .
· choose, document, and analyze images.
· discuss and compile analyzed material into a coherent graphic organizer within a small group.
· illustrate the interweaving of events of our nation.
Recommended time frame / Three one-hour sessions
Grade level / 6th
Curriculum fit / Art/Social Sciences
Materials / 1. Glue
2. Scissors
3. Pencils/Markers
4. Various sized papers to allow for group choices
5. Instructions printed on pink paper
6. Strand assignments on green paper
7. Analysis templates on white paper
8. PowerPoint template
9. www.loc.gov
Illinois State Learning Standards Back to Navigation Bar
Visual Arts:
GOAL 25: Know the language of the arts.
· 25A. Understand the sensory elements, organizational principles and expressive qualities of the arts.
o 25.A.3e : Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
· 25B. Understand the similarities, distinctions and connections in and among the arts.
o 25.B.2 Understand how elements and principles combine within an art form to express ideas.
GOAL 27: Understand the role of the arts in civilizations, past and present.
· 27A. Analyze how the arts function in history, society and everyday life.
o 27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
Procedures Back to Navigation Bar
Day One:
· Provide the students with a set of instructions (printed on pink paper) and model how to fill the PowerPoint template (with the images found the “Primary Resources” table below).
· Each student will be assigned to a group and given a strand of links to follow. I recommend printing the group members/strand assignments on green paper (cut into thirds) for easy reference.
· The students will follow their links in the computer lab to capture two images.
· The images will be inserted into a PowerPoint template with designated documentation. Also see sample.
· Students who finish printing early will begin independent brainstorming activities (printed on white paper) this should be modeled as they begin printing.
Day Two:
· The students will continue to work on their brainstorming activities.
· Then they will share their work with the small group and compile their work into a graphic organizer as described in the “TOGETHER” portion of their printed instructions (on pink paper)
Day Three:
· The students will finish their graphic organizers and present them to the class or conference with instructor.
Evaluation Back to Navigation Bar
· Student work will be evaluated at three levels.
· First, their research/documentation.
· Second, brainstorming activities.
· Third group participation (group work could be presented to the class or evaluated during small conferences as they work.
See rubric.
Extension Back to Navigation Bar
Not applicable
Primary Resources from the Library of Congress
Back to Navigation Bar
Use these images as examples when demonstrating the printing and brainstorming activities.
Image / Description / Citation / Permanent URLReading and 'riting and 'rithmetic : taught by the tune of a hickory stick / Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo / http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b272))
[National Women's Trade Union seal]. / Wendt,Julia Bracken, National Women’s Trade Union Seal,1908 American Women: A Gateway to Library of Congress Resources for the Study of Women’s History and Culture in the Untied States, 2001, American Memory, Library of Congress, 6/2007, http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02954)) / http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02954))
Rubric
Back to Navigation Bar
STUDENT NAME ______GROUP ______
CATEGORY / 4 / 3 / 2 / 1Analysis / Thinking out side the box. Expresses higher level of reasoning and elaborate sketches / Answered questions and completed sketches with some elaboration and detail. / Minimal effort to complete task or express ideas. / Did not complete brainstorming tasks.
Cohesiveness / The group compiles the images and artifacts into a design that is visually pleasing and shows dynamic connections. / The work is organized and makes logical connections. / The works are recorded, but appear to be independent of each other. / Minimal work is present.
Focus on the task / Consistently stays focused on the task and what needs to be done. Very self-directed. / Focuses on the task and what needs to be done most of the time. Other group members can count on this person. / Focuses on the task and what needs to be done some of the time. Other group members must remind to keep this person on-task. / Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others / Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. / Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. / Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. / Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Handouts
Back to Navigation Bar
Note: the following handout can be printed on a single page.
FOR YOUR TEAM
Once each of you have selected/been assigned a strand of links you will go onto the Library of Congress’ web site to seek out images and artifacts which benchmark the history of America. The selections may be portraits, documents, architecture, etc.
1. Log on to www.loc.gov
2. Follow the strand of links which you have selected (see green sheet)
3. Choose two pictures or artifacts
4. Copy and paste the pictures/artifacts into your PowerPoint template.
5. Be sure to include dates, sources, and author/publishers (if present)
6. Also include your own name and group number as prompted
ON YOUR OWN
Pick three of the following activities and cross them off as you go. You may use each of the three to analyze, exaggerate, or authenticate one or both of your pictures. Begin with just a sketch on white paper as you are still in the brainstorming stage.
1. Personalized license plate- a preacher may have a plate that says “BLESSD1” or a skater may have “I SK8 2”. Use 7 letters/numbers to describe your artifact.
2. Weird Al a carte- weird al turned “Beat it” into “eat it” and “Ridin’ dirty” into “White and Nerdy”. Think of a popular song to parody and change it to describe your artifact.
3. Combine- if your artifact was an energy drink what would you call it? Design a package that it would come in or an advertisement. Include origins, benefits, and dates in your design.
4. Punk it! - redesign your image as if it were to appear on a rock t-shirt or tattoo.
5. Rhyme it- most images can be read as if it were a narrative. Think of a story to explain what you see in your image and write a short poem.
TOGETHER
After your brainstorming activities come back together to integrate your ideas into one final project
1. Share your ideas with the group
2. Be sure to allow everyone a turn
3. Decide- work together on your final project. It may be
- a webbed organizer
- a chronological time line
- a book
- or a game
4. It must include all songs, symbols, printed artifacts, and information
5. Some of the work may be abstract, but you must be able to articulate your ideas in a presentation. Each of you will participate.
An Adventure of the American Mind
Illinois State University
GROUP NUMBER ______
STUDENT NAME / START / LINK 2 / LINK 3Exhibitions / Humor's Edge: Cartoons by Ann Telnaes
Kids, families / Local Legacies / IL (Click on map)
American memory / Advertising / Broadsides and Printed Ephemera ~ ca. 1600-2000
Exhibitions / The African-American Mosaic: African-American Culture and History / Colonization:
American memory / Technology, Industry
------cut------
GROUP NUMBER ______
STUDENT NAME / START / LINK 2 / LINK 3Kids, families / Local Legacies / IL (Click on map)
American memory / Sports, Recreation
Exhibitions / Bob Hope and American Variety
Kids, families / Lifelong Literacy / Read More Rare Children's Books
Kids, families / http://www.loc.gov/wiseguide/ / extra
------cut------
GROUP NUMBER ______
STUDENT NAME / START / LINK 2 / LINK 3Exhibitions / When They Were Young: A Photographic Retrospective of Childhood
Exhibitions / Maps in Our Lives / Online Exhibition
Kids, families / Music, Theater and Dance / Amazing Grace
American memory / Culture, Folklife / Pearl Harbor and Public Reactions ~ Audio Interviews ~ 1941-1942
American memory / Culture, Folklife / http://memory.loc.gov/ammem/collections/911_archive/
GROUP NUMBER ______
STUDENT NAME / START / LINK 2 / LINK 3Kids, families / Local Legacies / IL (Click on map)
American memory / Sports, Recreation
American memory / Advertising / Broadsides and Printed Ephemera ~ ca. 1600-2000
Exhibitions / The African-American Mosaic: African-American Culture and History / Colonization:
Kids, families / Lifelong Literacy / Read More Rare Children's Books
------cut------
GROUP NUMBER ______
STUDENT NAME / START / LINK 2 / LINK 3American memory / Technology, Industry
Exhibitions / When They Were Young: A Photographic Retrospective of Childhood
Exhibitions / Bob Hope and American Variety
American memory / Culture, Folklife / September 11, 2001, and Public Reactions
http://www.loc.gov/wiseguide/ / extra
------cut------
GROUP NUMBER ______
STUDENT NAME / START / LINK 2 / LINK 3Kids, families / Wise Guide to loc.gov
Exhibitions / Maps in Our Lives / Online Exhibition
Kids, families / Music, Theater and Dance / Amazing Grace
American memory / Culture, Folklife / Pearl Harbor and Public Reactions ~ Audio Interviews ~ 1941-1942
Exhibitions / Humor's Edge: Cartoons by Ann Telnaes
Questions for analysis
1. Describe what you see in one or both of your images.
2. What appears to be the main theme in each picture?
3. Imagine the context of the picture. What other events may have lead to this event or artifact?
4. Compare the two images.
5. Compare the scene with what you would see today.
6. Use these templates to help you complete your independent brainstorming activities. See the “ON YOUR OWN” portion of the pink handout.