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Annette Spahr

Upper School English teacher (Teaching IB HL Literature, 10th grade American Lit, and the IB's Theory of Knowledge course.)
Harrisburg Academy
Middle School (13 to 15 years old), High School (16 to 18 years old)
Teacher/Educator
Language Arts And English

As a Harrisburg Academy Upper School teacher, I interact daily with 10th, 11th, and 12th grade students - some who were born and raised in central Pennsylvania, and many others who have come to our school from China, Spain, Finland, South Korea, and Germany to receive their IB (International Baccalaureate) degree. I currently teach 10th grade American Literature, and 11th & 12th Grade IB Higher Level Literature. Additionally, as an IB (International BaccaIaureate) school, we offer a course called "Theory of Knowledge," or "TOK" - which pairs wonderfully with the Smithsonian resources available through the Learning Lab. I've had the pleasure of teaching TOK since 2022. I currently live in a small Central Pennsylvania town with my husband, and I'm missing my three kids terribly as a few years ago I officially become an "empty nester." I love to read (naturally!), visit museums with my daughter who has lived in Washington D.C. and now resides in Philadelphia, as well as spend my time swimming, hiking, and taking an endless number of photographs.

Annette Spahr's collections

 

Romanticism & Renaissance Literary Period (American Literature - 10th grade)

<p>This collection is used to help launch the Romanticism Unit for a 10th grade American Literature course. The paintings were selected for their potential to inspire conversations about various historical events, social, intellectual, and political movements which helped prompt a tremendous growth in American literature during the period between 1800 and the start of Civil War (approximately 1860's). Each work of art compliments at least one work of literature we will discuss during this time period.  Students are encouraged during class discussions to access prior knowledge of this time period, based upon what they have learned in their 10th grade U.S. History class. A one to two day lesson using this collection, and culminating in a writing assignment, follows. (See "Notes to Other Users" for further description of lesson.)</p> <p>#SAAMteach<br /></p>
Annette Spahr
24
 

Revolutionary War Literature/Rhetorical Analysis Unit

<p>This collection is intended to launch a study of American Revolutionary War era speeches and famous documents.. Students will examine a set of 1860s era renderings of the major events of the American Revolution and consider what story these images were intended to tell about the creation of America. </p>
Annette Spahr
5
 

Declaration of Independence and Slavery - "The Paradox of Liberty" (Rhetorical Analysis)

<p>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. <strong>#SAAMteach</strong></p> <p>A Detailed lesson plan follows in the "Notes to Other Users."</p>
Annette Spahr
8
 

This Other Eden: Pilgrims, Puritans & the New Promised Land (2022 Version)

<p>"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."</p> <p>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."</p> <p>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 <em>Historie of Virginia</em> and William Bradford's <em>Of Plymouth Plantation</em> became our nation's first attempt at literature.</p> <p><em>* All quoted material from the <strong>Smithsonian American Art Museum's America's Art" #SAAMteach</strong></em></p>
Annette Spahr
7
 

Cat's Cradle (Kurt Vonnegut)

Annette Spahr
17
 

Emily Dickinson

<p>Images to use as a discussion launch before each selected poem, addressing elements related to the creation of mood, atmosphere, and sensory imagery (among other topics). #SAAMteach</p>
Annette Spahr
4
 

Native American Literature

<p>This is a short unit, intended to reflect various elements of, and stages of, Native American culture and life in North America, including the interaction/domination by those who settled the United States. They are used in cooperation with various representative works of literature. The first picture is used as a brainstorming tool before reading a classic Native American Creation Myth - - "Earth on Turtle's Back." The painting used is " Mamakadendagwad" by Tom Uttech. The second painting introduces the natural conflict arising from forced assimilation ("Wi-jun-jon, Pigeon's Egg Head (The Light) Going to and Returning from Washington").  The third painting, "Ha-tchoo-tuck-knee, Snapping Turtle, a Half-breed." - is helpful in a discussion about stereotypes and offensive terms used to label one another. I will direct students to the painter, and note how there were those who made efforts to document and protect the Natives' way of life. Note interesting facts about Caitlin's background and work. Still, as we know - genocide, forced relocation, and oppression came. Painting will be used to introduce Chief Joseph's "An Indian's View of Indian's Affairs." Students will read an excerpt and discuss use of emotional, ethical, and logical appeals. </p> <p>Students will finish the short unit by reading Sherman Alexie's "Superman and Me."</p><p>#SAAMteach<br /></p>
Annette Spahr
5
 

Civil War Era Literature: Brother Against Brother (Realism/Psychological Realism/Naturalism/Impressionism)

<p>This collection of paintings and photos are used in conjunction with a variety of Civil War era works of literature, specifically those featuring elements of the following literary movements:</p> <p>* Realism</p> <p>* Psychological Realism</p> <p>* Naturalism</p> <p>* Impressionism</p> <p>Works to be used in conjunction with artistic examples include:</p> <p>1. Occurrence at Owl Creek Bridge, by Ambrose Bierce</p> <p>2. An Upturned Face, by Stephen Crane</p> <p>3. An Episode of War, by Stephen Crane</p> <p>The first two works ("The Girl I Left Behind" and "Departure for the War")  will be used to launch/introduce "Occurrence at Owl Creek Bridge." As a class, we'll complete a "See/Think/Wonder" and then read the short story. After completing the story, we'll return to both pictures and discuss how we could imagine such works of art illustrating this particular work.</p> <p>We will then look through the small collection of photos from the Civil War, and discuss how such images would inspire a writer. I'll then introduce students to the Naturalism and Impressionism literary styles. We'll then read two Stephen Crane short stories, noting his "artistic" use of color, for example, and the despair evident in his naturalistic stories - - which could also be reflected in the photographs. </p> <p>#SAAMteach</p>
Annette Spahr
5
 

Sweet Music in Harlem

<p>Paintings used to launch 6th grade short story unit, "Sweet Music in Harlem," written by Debbie A. Taylor</p> <p>#SAAMteach</p>
Annette Spahr
10