<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>

<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>

<p>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</p>

<p>1. Divide students into small groups (2 or 3 works for me)</p> <p>2. Assign each student a painting - - send them the link, and they access it through their own computer so that they are able to zoom in if they would like a closer look at a particular feature.</p> <p>3. Ask students to complete the following thinking routine:</p> <p>a. See - - an objective list of what they "see"</p> <p>b. Mood - - ideas as to what mood or emotions these particular qualities or items evoke.</p> <p>c. Theme - - broad ideas as to a potential theme/larger idea expressed by the work.</p> <p>3. After completing this thinking routine within their small groups, the students take turns projecting their painting on the smart board and sharing their discussion highlights with their classmates. We start to make a random list (like a "Wordle" forming) on the board of these "theme" ideas."</p> <p>4. By the time we finish with the last painting/photograph/work of art - - we have a "Wordle" on the board that somewhat represents or hints at many of the thematic ideas expressed in "The Tempest."</p> <p>5. I then complete a standard PowerPoint introduction to the play, but noting the similarities between many of their ideas expressed through their interpretations of the works of art, and Shakespeare's larger ideas as presented in "The Tempest."</p>

<p><em><strong></strong></em>Thoreau inspired posters were created in the late 1970s by graphic designer Ken White, to hang in the IBM headquarters. Taking into consideration what you read about Thoreau's background, and what he wrote in "Civil Disobedience," complete the two paragraph written response described in the attached Google Doc.</p><p><em><strong>#SAAMteach</strong></em></p>

<p>This lesson is used after students have finished reading William Shakespeare's "The Tempest."</p> <p>1. I print each of the paintings in this collection (most uploaded from The Folger Shakespeare Library's Digital Collection), and then post them across the board, around the room to create a "Gallery Walk" environment.</p> <p>2. I remind students, before they begin, that the keyword in this play is "art." Just as it is Prospero's "art" to control Ariel and Caliban through magic and bring his abusers to the island, so it is the dramatist's art to create an enchanted island on a simple wooden stage. I share with them that artists have been, in turn, then inspired by what has appeared on the stage during productions of "The Tempest," for centuries. The various works of art posted around them span from the 1700's through the 20th Century.</p> <p>3. Students are asked to walk through the gallery, and select one painting, one artistic interpretation of "The Tempest" that speaks to them, appeals to them, for any reason. Conversely, they should pick one they believe, for them personally, misses the mark as far as how they would interpret or envision this character, this scene, this play in general. They are to mark their names - - only their names - - on the board under the paintings.</p> <p>4. When finished, we have then have a discussion about their choices - it's quite free wheeling - - no wrong answers here - - wonderful sharing of ideas. Many of the ideas and conversations I subtly steer to reflect some of the questions they will address in the wrap up writing assignment that follows.</p> <p>5. When our conversations have finished, and after we've heard from everyone about their various interpretations, I give them the wrap up writing assignment. There are five individual response questions, with students being asked to write responses ranging anywhere from 175-200 words for each question. Three out of the five questions require them to return to this SAAM Learning Lab collection in order to write their responses, one other question is a classic literary analysis (thematic) question, while the last one is a historical context question. </p> <p>(I've attached the prompts as a resource.)</p> <p>Note: This assignment went over far better than I expected and I look forward to recreating it/adapting it for other units. </p>

<p>This collection has two components: </p> <p>1. Artists from the Italian Renaissance period are featured, providing an opportunity to introduce students to some of the artists mentioned in the novel and featured in an area of the museum where Claudia and Jamie are hiding out. </p> <p>2. "Angels" as portrayed by a number of artists are featured, to encourage a discussion regarding how we are drawn to the subject, inspired to create works with Angels as a focal point; this an opportunity to discuss Claudia's attraction to "Angel" the statue the children believe may have been created by Michelangelo.</p> <p>#SAAMteach</p>

<p>#SAAMteach</p>

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

<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>

<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>