<p>Each artwork represents the characteristics of one of the geographic regions of North America as defined in Virginia SOL USI.2B</p>

This lesson is designed for a middle school (7th grade) US History lesson on Reconstruction. It is aligned with Virginia SOL USII.3B. The teacher will use Visual Thinking Strategies to help students interpret Winslow Homer's "Visit from the Old Mistress" and create more interest in the personal side of this time period. Then, students will work in partners to read a text and complete interactive notes on terms and ideas from Reconstruction. Finally, the class will come back together to use Harvard Project Zero's Visible Thinking Routines to modify their understanding of the painting based on what they have learned from the reading passage. #SAAMteach

<p>Paintings and photographs that represent the Lakota, Inuit, Kwakiutl, Pueblo, and Iroquois tribes. This aligns with Virginia SOL USI.3b. Teachers may have students look critically at each image. Students can then create a claim or hypothesis of what tribe they think it represents, along with supporting details. Teachers should use the "what makes you say that" strategy (described on the first image). This is a great check for understanding or formative assessment of student learning.<br /></p>

<p>Each resource symbolizes a reason why Americans chose to move west.  For each one, complete the following activity:</p> <p>1) Source it: Is it a primary or secondary source? Who made it? When was it made? What is the author's purpose (PIE)? <em>Hint- click the i on the left side of the screen to learn more about the source.<span></span></em></p> <p>2) Identify at least 4 details that you see in the image.</p> <p>3) Why would this resource motivate people to move West? Use a specific detail that you saw to prove your point.</p>

<p>Students will compare George Catlin's remarks in his letters with selected paintings from his collection. Students should read through the text passage, which contains excerpts from one of George Catlin's letters home. Teachers may want to consider having a print out of this text for students to view while also looking at images. As students read, they will match each painting to a paragraph in the text.</p>