Michelle Moses's collections
American Indians
<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>
Michelle Moses
6
American Indians USI.2B
<p>Collection of images that represent different Native American tribes, with emphasis on how geography and natural resources influenced the tribes.</p>
Michelle Moses
5
Aspects of the New Deal
<p>Each item in this collection matches a part of the New Deal. Students must justify their answer using evidence in the image.</p>
Michelle Moses
5
Geographic Regions of North America
<p>Each artwork represents the characteristics of one of the geographic regions of North America as defined in Virginia SOL USI.2B</p>
Michelle Moses
8
George Catlin Letter
<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>
Michelle Moses
11
Harlem Renaissance
<p>This collection helps guide students as they learn about the Harlem Renaissance. There are 3 steps to the lesson:</p><p></p><ol><li>As a class, students use the "see, think, wonder" visual thinking routine to analyze a painting.</li><li>Students watch a video and answer questions about the Harlem Renaissance.</li><li>Students individually analyze 6 examples of art from the Harlem Renaissance, including paintings, music, and poetry and connect each piece to the historical context.</li></ol><p></p>
Michelle Moses
9
Segregation
<p>This gallery shows artifacts, photographs, and paintings that depict the Jim Crow South.</p>
Michelle Moses
6
Using Art to Understand Reconstruction
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
Michelle Moses
7
Vietnam War Virtual Museum
Students will collaborate in partners to look closely at a series of images from the Vietnam War. Then, each partner group will choose one picture to apply the "See, Think, Wonder" thinking routine (from Harvard's Project Zero).
Michelle Moses
8
Why Move West?
<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>
Michelle Moses
9
