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Sher Anderson Petty

Montgomery County Public Schools, Maryland
High School (16 to 18 years old)
Teacher/Educator, Curriculum Developer
Language Arts And English :

Sher Anderson Petty's collections


Art as Resistance (2)

<ul><li>How may art be a tool of resistance? </li><li>How have  historical movements used art to further their causes? </li><li>How might current movements use art to further their causes?</li></ul>
Sher Anderson Petty

Art & Resistance 5: An Historic Flashpoint Intersection

<p>This collection was created for 2020 Covid Quarantine distance learning.</p>
Sher Anderson Petty

Art & Resistance 7: Black Hair De-colonized

<p>This purpose of this collection is to provide a resource for conversations around issues related to Black American's hair (internalized racism, perceptions of Black hair, hair discrimination & hair agency/ freedom).</p><p><br /></p><p>#andersonpetty #anderson petty #wissit #black hair #good hair #natural hair #pamferrell #Pamela Ferrell  #Cornrows&Co #hairdiscrimination #hair discrimination #hairlove #hair love</p>
Sher Anderson Petty

Art & Resistance 8: History Reconsidered- "We Didn't Start The Fire [?]"

<p>Billy Joel's hit song "We Didn't Start the Fire" is a series of rapid fire allusions to 100 major events in American History between 1949-1989. This song (and video) provide an excellent entrypoint for students to begin to think more critically of historic events locally, nationally, & globally within their lifetime so far.  </p> <p><br /></p> <p><br /></p> <p><br /></p> <p><br /></p> <p><br /></p> <p>#andersonpetty #Anderson Petty  #PZ #Project Zero #wissit20 #wissit #EasyPZ #MuseumsGoGlobal #mgg #Billy Joel #billyjoel #wedidn'tstartthefire #We Didn't Start The Fire #history</p>
Sher Anderson Petty

Art & Resistance 3: Kent Monkman & the Residential Indian Boarding School (Part A)

<p>This collection was inspired by the work of Kent Monkman.<br /></p>
Sher Anderson Petty

Art & Resistance 3: The Poetry of Joy Harjo (Part B)

<p>The purpose of this Joy Harjo inspired collection is to model for educators distance learning instruction:</p> <ol><li>using museum artifacts & visual texts to learn/ teach<ul><li>historical/ cultural context for poetry study <ul><li>as a followup to Art & Resistance 3:  Kent Monkman & Indian Residential Schools (Part A)</li></ul></li></ul></li><li>using Project Zero thinking routines to interrogate text</li></ol><p>"(At Home) On Art and Resiliece: Artist Talk with Kent Monkman" presented by the Hirshhorn Museum inspired me to create a collection that, like his art, speaks to the complicated relationship between between indigenous people and settlers in America. I resonated with Monkman's artistic ethos about the heretofore missing narratives of indigenous people and the limited colonial perspective from which their history is most often told. </p> <p>Prior to hearing Monkman speak, I had begun crafting a Smithsonian Learning Lab series of collections centering creators from marginalized groups in America breaking out from preconceptions of their "place" in America's racialized hierarchy.  Art and Resistance 1 is a collection that centers Frederick Douglass as a master of 19th century's version of social media. He wielded his likeness as a weapon against the ubiquity of the anti-black/ racist imagery of his time.  Art and Resistance 2 is an homage to professor, editor, and Nobel & Pulitzer Prize winning novelist Toni Morrison. The collection centers her literary ethos to be among and to write about the African American experience, outside of the white gaze. </p> <p>During the Hirshhorn Zoom event, when Monkman spoke of the resiliency of indigenous people, I knew they would be the subject of my next collection.  In view of my students' limited experience interrogating the complexities of Indian History, Monkman's paintings The Scream and The Scoop provided a visceral entrypoint for my students to get engaged in studying the shameful policy of Residential Indian Boarding Schools as historical and cultural context for a subsequent literary study of the poetry of America's Poet Laureate Joy Harjo.</p> <p><br /></p>
Sher Anderson Petty

Distance Learning: Teaching Persepolis

<p>The purpose of this collection is to model for educators distance learning instruction:</p> <ol><li>using museum artifacts & visual texts to learn/ teach<ul><li>historical/ cultural context for novel study</li></ul></li><li>using Project Zero thinking routines to interrogate text</li></ol>
Sher Anderson Petty

IB Literature Resistance Unit Resources

<p><strong>"[Resistance is the power and capacity to exert force in opposition;  i</strong>t <strong>is the refusal to accept or comply with something; it is the attempt to prevent something by action or argument.]  When we talk about resistance to slavery, at first glance one might think this is a narrow topic, since slavery itself is such a broad subject. It turns out, however, that resistance actually impacted (and continues to impact) every aspect of slavery and its legacy. There is resistance during the entire time, from 1619 or so, when the first African-Americans are brought into Virginia, until slavery is officially legally ended in 1865 (with continued resistance with regard to slavery’s unfortunate legacy of Jim Crow laws, Black Codes and other forms of institutionalized racism, intrinsic bias, as well as micro and macro aggressions).  Though we must learn about the horrors and oppression of slavery, we must also learn about the resilience of enslaved and formerly enslaved people. Any study of slavery that does not include the consistent and concentrated efforts of the enslaved to resist is woefully inaccurate. The enslaved resisted. The formerly enslaved resisted. Today, the descendants of the enslaved involuntary immigrants continue to resist the oppression that is the legacy of slavery." </strong></p> <p><strong>Greenberg, Kenneth, Distinguished Professor of History/ narrator. "Resistance Means more Than Rebellion." iTunes app, 1, March 2018.</strong></p>
Sher Anderson Petty

National History Day: Abolitionists (created by Tess Porter)

<p>This collection brings together <a href="">EDSITEment</a> and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2017 theme, "Taking a Stand in History," resources found in this collection are useful for researching other National History Day themes.</p> <p>These resources - including portraits, articles, primary source documents, videos, and websites - highlight four abolitionists profiled in American Experience film <em>The Abolitionists </em>and the National Youth Summit on Abolition: William Lloyd Garrison, Frederick Douglass, Harriet Beecher Stowe, and John Brown. Additional resources related to abolitionism and other important abolitionists are located at the end. When navigating this collection, please see the standalone text tiles for summaries of section resources.</p> <p>By no means is this collection comprehensive; instead, it provides a launching point for further research.</p> <p>This collection was created in collaboration with <a href="">EDSITEment</a>, a website for K-12 educators from the National Endowment for the Humanities.<em><em></em></em></p> <p>Tags: civil war; slavery; underground railroad; african-american; national endowment for the humanities; #nhd; #NHD2017</p>
Sher Anderson Petty