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Lesson Title: Discovering Early Encounters of the Americas through the Aspect of Film

Subject Area(s): Art and Filmmaking

Grade Level: 6-8

Author: Lisa M. Melmed

County: Montgomery County, MD

Length of Time: Five 60-minute class periods

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Abstract:

Filmmaking is the “modern” vehicle, in which an individual can express ideas and share opinions, the new art form, camera as paintbrush, a visual form of communication. This lesson proposes to use the pre-and post-encounter history of the Americas as subject in which to base a filmmaking experience. Students will be able to analyze historical information, examine various perspectives, and form opinions to persuade. These lessons allow students to engage in hands-on activities, utilizing their knowledge of filmmaking to communicate historical perspective, while connecting to relevant history on a personal level.

Background:

Students will be familiar with the three Aspects of Film: Literary, Dramatic and Cinematic, and their components. Students will have a basic understanding of filmmaking, including how to use a video camera and use of film editing software. Students will have exposure to the history of the early Encounters of the Americans with Spain (see MCPS World Studies Curriculum). Students will be able to view various cultural and art forms and have access to additional historical references, including photographs and maps.

Materials:

Paper (Roll, White, Colored Construction)/Scissors/Glue
Markers/Paint and Brushes/Fabric
Video Camera, Tapes, Laptops with Film Editing Software (i.e. Canon Camcorder and IMac)
Books/Posters/Internet Sources depicting Early American Art Forms
Graphic Organizers

Resources:

Text: Houghton Mifflin Social Studies, Across the Centuries, Chapter 15, Lesson 3
Dumbarton Oaks Pre-Columbian Collection: http://museum.doaks.org/IT_909
Library of Congress, especially 
Exploring the Early Americas: http://myloc.gov/Exhibitions/EarlyAmericas/Pages/default.aspx
Aztec and Mayan Art at British Museum:
http://www.britishmuseum.org/explore/galleries/americas/room_27_mexico.aspx
(Other resource links are available on the Crossing Borders/Breaking Boundaries website)

Standards/Learner Outcomes:

Fine Arts Standards:

Fine Art Standard 1.0: Demonstrate the ability to perceive, interpret and respond to ideas, experiences and the environment through visual art.

Fine Art Standard 2.o: Demonstrate understanding of visual art as a basic aspect of history and the human experience.

Fine Art Standard 3.0: Demonstrate the ability to organize knowledge and ideas for expression in the production of art.

Reading Contents Standards:

Reading Standard 4.0 Writing
Indicator 1: Compose texts using the prewriting and drafting strategies of effective writers and speakers.
Indicator 2: Compose oral, written and visual presentations that express personal ideas, inform and persuade.

Reading Standard 2.0 Comprehension of Informational Text
Indicator 1: Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational text, including electronic media.

Reading Standard 3.0 Comprehension of Literary Text
Indicator 1: Develop and apply comprehension skills by reading and analyzing a variety of self-selected or assigned literary texts including print and non-print.
Indicator 3: Analyze elements of narrative texts to facilitate understanding and interpretation.

Reading Standard 6.0 Listening
Indicator 1: Apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes.

Reading Standard 7.0 Speaking
Indicator 1: Demonstrate appropriate organizational strategies and delivery techniques to plan for a variety of oral presentation purposes.

Reading Standard 1.0 General Reading Processes, D. Vocabulary
Indicator 3: Understand, acquire and use new vocabulary.

Social Studies Standards:

Social Studies Content Standard 2B: Cultural Diffusion
Indicator 1: Analyze how America continued to evolve into a society consisting of diverse cultures, customs, and traditions.

Geography Content Standard 3.0:
Use geographic tools to locate places ad describe the human and physical characteristics in early world history.

Social Studies Content Standard 4.0:
Analyze patterns of immigration to the United States before 1877, by identifying factors responsible for immigration to the United States, such as the forced migration of Africans and Western European migration.

History Content 5.0:
Examine the emergence, growth and decline of the empires in America.

Motivational Constructs:

Students will be able to experience relevancy of historical events by making personal connections to historical characters. Students will be able to experience autonomy by making various choices regarding selection of characters to portray in film, and multiple filmmaking decisions. Students will be able to collaborate in work groups to produce a short film portraying an authentic historical perspective.

Objectives/Skills:

Students will be able to collaborate in groups to read and interpret historical information, using characters from the early Americas historical period, adopt or form an opinion, and using various art forms to present and persuade their viewpoint through the creation of a short film.

Students will be able to write dialogue to persuade, use paper and paint or markers to depict and illustrate the world and views of early Americans and the Spanish Explorers for a film background, including possible map making and artifact creation.

Scope and Sequence:

Lesson 1: Discuss the historical aspects, (timelines, events, characters) of the Early Americas, pre- and post-encounter. Review student knowledge, clear-up misconceptions and provide missing history. Student groups of four (4) will collaborate by picking a historical character and make conclusions regarding the characters motivation and how they felt at this time in history, through the use of journal reflection and improvisational drama. Students will use graphic organizers to discuss historical characters and their perspectives.

Lesson 2: Using the Literary Aspect of Film, create a short skit or interview with some dialogue to once again illustrate how their chosen characters perspective, and how they might have been feeling and thinking at that time.

Lesson 3: Briefly discuss the concepts of Map Making, (purpose of map, intentions of map maker, how to read) and have students create a map from their characters point of view. Students may also create a background picture showing geographic features depicted for their character. This map or picture will be used as the set and background, Dramatic Aspect of Film, for the scene. Discuss the artifacts and clothing that might have been present in the characters world. Using available materials, (see materials list) create an artifact or adornment that might be used as a prop or costume in the filmed scene.

Lesson 4: Students will collaborate in film groups to video record their historical characters scenario or interview, using specific camera angles, as defined by the AFI (American Film Institute). If time allows, the filmed productions could be viewed in “rough cut” format for peer review.

Lesson 5: Students will transfer (Import) their video footage from the camera to the computer for film editing. Students will work with the Cinematic Aspects of Film, by adding voice-over, sound effects and music as desired to enhance their film productions.

Lesson 6: (Optional Extension) Students will use the curriculum vocabulary to write a brief newspaper article depicting their chosen characters historical background, events and perspective. Students may include illustrations of characters and historical settings.

Keywords/Vocabulary:

Maya Cortez Castillo Motivation
Aztec Montezuma Vespucci Map Making
Inca La Minche Mesoamerica Native American
Mexica Columbus Artifact Conquistador
Pizzaro Malinchista Empire Alliance

Assessment:

Students will be assessed on their ability to interpret and create within the defined parameters of the Aspects of Film Rubric. See attached worksheet.