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Unit of Study: The New World – Spanish Discovery of the Americas
Lesson Title: Our Unknown Journey
Subject Area(s): Social Studies, Science, Writing and Arts
Grade Level: First Grade
Authors: *Mary Beth Northen (primary), Priscilla Sinon & Jen Young
County: Montgomery County Public Schools
Length of Time: 11 days (Eight 40-minute art periods & three 40-minute Social Studies/Science periods)
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Abstract:
This unit explores the importance of considering multiple perspectives that tell the great story of history. Students will envelop the history of Columbus discovering the new world through a variety of artistic activities and projects. They will be expected to draw a detailed illustration, bind a book, design a native symbolic tunic, add artistic elements to a map, create a cultural relevant artifact unique to the student, dance through the parts of a letter and finally the culminating activity of piecing together a collage. The myriad of opportunities presented to these first grade students will facilitate their own exploration and connectivity to the different cultures of both the Spanish explorers and the indigenous people of Mesoamerica. This particular unit reaches far beyond the social studies curriculum because it collaboratively includes aspects of the first grade reading, writing, science and art curriculum.
Background:
Teachers will engage students through drama and the visual arts. Prior to this lesson the classroom and art teacher will prepare students for this different learning style. By working as a team, by planning and teaching this unit our students will experience true arts integration.
UNIT PLAN:
DAY |
LOCATION |
CONCEPT |
ARTS INTEGRATION |
DAYS 1-2 |
ART ROOM
art & classroom teachers present |
Introduction of indigenous character and importance of recording history. |
Create a book. |
DAY 3 |
CLASSROOM |
Diego Rivera photo analysis identifying physical and human made features. |
Formulating an illustration while listening to an oral narrative. |
DAY 4 |
ART ROOM |
Trading materials/dying cotton to make symbolic tunics/huipil. |
Drafting and making a geometric symbol to incorporate with a class tunic. |
DAY 5 |
CLASSROOM |
Analysis of old and new maps. Using cardinal directions and symbols found on a map. |
Assembling and adding elements to a puzzle map. |
DAY 6-8 |
ART ROOM |
Archeological dig. Discussing the messages these artifacts say about the culture. |
Students will create an artifact that is relevant to their current culture. |
DAY 9 |
CLASSROOM |
Parts of a letter, author, purpose and audience. |
Students will collectively write a letter and use a dance to help recall the parts of the letter. |
DAY 10-11 |
ART ROOM
art & classroom teachers present |
Summary/pulling it all together. What’s the most impressionable part of this unit for you? |
Students use the technique of collage to decorate the cover of their journals. |
DAY 1: BOOKMAKING (Art Room)
Materials:
Tag Board 14x 22
Thread
White Paper 12 x18
Awl
Needles
Ruler
Pencils
Scissors
Resources:
Teacher-made Headdress & Tunic (costume)
History of Bookmaking Chart
Teacher exemplar BOOK
Standards/Learner Outcomes:
Fine Arts Standards:
II.2.1.a Compare themes in artworks.
III.1.1.b. Safely manipulate and share art media and tools. Assist in cleaning tools, the workspace and artroom.
Content Standards:
3.A.1.b. – Use photographs and pictures to describe a place.
3.B.1. – Describe places in the environment using geographic characteristics.
3.B.1.a – Identify physical characteristics of a place (physical & human made feature)
Objectives/Skills:
Fine Arts Objectives:
Students will identify why people create books.
Students will create a book used to record their lessons within this unit.
Content Objectives:
Students will illustrate a geographic environment by listening to a descriptive narrative.
Students will identify physical and human made features in a given illustration.
Keywords/Vocabulary:
Bookmaking
Journal/ Diary
Motivation:
Introduction of indigenous character played by Mrs. Northen. Students will help this lost native rediscover their past.
Scope and Sequence:
Teacher Directed:
Part I. Indigenous character enters the room.
Students are seated at the front of the room.
“I have lost my people, my home, my community. I don’t know where I am from. Do you think you could help me? We need to go on a journey to discover my culture. We will have to travel across an ocean.”
What do you think we will need to bring ( and why)?
Who will we need to take with us ( and why)?
Where could we write all of this information so we don’t forget it? Desired response in a book/diary/ journal.
List all responses on chart paper. (to be available for following lessons)
Teacher removes head dress (signaling out of character)
Part II. Bookmaking Introduction.
Show history of Bookmaking chart.
Today we are going to make a book.
You will be the author, illustrator and publisher of your book.
Move to the demonstration table.
Guided Practice:
Demonstration- Show student materials needed to make their book.
Show student how to create a crease and punch holes.
Show students how to thread their needle and sew in pages.
Check for understanding.
Dismiss to their tables.
Independent Practice:
Students will create their books with teacher assistance. Direct instruction of sewing may be necessary.
Assessment:
Teachers will walk around the room to check for understanding.
Closure/Reflection:
Exit Card- Why do people create books?
DAY 2: NARRATIVE (Classroom)
Click here for Priscilla Sinon’s Lesson Plan
DAYS 3 & 4: TUNIC DESIGN (Art Room)
Materials:
Books (made day 1)
Scissors
Colored pencils
Glue
Pencils
Tunic Template Wkst
Resources:
-TUNIC examples (Textile Museum & Dumbarton Oaks)
-Teacher exemplar Tunic Design
Standards/Learner Outcomes:
Fine Arts Standards:
I.2.1.a. Identify ways that artists represent what they see, know, feel & imagine.
II.1.1.a. Observe works of art and identify ways that artists express ideas about people, placed and events.
Content Standards:
3.A.1.b. – Use photographs and pictures to describe a place.
3.B.1.a – Identify physical characteristics
Objectives/Skills:
Fine Arts Objectives:
Students will identify symbols.
Students will create a tunic design with 2 symbols.
Content Objectives:
Students will illustrate a geographic environment by listening to a descriptive narrative.
Students will identify physical and human made features in a given illustration.
Keywords/Vocabulary:
Tunic
Symbols
Line
Geometric Shapes
Pattern
Motivation:
Comparison of Tunic design.
Scope and Sequence:
Teacher Directed
Introduce tunics. Give background information on both. (Appendix)
Create a venn diagram to compare and contrast.
Explain example- they will need to create a tunic with 2 symbols.
They may only use red, blue, yellow, black and white as in the style of the Inca.
Move to the demonstration table.
Guided Practice
Demonstration- Show student how to create geometric shapes to form a pattern.
Show student how to transfer design to book.
Check for understanding.
Dismiss to their tables.
Independent Practice
Students will create their tunic designs and transfer them to their books.
Assessment:
Teachers will walk around the room to check for understanding.
Closure/Reflection:
Exit Card- What are symbols?
DAY 5: MAPS (Classroom)
Click here for Priscilla Sinon’s Lesson Plan
DAYS 6-8: ARCHAEOLOGICAL DIG (Classroom)
Click here for Jennifer Young’s Lesson Plan
DAY 9: LETTERS (Classroom)
Click here for Priscilla Sinon’s Lesson Plan
DAYS 10 & 11: COLLAGE (Art Room)
Materials:
Books
Scissors
Assorted Colored Scrap Paper
Glue
Magazines
Pencils
Resources:
Teacher exemplar BOOK with Collage
Take 5 Collage Prints Set
Standards/Learner Outcomes:
Fine Arts Standards
II.2.1.a Compare themes in artworks.
III.1.1.b. Safely manipulate and share art media and tools. Assist in cleaning tools, the workspace and artroom.
Content Standards:
3.A.1.b. – Use photographs and pictures to describe a place.
3.B.1. – Describe places in the environment using geographic characteristics.
3.B.1.a – Identify physical characteristics of a place (physical & human made feature)
Objectives/Skills:
Fine Arts Objectives
Students will identify collage media based artworks.
Students will create a collage book cover.
Content Objectives
Students will illustrate a geographic environment by listening to a descriptive narrative.
Students will identify physical and human made features in a given illustration.
Keywords/Vocabulary:
Bookmaking
Collage
Motivation:
Students will now have the task of creating a collage cover to complete their books.
Scope and Sequence:
Teacher Directed
Review what they have put in their books.
Discuss their role as the publisher. “Now that you have completed the inside of your book you need to create a cover. We are going to collage our covers. Le’ts look at some examples of collage.”
Show collage examples. “Collage is cutting pictures, fabric, paper and other materials then arranging them to make an artwork.”
Move to the demonstration table.
Guided Practice
Demonstration- Show student materials needed to make their cover.
Show student how to cut and paste paper and magazines to create a balanced collage.
Check for understanding.
Dismiss to their tables.
Independent Practice
Students will create their collage covers at their tables. They will work on their own.
Assessment:
Teacher will walk around the room to check for understanding and assist students.
Closure/Reflection:
Exit Class Discussion- Who is necessary to create a book?
Why did we make this book?
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