Unit of Study:            The New World- Spanish Discovery of the Americas

Lesson Title:              Explorations of Lost Civilizations through the eyes of Archeologists; Transforming into Archeologists in the art room!

Subject Area(s):         Art, Social Studies & Science

Grade Level:              First Grade

Authors:                     *Jen Young (primary), Priscilla Sinon, Mary Beth Northen

County:                      Montgomery County Public Schools

Length of Time:        Three class periods

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Abstract:

This lesson explores our history through the eyes of the Archeologists and the found Artifacts.  The students will be able to transform themselves into Archeologists in search of artifacts that are directly linked to the Indigenous people of Mesoamerica and the Spanish explorers who encountered them. The students will learn that both the Archeologist and the Artifacts are equally important because they discover and preserve our history.  The students will learn about the Archeologist travels and the importance of carefully uncovering and preserving lost civilizations, and cultures.  The artifacts the students will be uncovering will share stories about our past history and teach us about the Indigenous people of Mesoamerica.  This exploration will teach the students that art has been around for many centuries and that art was important long, long ago.  They will be learning about textile, ceramics, sculpture, painting, book making, and masks as they discover these artifacts through their role play experience as Archeologists. 

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.

Standards/Learner Outcomes:

DRAWING:

1. To draw from observation, you must learn to look.
2. There is more than one way to draw the same thing.
3. Begin a drawing by finding geometric shapes in objects.
4. Drawings can be enhanced with the addition of details.
5. Artists sketch ideas before creating artwork.

BOOK ARTS:

1. An artist can be both an artist and an illustrator.
2. An illustration is a picture that can tell a story or support the text.
3. A book can communicate a message (represent what they see, know and imagine).

TEXTILES:

1. Weaving is done on a loom.
2. Weaving is the interlacing of threads, yarns and or other materials.
3. A weaving can be both functional and decorative.

SCULPTURE:

1. Sculptures can be made from a variety of materials (clay, wood, metal)
2. Sculpture can be free standing.
3. Materials can be combined together to make additive sculpture.

CERAMICS:

1. Clay can be manipulated to resemble something real or imagined.
2. Clay artworks can be manipulated by using the pinch method.
3. Clay tools can be used to add details and texture to the clay.

PAINTING:

1. Painting can be used as surface decoration of a three – dimensional object.

Content Standards:

GEOGRAPHY

(3.A.1) Use geographic tools to locate and describe places on Earth.
(3.A.1.a) Use photographs and pictures to describe a place.
(3.B.1.a) Identify physical characteristics of a place (physical features, climate, vegetation and animal life).
(3.B.1.b) Identify human characteristics of a place (human-made features)
(3.D.1.a) Describe how people in a community modify their environment.
(3.D.1.b) Describe why and how people protect the environment.

PEOPLE AND NATIONS OF THE WORLD (CULTURE)

(2.A.1) Observe and describe ways that people of different cultural backgrounds, meet human needs and contribute to the community.

(2.C.1) Explain how groups of people interact.

(2.C.1.a) Describe, discuss, and demonstrate appropriate social skills necessary for working in a cooperative group, such as showing concern, care, and respect among group members.

SOCIAL STUDIES SKILLS

(6.A) Learn to read and construct meaning about social studies

(6.A.2.a) Make and explain the connections made using prior knowledge and experiences with text.
(6.A.2.b) Make predictions or ask questions about the story by examining illustrations, photographs, texts and familiar authors or topics.
(6.A.3.a) Recall and discuss what has been understood.
(6.A.3.e) Make, confirm and adjust predictions.
(6.A.3.h) Visualize what was read.
(6.A.4.a) Review /restate and explain what the text is mainly about.
(6.A.4.b) Identify and explain what is directly stated in the text (details, literal meanings)
(6.A.4.h) Retell explicit and implicit main ideas.

SCIENCE

Sand, Rocks and Soil to be included!

DAY 6 & DAY 7

Lesson Title:

Art Room – Archeological Dig

Materials:

6 Boxes                      
artifacts
6 bags of sand laminated photographs of artifacts
small shovels  
travel log book
brushes                       
worksheet
rulers              
sketching pencils
string              
colored pencils

Resources:

1) Google Images – Photos of Indigenous Artifacts
2) Google Images – Photos of Archeologists finding Artifacts
3) Diego Rivera Paintings -

Standards/Learner Outcomes:

1) II.2.1.a Compare themes in artworks.
2) III.1.1.b. Safely manipulate and share art media and tools. Assist in cleaning tools, the workspace and art room.
3) I.2.1.a. Identify ways that artists represents what they see, know, feel & imagine.
4) II.1.1.a. Observe works of art and identify ways that artists express ideas about people, placed and events.

DRAWING:

1) To draw from observation, you must learn to look.
2) There is more than one way to draw the same thing.
3) Begin a drawing by finding geometric shapes in objects.
4) Drawings can be enhanced with the addition of details.
5) Artists sketch ideas before creating artwork.

BOOK ARTS:

1) An artist can be both an artist and an illustrator.
2) An illustration is a picture that can tell a story or support the text.
3) A book can communicate a message (represent what they see, know and imagine).

CONTENT STANDARDS:

GEOGRAPHY

(3.A.1) Use geographic tools to locate and describe places on Earth.
(3.A.1.a) Use photographs and pictures to describe a place.
(3.B.1.a) Identify physical characteristics of a place (physical features, climate, vegetation and animal life).
(3.B.1.b) Identify human characteristics of a place (human-made features)
(3.D.1.b) Describe why and how people protect the environment.
PEOPLE AND NATIONS OF THE WORLD (CULTURE)

(2.A.1) Observe and describe ways that people of different cultural backgrounds, meet human needs and contribute to the community.

(2.C.1.a) Describe, discuss, and demonstrate appropriate social skills necessary for working in a cooperative group, such as showing concern, care, and respect among group members.

SOCIAL STUDIES SKILLS

(6.A.2.b) Make predictions or ask questions about the story by examining illustrations, photographs, texts and familiar authors or topics.
(6.A.3.a) Recall and discuss what has been understood.
(6.A.3.e) Make, confirm and adjust predictions.

(6.A) Learn to construct meaning about social studies

Objectives/Skills:

Fine Arts Objectives:

Students will be able to sketch all of the found artifacts in their travel log and write a sentence about their purpose or use.

Content Objectives:
Students will be able to work in groups to discover artifacts that were important to the Indigenous people.

Keywords/Vocabulary:

1) Archeologist                      
2) Archeology            
3) Artifacts
4) Travel Log Book
5) Indigenous
6) Conquest

Motivation:

 Show student’s power point of images & paintings portraying the conquest and what happens to the culture of the indigenous people.  Talk about how the indigenous people were forced to give up everything they had to survive.  Despite their efforts, most of them were forced into slavery or killed because they did not want to be civilized. Their villages were destroyed with all of there things.  What do you think that must feel like?  What do you think happened to all of there things?   How do you think there things could have been saved?  What is an artifact? What does an Archeologist do?  Show pictures of Archeologists working to discover artifacts and share the stories and the life of the indigenous people.

Scope and Sequence :

Teacher Directed:
Teacher will dress up like an Indigenous person, saying that my whole village and civilization has been destroyed.  My people have been killed or forced into slavery.   I am lost and want to try and preserve my peoples
way of life and share the story of the my Indigenous culture.  Do you know what I can do to preserve the important things about our history?  Should I hide them?  Where could I hide them?  How will they know we were here and existed if there is nothing left!

Show images from the conquest to compare and contrast. (See, Think, Wonder)  What do you think happened before?  What do you think happened after? 

Show slide show presentation about the importance of Archeologists

Guided Practice:

Using the power point presentation, the teacher will provide the students with opportunities to discuss and reflect on their understanding of the Indigenous people and the conquest.  They will share their thoughts and pose questions about the importance of having Archeologists.  Think of ways in which the artifacts can be kept safe.  Provide students with an understanding that these artifacts tell stories and provide information about cultures and civilizations in our history.  These artifacts are the voices of the indigenous people, who are no longer, here on this earth to share their story. 

Independent Practice:

Students will work together at tables using shovels and brushes to uncover artifacts in their boxes of sand.  They will carefully sketch and color the items they have found in their Travel Log.  They will write a sentence about each object they find.  What they feel its purpose may have been.

Assessment:

Students will draw detailed sketches of the artifacts found in their “Archeologist Dig”.  They will write their observations down and try to figure out what the artifacts found may have been used for.  They will complete the worksheet and graphic organizer about the two paintings with a drawing of what they think happened before and after the conquest.

Closure/Reflection:
Have the students discuss all of the important things we have learned.  Include how each activity that we have talked about fits together.  Allow students to share comments and personally reflect about their experiences from the lesson.  Prepare the students for the next activity they will be participating in for the following day.

DAY 8:

Objectives/Skills:

Fine Arts Objectives

Content Objectives

Keywords/Vocabulary:

1) Archeologist
2) Archeology
3) Artifacts

Scope and Sequence:

Teacher Directed
Guided Practice
Independent Practice