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Art as a Primary SourceGrade 4

Visual Arts & Social Studies

Goal: Merging the Visual Arts curriculum with Social Studies, 4th graders will observe,interpret and analyze artwork as a primary source -- using digitized documents from the

Library of Congress that depict life in New York during the early 1900s.

Objectives:Students will:

Understand how different types of artwork (photography, cinematography,illustration, etc.) can be studied as a primary source.

Work in problem-solving partnerships to analyze and interpret primary

source documents from the Library of Congress.

Use blogging to demonstrate their understandings and sharpen their Web

2.0 inquiry skills.

Standards:

NY Social Studies Standard 1: History of the United States and New York:

Students will use a variety of intellectual skills to demonstrate their understanding

of major ideas, eras, themes, developments, and turning points in the history of the

United States and New York.

Visual Arts Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the

individual work toother works and to other aspects of human endeavor and

thought.

Visual Arts Standard 4:Understanding the Cultural Dimensions and Contributions ofthe ArtsStudents will develop an understanding of the personal and cultural forces that

shape artisticcommunication and how the arts in turn shape the diverse cultures ofpast and present society.

21st Century Learning: Information Literacy, Life & Career Skills (Social skills),

Learning & Innovation Skills (Critical thinking and problem solving)

ISTE NETS 3, 4

Time Required:1 - 2 class periods

Pre-requisites: Students will already be familiar with using VTS (Visual Thinking Skills) tointerpret works of art, and have completed units of study on New York State history with

their classroom teacher.

Materials:

Computer lab; outfitted with 24 computers and internet access

Art room blog with Page pre-designed for unit of study

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Link to interactive ORQ (Observe, Reflect, Question) as pdf.Primary Sources from LOC.gov (see works cited below)

Lesson Overview:Students will discover, through visual analysis of primary sources, what life was like

in New York State during the early 1900s. After recording their observations,reflections and questions in the interactive pdf, they will post a comment to the

blog, comparing the different kinds of information they gathered from the

different sources (film vs. newspapers vs. posters) and how they give us a glimpse

into the past.

Lesson Blog Link:http://purchasepawprints.blogspot.com/p/art-as-primary-source.html

Procedures:1. Students will meet in the media lab smart board for whole-group instruction on

how to access the art room blog, locate the Page: Art as a Primary Sources

on the sidebar, view the documents and respond by posting a comment.Students will view theLibrary of Congressvideo to understand the authenticity

of lesson documents.

2. Review VTS strategies, answer questions, and divide into cooperative pairs.3. Working at the computer stations, students will view the digitized documents

from the LOC site, using the Analysis Tool to Observe, Reflect and Question

either typing text on interactive PDF and printing out a copy, or working on a

pre-printed hand-out. The following class, they will use their observations,

reflections and questions to post a comment on the blog and further student-

generated discussions about using primary sources to learn about New York

State history.

4. Come back together as a whole class to read comments, compare and contrastthe different responses and discuss advantages or disadvantages to learning in

this digitized, paperless way (no written paperwork, only posting to the blog).

5. Discuss how artists have played an important role in documenting New Yorkhistory. What kinds of primary sources leave the most clues? Do we learn morefrom a film or a painting? How do they capture different perspectives?

6. Extension: Students can choose one of the following activities: a. Participate in a Voice Thread on another the selection of primary

documents, featured in a separate blog Page.

b. Explore the Library of Congress website on their own and shareone document they enjoyed or one part of the site they would like

to recommend.

c. Respond to the quote:" Tell me and I forget. Show me and Iremember. Involve me and I understand."- Chinese proverbWhat does this mean to you?

Evaluation: Evaluation will be based on the Primary Source Analysis Tool, posted blogcomments, class discussion, and teacher observation.

http://purchasepawprints.blogspot.com/p/art-as-primary-source.htmlhttp://purchasepawprints.blogspot.com/p/art-as-primary-source.htmlhttp://purchasepawprints.blogspot.com/p/art-as-primary-source.htmlhttp://library%20of%20congress%20%2C%20history%20channel%20http/www.pbs.org/teacherline/video/play/1634377618/http://library%20of%20congress%20%2C%20history%20channel%20http/www.pbs.org/teacherline/video/play/1634377618/http://library%20of%20congress%20%2C%20history%20channel%20http/www.pbs.org/teacherline/video/play/1634377618/http://library%20of%20congress%20%2C%20history%20channel%20http/www.pbs.org/teacherline/video/play/1634377618/http://purchasepawprints.blogspot.com/p/art-as-primary-source.html

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Works Cited

Emigrants [i.e. immigrants] landing at Ellis Island/ Thomas A. Edison, Inc.

Published/Created: United States : Thomas A. Edison, Inc., 1903.

http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a10987

Fall and Winter ... Emergence of Advertising in America: 1850-1920,1915 ncdeaa

A0200 http://hdl.loc.gov/loc.award/ncdeaa.A0200, Lib of Congress. 23 April 2011

http://scriptorium.lib.duke.edu/eaa/ephemera/A02/A0200/A0200-01-72dpi.html

Move on / Thomas A. Edison, Inc. Published/Created: United States : Thomas A. Edison,

Inc. 1903. United States.http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a29915

http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a10987http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a10987http://memory.loc.gov/ammem/collections/advertising/index.htmlhttp://memory.loc.gov/ammem/collections/advertising/index.htmlhttp://hdl.loc.gov/loc.award/ncdeaa.A0200http://scriptorium.lib.duke.edu/eaa/ephemera/A02/A0200/A0200-01-72dpi.htmlhttp://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a29915http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a29915http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a29915http://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a29915http://scriptorium.lib.duke.edu/eaa/ephemera/A02/A0200/A0200-01-72dpi.htmlhttp://hdl.loc.gov/loc.award/ncdeaa.A0200http://memory.loc.gov/ammem/collections/advertising/index.htmlhttp://hdl.loc.gov/loc.mbrsmi/lcmp002.m2a10987

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Something New for the BoysEmergence of Advertising in America: 1850-1920, 1876

ncdeaa A0655http://hdl.loc.gov/loc.award/ncdeaa.A0655

Scene in Printing-House Square, New York City Elevated railway in Greenwich Street,

New York City /Scene in Printing-House Square, New York City Elevated railway in

Greenwich Street, New York City / / sketched by Stanley Fox, 1868.http://www.loc.gov/pictures/resource/cph.3c20322/

The War of the Nations (New York), December 31, 1919. The war of the nations:

portfolio in rotogravure etchings: compiled from the Mid-week pictorial. New

York: New York Times, Co., 1919. American Memory. Lib of Congress. 23April 2011http://hdl.loc.gov/loc.gdc/sgpwar.19191231

http://memory.loc.gov/ammem/collections/advertising/index.htmlhttp://memory.loc.gov/ammem/collections/advertising/index.htmlhttp://memory.loc.gov/ammem/collections/advertising/index.htmlhttp://hdl.loc.gov/loc.award/ncdeaa.A0655http://hdl.loc.gov/loc.award/ncdeaa.A0655http://hdl.loc.gov/loc.award/ncdeaa.A0655http://www.loc.gov/pictures/resource/cph.3c20322/http://www.loc.gov/pictures/resource/cph.3c20322/http://hdl.loc.gov/loc.gdc/sgpwar.19191231http://hdl.loc.gov/loc.gdc/sgpwar.19191231http://hdl.loc.gov/loc.gdc/sgpwar.19191231http://hdl.loc.gov/loc.gdc/sgpwar.19191231http://www.loc.gov/pictures/resource/cph.3c20322/http://hdl.loc.gov/loc.award/ncdeaa.A0655http://memory.loc.gov/ammem/collections/advertising/index.html

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Additional Resources

Library of Congress , History Channel, videohttp://www.pbs.org/teacherline/video/play/1634377618/

Primary Source Analysis Tool (PDF, 53 KB)

http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf

Selected Library of Congress Resources for New York. Lib. of Congress. 24 April 2011.Teachers Guide: Analyzing Photographs and Prints. Lib. of Congress. 24 April 2011.

Teachers Guide: Analyzing Primary Sources. Lib. of Congress. 24 April 2011.

http://www.pbs.org/teacherline/video/play/1634377618/http://www.pbs.org/teacherline/video/play/1634377618/http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/newyork/index.htmlhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/newyork/index.htmlhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/newyork/index.htmlhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdfhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/newyork/index.htmlhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/newyork/index.htmlhttp://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdfhttp://www.pbs.org/teacherline/video/play/1634377618/