2010 Salem State College

Paula A. Jones Hamilton - Wenham Regional Schools

Massachusetts

Using Art to teach Civics Lessons

Picturing America

Civics is the study of how the U.S. government is supposed to work and the rights and duties of citizens!

What is Civics?

Civics is the study of the U.S. Government and the rights and duties of citizens.

Why INTEGRATE ART into the Civic classroom? A Rationale: Art provides a visual language used to express ideas about something -- events, people, objects, and concepts. Art history, criticism, and aesthetics use language and cognitive skills and are easily linked with world history, philosophy, sociology, and psychology and the study of government.

Advantages for students: • relationships among disciplines are made apparent; • students interact with one another and with teachers from

all content areas using critical thinking. • multiple view points are presented; and • relevance to students' lives is made obvious.

Lessons which teach relationships among subjects in school help students understand the continuity of knowledge.

Lesson 1 "What is a Republic"? Student Goals: • You will be able to define the concept of a Republic • You will explain how the legacy of Greek direct democracy and

the Roman republic influenced the Founders and Framers of our nation.

• You will be able to identify examples of Greek and Roman art and architecture in our American government buildings and art.

Massachusetts Standards for History and Social Sciences US 1.2 Explain the historical and intellectual influences of the American Revolution and the formation

and framework of the American government. (History, Civics)

Mass. Standards for History and Social Sciences 3.2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany

historical narratives, and describe details such as clothing, setting, or action. (H)

Most of the public buildings and monuments in Washington, D.C., and state capitols across the nation are built in the "neoclassical" style.

This architectural tradition symbolizes our nation's indebtedness to ancient Greece and Rome, especially to their ideas about government.

Capitol Dome and Senate Pediment Architect of the Capitol U.S. Supreme Court

United States Capitol Dome is symbolic of the Roman Republic and its ideals.

United States Supreme Court

Virginia State House- Richmond, VA

What Greek and Roman architectural elements do you see in the Massachusetts State House in Boston?

What is a Republic? A REPUBLIC is a form of Democratic

government "demos" Greek: of the people

•in which the people have the power to govern

• they elect given that power to elected representatives

•who will promote the common welfare.

"Res publicae" Latin: thing of the people

Republic Graphic Organizer Assignment:

Create your own graphic organizer or visual that shows what is a "Republic". Make sure to include the four parts of its definition.

Include in your design some reference to classical (Greek or Roman) design or architecture.

The Truman Balcony portrays a classical backdrop for the definition of a Republic.

Greek pediment and columns but the "common welfare" is depicted as a peace sign.

Greek Pediment + Columns + Roman Dome + A Variety of Historical Dress

In a classic Republic, citizens and their government are supposed to work cooperatively to achieve the common good rather than their own personal or selfish interests.

American iconography along with the White House whose style celebrates Greek building.

No classical designs but the concept of the "representative" is obvious in this illustrated definition.

How could a classical design be added?

Massachusetts U.S. Senior Senator, John F. Kerry (D)

"pursuit of happiness"

Lesson 2 Civic Virtue- George Washington as the American Cincinnatus Goals: • Students will be able to define the term "civic virtue" • Students will be compare the civic virtue of Cincinnatus, a farmer and military leader during the Roman Republic and George Washington, a general of the Continental army, and framer and leader of the American Republic.

•Students will analyze and interpret artwork showing George Washington portrayed as the American Cincinnatus.

•Students will nominate and give a rationale for a contemporary "American Cincinnatus".

Massachusetts History and Social Sciences Standard 19: Citizen ship. Students will learn the rights and duties of citizens… consider the nature of civic virtue…"

The Founders were influenced by the ideas of "classic republicanism":

1) the example of the early Roman Republic government and

2) the moral idea of "civic virtue".

Jacques-Louis David, "Oath of the Horatii", 1784 Louvre

•  How do you know that this is a Roman scene? •  What do you think the three brothers are pledging to do in this

scene? •  How are the women in the right corner reacting? •  How does this photo teach the values of a "republic"?

Oh, that we could review again the story of Lucius Quinctius Cincinnatus, who in the year 458 B.C. was called upon by a delegation from the Roman senate. And upon inquiring why this delegation had come to him to interrupt his plowing of his small farm of three acres alongside the Tiber River, he was informed that the Senate had decided to thrust upon him the power of a dictator so that he could rid Rome of the threat of certain tribes to the east, the Aequians.

The Story of Lucius Quinctius Cincinnatus By the late Senator Robert C. Byrd (D-WV)

And being the loyal patriot that he was, Cincinnatus turned to his wife Racilia and said, `We may not have enough food to live on this winter because we won't be able to sow our fields.'

Charles Francois Poerson, 1799

Nevertheless, he wiped his perspiring forehead, took on the regalia of a dictator, and loyally assumed the responsibilities and duties that the Roman senate had placed upon him.

He rid the city of Rome of the threats, and he relieved the Roman legions that were being surrounded by the armies of the tribes to the east. Within 16 days, he had accomplished this mission. And he turned back the powers of dictatorship.

So there was the old-fashioned model of simplicity, the old-fashioned model of one who did not seek power, who did not want power. He did not want the power thrust upon him, but he willingly gave up this power.

Cincinnatus by Brumidi, U.S. Capitol Rotunda

How does Cincinnatus demonstrate civic virtue? "Calling of Cincinnatus from the Plow",Constantino Brumidi's U.S. Capitol, Fresco in a "lunette".

The founders believed civic virtue was important to make our Rebublic work properly. Civic virtue means that people should put the common welfare above their own interests.

By returning to his home, Cincinnatus showed that he valued being a citizen of Rome more than fame and personal power.

He did not want to use his popularity to take power away form the respresentatives elected by the people.

Americans admired George Washington as a "modern-day Cincinnatus" because he sacrificed his private pursuits in order to lead the nation in war and peace.

George Washington, Houdon,

1786-1796 Virginia State Capitol "Cincinnatus", grounds of Sawyer Point at Cincinnati, Ohio.

George Washington,like Cincinnatus was a farmer. Three times he gave up his power to show respect for the American Republic.

Washington’s selflessness appealed to the new American citizenry as well. Washington never requested the appointments he received.

Charles Peale, "Washington as Colonel of the Virginia Regiment", 1772.

1. When asked to head the Continental Army in 1775, Washington worried aloud if he had the ability to carry out the task.

Emanuel Leutze, American, 1816-186"George Washington Crossing the Delaware", 1851.

"General George Washington Resigning his Commission",

John Trumbull. 1824. Capitol Rotunda. 12'x18'

Like Cincinnatus, Washington gave up his power and resigned his commission after the Revolutionary War.

2. When asked to preside over the Constitutional Convention in 1789, he went reluctantly, leaving his wife and Mount Vernon serenity.

"Signing of the U.S. Constitution", Howard Chandler Christy, 1940. House wing of the United States Capitol

3. In 1787, it was clear that Washington would be asked to the new position of President of the United States. He would take the position because of an overriding and sacrificial sense of duty to his country. Excerpt from: The Moral Washington:

Construction of a Legend (1800-1920s) http://xroads.virginia.edu

Ramon de Elorriaga, "Inauguration of George Washington", 1899.

Washington would retire after 2 terms, setting a precedent for Presidents who followed.

Washington's Farewell Address 19th September 1796

Friends, & Fellow--Citizens. The period for a new election of a Citizen, to Administer the Executive government of the United States, being not far distant, . . . that I should now apprise you of the resolution I have formed, to decline being considered among the number of those, out of whom a choice is to be made.

http://gwpapers.virginia.edu/documents/farewell/fwa01.html

Discussion and Written Assignment:

• Who might be considered today's American Cincinnatus?

• Who in our country today has shown "Civic Virtue"?

Nominate a person and defend your choice in a well written essay. Include the definition of Civic Virtue and specific details on your nominee.

Be prepared to share your ideas with the class.

Who would you nominate as a modern-day American Cincinnatus

?

Lesson 3 - Attending Washington's Resignation - Simulation and Tableau Student Objectives: • you will understand how "power usually corrupts and absolute power

corrupts absolutely". (Lord Acton) • you will discuss how a Republic must restrict the power of the

government and leaders. • you will analyze both the transcript and handwritten original of

Washington’s Resignation Address • you will recreate a tableau and simulate the event (tableau [tab-loh]

(plural -leaux or -leaus), a ‘picture’ formed by living persons caught in static attitudes) using the famous painting of Washington’s resignation by John Trumbull.

Mass. Standards for History and Social Sciences 3.2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H) Students will use various primary and secondary resources in their research.(H)

"Resignation of George Washington", John Trumbull, Oil on canvas, 12' x 18' 1824; placed 1826, U.S. Capitol Rotunda.

Within two months of the Treaty of Paris, Washington resigned his commission as Commander-in-Chief.

As Washington put it: "...the commander in chief is about to retire from service… "

George III was shocked!

How could a man with so much power willingly give it up to return to Martha, his wife and Mount Vernon, his Virginia farm?

"East Front of Mt. Vernon", Edward Savage, oil, ca.1787

Student primary source readings online: The Papers of George Washington "George Washington’s Resignation Address to the

Continental Congress" given Dec 23, 1783. (Students should view both transcription and original

handout of its transcription).

http://gwpapers.virginia.edu/documents

George Washington's Resignation Address to the Continental Congress, Annapolis, Maryland 23 December 1783

"The great events on which my resignation depended having at length taken place; I have now the honor of offering my sincere Congratulations to Congress & of presenting myself before them to surrender into their hands the trust committed to me, and to claim the indulgence of retiring from the Service of my Country".

http://gwpapers.virginia.edu/documents/revolution/resignation.html

Washington Resigns– Create a Interactive Historical Tableau • Pass out handout of George Washington’s Resignation transcription and show on overhead or SMART Board, the original handwritten version. Allow students to make comments.

•Have students read the speech out loud to each other in the small group setting and discuss the following questions regarding the document:

What are the words of Washington's speech that would move his audience?

What quotes could have been made by Cincinnatus?

What is the message that Washington leaves to the country as a whole?

Show the Trumbull painting of Washington resigning. Do a visual analysis and discuss who some of the people in the painting are and what is happening in the scene.

• Choose students to create a tableau of the painting.

• Students should arrange themselves in the same formation as characters in the Trumbull painting.

• Washington is depicted with two aides-de-camp as he addresses the president of the Congress, Thomas Mifflin, and others such as Elbridge Gerry, Thomas Jefferson, James Monroe, and James Madison. Mrs. Washington and her three grandchildren are shown watching from the gallery, although they were not in fact present at the event.

• Assign or allow students to choose other historical and contemporary characters to be in the tableau. For instance, John Locke, Lord Acton, Montesquieu, John Adams, George Bush, Hillary Clinton, Barack Obama, Gen. Petraeus etc. could be chosen.

Homework –

Assign students to research about their character and be ready to make a statement in response to Washington’s resignation.

Tell them they should prepare a name tag for tomorrow’s tableau and a brief statement regarding Washington and what they think is needed to protect a republic from tyranny.

Ask each student to make a simple prop for their character.

• On the next day, show the Trumbull’s painting on the overhead or SMART Board and let students recreate the painting with their tableau. Ask the students to freeze and then…

• Allow the student who represents George Washington to read excepts from his letter aloud.

• Allow each of the students to respond to Washington’s address with their own comments and quotes on the importance of restricting power to one leader in a republic. If Washington or the historical characters want to respond to each other allow an "ad lib" discussion to occur.

• End the Tableau by having the student freeze into the stance of the painting.

Extensions Show Alexander Lawson’s

"General Washington’s Resignation" (seen to the left) See if the students can explain what some of the symbolism in this painting done in 1799 is trying to convey.

Students will create their own monument, painting, coin

to show tribute to Washington or another historical American leader who showed civic virtue. Students should write a one page accompanying paper explaining the historical character shown in the tribute and whatever symbols they created.

Lesson 4 U.S. Constitution Calligraphy Scroll Background of Lesson:

The U.S. Constitution is the plan of government of the United States. The first 7 Articles set a strong central government. The first three of these Articles give power to a Legislative, Executive and Judicial Branch. The next part of the Constitution is the Bill of Rights, the first 10 Amendments. These were added to the Constitution in 1791 and give Americans freedoms and protection from governmental abuse or tyranny. Americans remembered the abuses of power of the British and Bill of Rights are written so that the people and states cannot be taken over by a powerful national government. The last part of the Constitution are seventeen amendments which were added between the years of 1795 and 1992. Many of these Amendments added new procedures for electing Presidents, added rights to African Americans after the Civil War and gave new voting rights to groups in the U.S.

Lesson 4 U.S. Constitution Calligraphy Scroll Student Goals:

• After a study of the Constitution, students will be able to choose excerpts from this founding document to copy in calligraphy writing.

• Students will research for illustrations that express the meaning of the excerpt when it was written and now.

• Students will explore the art of fine writing of the Founders and practice writing the excerpt in calligraphy with a quill or calligraphy pen.

Massachusetts History and Social Science Standard

Learning Standard 17: " Students will learn in progressively greater detail the content and history of the Founding Documents of the United States… United States Constitution…"

Jefferson's Draft of the Declaration of Independence with edits by Adams and Franklin.

"Writing the Declaration of Independence", 1776, by

Jean Leon Gerome Ferris. National Archives

http://www.masshist.org/adams/manuscripts.cfm

Important documents were frequently done on parchment such as the Declaration of Independence and the U.S.Constitution

Important writing instruments of the time:

From left to right: a liner or lining tool, then two crow quills with linen wraps and a small nib with a linen and shellac holder. The longer pen is of Red Pine (now extinct), the crooked one is of curly maple, the curved one from a relictual scrub oak, all with English Steel Nibs. Then a quill and a short traveling quill in a wooden box.. See: http://www.fullchisel.com

Lesson Procedures: 1. Learn how to use a calligraphy pen to make “beautiful writing” and choose a part of the Constitution to copy and illustrate. Practice writing those words.

2. Stain the paper scroll to give it an aged look. Rub it with a wet warm tea bag or brush it with coffee.

3. Research online and print or draw illustrations that are historical and contemporary (that are from the past and the present) that illustrate and tell more about the phrase or phrases of the Constitution that you are copying.

3. Write by hand the excerpt from the Declaration neatly using a calligraphy script. You will need to use a ruler and lightly line your paper so that your writing is straight. Use a calligraphy pen and do the best job you can. Make sure to use ... if you are using an excerpt and not the entire writing.

4. Illustrate the scroll with appropriate, interesting illustrations.. Be creative, historic and accurate in the visuals you use. Please write a sentence or caption under each visual explaining what it is. Your illustration and caption must show research.

Theme Ideas...

First Amendment - Choose any of the five freedoms mentioned or do all of them... religion, assembly, press, petition and speech.

Amendment XIV -Due Process and Equal Protection (Civil Rights)

Amendment XIX - Women's Right to Vote (suffrage)

Article II - the President, his duties

Amendment XXIV- Eighteen Year Old Voting Rights

Amendment XXIV

Amendment II