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High
School Level: Grades 9-12 High School Standard: Academic Writing
Study a selected image to observe its details, list the observations, and then write a description of the image. (See Preview Activities, "What's Important?")
Study a selected image to find clues to write responses to questions about what the image is made of, how it was made, what it was used for, and what it reveals about the people who made and used it. (See Preview Activities, "History.")
Discuss the concept of discovery, and using the visual timeline, locate the earliest American work of art in relation to Columbus's discovery of America. Write a persuasive position paper that addresses this question: Did Columbus really discover America in 1492? (See Extension Activities, "The American Land: Discovery.")
Research and write a report about Mound Builder cultures like that of the Caddo who made the Effigy Bowl. (See Extension Activities, "The American Land: Discovery.")
Write an advertisement that encourages people to settle in a site portrayed in one of the unit's landscapes (e.g., View of Fort Snelling, Catskill Mountain House). (See Extension Activities, "The American Land: Westward Ho!")
To complement study of Henry Lewis's St. Anthony Falls, read the report concerning Lewis's sketching trip on the Mississippi River, discuss how a similar contemporary trip would be alike and different, and write and illustrate a journal about the latter. (See Extension Activities, "The American Land: Changing Landscapes.")
Based on a visual chart of the uses that American Indians made of the buffalo, create a written chart that organizes the same information by functional type (e.g., food, clothing, shelter). (See Extension Activities, "The American People: Native Americans.")
Write an imaginary conversation that would occur with an original resident of the Connecticut Room (1740) or the Charleston Drawing Room (1772) after that person had stepped through a time machine into a comparable room in a contemporary house. (See Extension Activities, "The American People: Back to the Future.")
To complement study of the Connecticut Room and/or the Charleston Drawing Room, imagine being a resident of the original house for a day and write a corresponding diary entry. (See Extension Activities, "The History of America: Dear Diary.")
Discuss the term portrait and various examples of portraiture within the unit, and then create a "word picture" of one of these portraits. (See Extension Activities, "The Arts in America: Portraiture.")
Read one or more of the literary selections correlated to images in the unit, and write about comparisons between the viewpoints expressed or between the artistic and literary techniques employed. (See Extension Activities, "The Arts in America: Literature and Art.")
High School Standard: Public Speaking
As a member of a small group, select one of the unit's images and make a presentation about it to the class, explaining why the image was chosen and feelings inspired by the image. (See Preview Activities, "Getting To Know You.")
As a member of a small group, research facts about one of the unit's images (e.g., subject, medium, technique) and present the facts to the class. (See Preview Activities, "Getting To Know You.")
Research the definitions of various types of art (e.g., painting, sculpture, collage), and explain the definitions to classmates in terms that are easily understood. (See Preview Activities, "Types of Art.")
Discuss the concept of discovery, and using the visual timeline, locate the earliest American work of art in relation to Columbus's discovery of America. As a member of a debate team, address this question: Did Columbus really discover America in 1492? (See Extension Activities, "The American Land: Discovery.")
To complement study of Cadzi Cody's Painted Hide, research then- and-now facts about life on an American Indian reservation or about American Indian boarding schools. Define the issues, and address either the pros or cons as a member of a debate team. (See Extension Activities, "The American People: Native Americans.")
Select an image from the unit, find a musical composition that complements it, and play it for classmates, asking them to match the music with the image. (See Extension Activities, "The Arts in America: Music and Art.")
High School Standard: Interpersonal Communication
As a member of a small group, select one of the unit's images and make a presentation about it to the class, explaining why the image was chosen and feelings inspired by the image. (See Preview Activities, "Getting To Know You.")
As a member of a small group, research facts about one of the unit's images (e.g., subject, medium, technique) and present the facts to the class. (See Preview Activities, "Getting To Know You.")
Discuss the concept of discovery, and using the visual timeline, locate the earliest American work of art in relation to Columbus's discovery of America. As a member of a debate team, address this question: Did Columbus really discover America in 1492? (See Extension Activities, "The American Land: Discovery.")
To complement study of Cadzi Cody's Painted Hide, research then- and-now facts about life on an American Indian reservation or about American Indian boarding schools. Define the issues, and address either the pros or cons as a member of a debate team. (See Extension Activities, "The American People: Native Americans.")
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