Inquiry
Use it online!.	Middle Level: Grades 6-8 Middle-Level Standard: Direct Observation Use the illustrated timeline to discover the chronology of when artworks were created in relation to each other and to historical events. (See Timeline and Extension Activities, "The History of America: Timeline.") Learn the purpose of an accession number, order a sampling of the unit's images according to their accession numbers, and determine whether any collecting patterns are apparent. (See Extension Activities, "The Arts in America: Accessing a Collection.") Middle-Level Standard: Accessing Information Discuss specific visual images that reflect the importance of water to early settlers in America, and also consider other natural resources that might attract settlers to a locale. Individually or in small groups, create a map of an ideal settlement location, including a key showing symbols for features such as mountains, rivers, and forests. (See Extension Activities, "The American Land: Westward Ho!") Research and discuss the importance of rivers and falls in choosing sites for the settlements of Minneapolis, St. Anthony, and Fort Snelling. (See Extension Activities, "The American Land: Westward Ho!") To complement study of Henry Lewis's St. Anthony Falls, read the report about Lewis's sketching trip on the Mississippi River, research and 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.") Compare Lewis's depiction of St. Anthony Falls with the land uses of that site today. (See Extension Activities, "The American Land: Changing Landscapes.") Compare Koehler's depiction of Hennepin Avenue with how the site looks today, and use suggested resources to document the changes that have occurred. (See Extension Activities, "The American Land: Changing Landscapes.") Based on images from the unit and from other suggested sources, discuss the concept of stereotype and examine how visual materials support or challenge stereotypes of Native Americans. (See Extension Activities, "The American People: Native Americans.") 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.") To complement study of the Connecticut Room (1740) and/or the Charleston Drawing Room (1772), work in a small group to determine 10 items to pack if emigrating to America at that period and explain why those items were selected. (See Extension Activities, "The American People--Newcomers: Home Sweet Home.") To complement study of the terms artifact and archaeologist, discuss what the unit's artifacts teach about the lives of the people who made them, and participate in creating a classroom "museum" of labeled artifacts to reflect the contemporary life of a student for future archaeologists. (See Extension Activities, "The History of America: Archaeology.") Based on a sampling of visual images from the unit, examine and explain how the diversity of American art reflects the diversity of the American people. (See Extension Activities, "The Arts in America: What's American about American Art?")
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