Curricular Resources > 2004 Volume III > Unit 2 (04.03.02) > Section 4

Representations of American Culture, 1760-1960: Art and Literature

CONTENTS OF CURRICULUM UNIT 04.03.02

Unit Guide

Exploring Colonial America through Art and Literature

Kristin Carolla

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Lesson Plans

Lesson Plan #1: Journey to a New Land

Materials:

The Pilgrims of Plimoth; John Singleton Copley : Henry Pelham , c. 1765; Thomas Smith: Self Portrait , c.1690

Procedure:

First, students will read the illustrated book, The Pilgrims of Plimoth.

- Students will discuss the motivating factors that caused the English to leave their homeland of England in pursuit of a different life in America. Students will become familiar with the Church of England and the role King James I played in contributing to this migration to a new and unknown frontier. Students will be asked to discuss their views on freedom of religion and how they would react if they were forced to obey a certain church or religious order

- Students will discuss and identify the hardships of traveling by the ocean and the difficulties faced by the pilgrims: disease, starvation, climate

- Students will discuss the importance of the Mayflower Compact and how this signified the beginning of the first form of self-government. Students will be asked how the Pilgrims’ compilation of rules and laws differed from those of England.

- Students will be able to discuss the daily life in the colonies and the roles of men, women, and children. Students will be asked to complete a Venn diagram identifying the similarities and differences between their childhood and that of the settlers.

Secondly, students will view the following paintings:

- Henry Pelham and Self Portrait: Thomas Smith , c. 1690. Students will be asked to discuss the similarity and differences between these two paintings and to identify the images and elements that are representative of Colonial America. Students will be asked to focus on trades/hobbies that were relevant to this time period, as well as class distinction.

Assessment:

- Students will be asked to keep a daily response journal to record their
responses to literature, class discussion and art work

- Students will be asked to complete a Venn diagram identifying the similarities
and differences between that of the daily life of the settler child and their own

Lesson #2: John Heaton’s Visual Journey of a New England Town

Materials:

Overmantle from the Martin Van Bergen House , c 1732-1733.

Procedure:

Students will be asked to view the painting, Overmantle from the Martin Van Bergen House , c 1732-1733.

- Students will be asked to actively view the painting and participate in a constructive conversation about the elements of the work, such as the figures, shapes, details, lighting, color, hue, subject, theme etc. Students will be asked to make a compare The Pilgrims of Plimoth, which discusses early colonial life in the early 17th century, with Overmantle from the Martin Van Bergen House , c 1732-1733. Students should be able to answer the following questions: who is in the painting? who would have been doing any of the manual labor, explain? what can you figure out was the family’s source of income or wealth? using observations from your viewing, what predictions can you make about life in colonial America? Additionally, students will be asked to discuss how the roles of men, women, and children are conveyed in this work.

Lesson #3: Representations Children in Colonial America

Materials:

Our United States: Volume I, The Pilgrims of Plimoth, The Mason Children: David, Joanna, and Abigail, c. 1670; John Singleton Copley : Henry Pelham , c. 1765

Procedure:

Students will discuss the roles and daily life of children during Colonial Times. This information will have been acquired from Our United States: Volume I and The Pilgrims of Plimoth.

Students will be asked to view, The Mason Children: David, Joanna, and Abigail , c. 1670. Discussion will ensue regarding any observations and feelings the student has regarding this work. Students will notice the facial expression, the maturity of their body language, the stiffness or stoicism of their posture and the simplistic and unnoticing manner in which they hold each object. Students will be asked to discuss how religion plays a significant role in this painting: what colors are the children wearing? what style of cloth? do their garments indicate wealth? It is significant to note and direct the discussion to include the Puritan beliefs that children should be responsible for adult chores and duties at a relatively young age and that unruly or childlike behavior was not tolerated. Ask the students how this philosophy is conveyed through the painting of these three children.

Students will be asked to compare The Mason Children: David, Joanna, and Abigail to that of the portrait of Henry Pelham .

Assessment:

Students will be asked to keep a daily response journal to record their responses to literature, class discussion and artwork

Lesson Plan #4: Penn Makes Peace with the Natives

Materials:

Benjamin West: Penn’s Treaty with the Indians When He Founded the Province of Pennsylvania in North America , c. 1771-72.

Procedure:

First, students will be asked to view the Benjamin West painting: Penn’s Treaty with the Indians When He Founded the Province f Pennsylvania in North America , c. 1771-72.

- Students will be asked to participate in a whole class discussion regarding their observations and analysis as they view the painting. Students should identify the existence of European settlers and the Native Americans and note their separation, discuss the impact the Europeans had on the Native Americans, and notice the amicable relationship that appears to exist with the genuflecting European (William Penn).

- Students will be asked to discuss the reasons Penn chose to settle in Pennsylvania (freedom of religion being the utmost motivator). As a Quaker, Penn was determined to create a colony where there was an acceptance of all religions. The students will be asked to discuss how West conveys this philosophy in his painting, as well as how successful Penn was in achieving his dream. Also, students should recognize the similarity between Penn’s desire for religious freedom within the colonies and the Pilgrims need for religious freedom within England.

Assessment:

Students will be asked to keep a daily response journal to record their responses to literature, class discussion and artwork

Extension:

Students can compare and contrast Benjamin West painting: Penn’s Treaty with the Indians when He Founded the Province f Pennsylvania in North America , c. 1771-72,

with Edward Hicks painting, The Peaceable Kingdom, c. 1830. Students may be asked to notice any figures, details, shapes, colors, or themes that are similar between these two paintings. Interestingly, this painting includes the Natural Bridge of Virginia beneath which Hicks has painted the main figures from West’s William Penn’s Treaty with the Indians .

Lesson #5: Daily Life

Materials :

Night Journeys, by Avi; Justus Engelhardt Kuhn: Henry Darnall, III as a Child

Procedure:

First, Students will be asked to read the novel, Night Journeys, by Avi.

- This novel will introduce the concept of indentured slaves and their importance and significance within Colonial America.
- Students will be asked to discuss the importance of setting this story in Pennsylvania, a colony founded by Penn based on the belief that all men are equal regardless of religious affiliation.
- Students will discuss the importance of having a Quaker family adopt an orphan boy. rather than a Puritan family. Why would it have been less plausible for A Puritan family to adopt this young orphan given the plot of the story?
- Students will discuss Peter’s role in the story in contrast to that of the indentured servant. Students will discuss the differences between indentured servitude and slavery. What would be some of the benefits of being an indentured servant? Why did the colonies, especially those in the South, need indentured servants?

Students will then be asked to view the painting, Henry Darnall, III as a Child , c.1710.

- Students will be asked to make observation about the two boys represented in the painting: one black boy (the servant) and one white boy (the master). This class distinction is evidenced by the black servant’s positioning in the painting in contrast to that of the white master who is centered and whose posture is very straight and pronounced. Additionally, the students should be able to compare and contrast each boy’s garments: the white boy is elaborately dressed in regal attire with a lace cravat and extravagant green material flowing like a shawl around his left arm. In contrast the servant is dressed in a simple white shirt with a silver collar (an indicator of servitude) and a simple orange coat; more importantly the viewer is unable to see the servant’s lower body because it is hidden by the balustrade. The balustrade also should be noted that it separates the two boys by class distinction and race.

- Students will be asked to discuss the importance of the scenery in analyzing this piece: they should notice that the location of this painting is one of affluence because of the drapery and tassels to the right of Darnall, the ornate balustrade, the lavish gardens and architecture behind the figures, and the bow and arrow that the young Darnall used to kill the bird with which he will not touch, but has his servant display as a trophy.

Assessment:

Students will be asked to keep a daily response journal to record their responses to literature, class discussion and artwork

Students will be asked to write a concise summary of the novel.

Lesson #6: Southern Extravagance and Affluence

Materials:

A Lion to Guard Us, by Clyde Robert Bulla; Henrietta Deering Johnston paintings entitled: Colonel Samuel Prioleau , c. 1715, and Mrs. Samuel Prioleau , c. 1715

Procedure:

Students will read A Lion to Guard Us, by Clyde Robert Bulla.

- Students will recognize the difficulties in traveling with a family and the reasons why Amanda’s father needed to journey to America and leave her and siblings in England with her mother; they will discuss the commonality of death and disease and how the young children dealt with the death of their mother and found the strength to journey to America in search of their father.

- Students will be able to discuss the hardships and difficulties that faced travelers during the early 17th century, such as disease, starvation, and harsh weather conditions.

- Students will discuss the importance of emblems, like the lion’s head, as a good luck charm. Why do you think these charms existed? Refer to The Mason Children and Joanna and Abigail’s red necklaces worn to ward off disease.

- Students will be asked to predict what life will be like for Amanda in America? Use information from the story to support your opinion. Students will be asked to draw a detailed picture of the father as described at the end of the book: “He lay on the floor, his clothes were in rags, and he was so thin the bones of his face stood out….(Bulla, 112)”

Students will be asked to view the Henrietta Deering Johnston paintings entitled: Colonel Samuel Prioleau , c. 1715, and Mrs. Samuel Prioleau , c. 1715. These paintings represent the aristocratic south and extravagant wealth. Students should be able to comment on significant details, such as the man’s wig and neck cloth, as well as the neckline of the young lady’s garment and her stylish hair. Compare these images to that of Abigail’s father as conveyed in the novel.

Extension:

Students may view the Justus Englehardt Kuhn painting, Henry Darnall III as a Child , c. 1710, as an example of a child born of wealthy descent. This can be compared to that of the Mason Children…

Assessment:

Students will be asked to keep a daily response journal to record their responses to literature, class discussion and artwork

Students will be asked to write a concise summary of the novel.

Lesson #7: Colonial House: Daily Life in Colonial America

Materials:

PBS series: Colonial House

Procedure:

Students will view the PBS series, Colonial House (refer to the website, http://www.pbs.org/wnet/colonialhouse/). This activity is to provide the students with another artistic medium in which to learn about daily life in Colonial America.

- Students will record observations in their response journals as they view the film. What difficulties do the “colonists” face? How do they hunt, farm and prepare their food? Are there any signs of illness or disease? How do they govern their small community?

- Students will be asked to discuss life in Colonial America and the roles of the men, women, and children. How have these roles changed?

- Students will identify the governmental structure existent within this colony and discuss who ultimately makes the laws for their community. Does everyone have an equal opportunity to speak? Students will research the website, http://www.pbs.org/wnet/colonialhouse/, for further information regarding the laws that governed their small town.

- Students will discuss the various factors of daily life: chores (cooking, cleaning, farming), town meetings, games/entertainment. Students will complete the interative quiz: Would you Have Survived on the Colony?

- Students will explore the interactive game: What Kind of Clothing did 1628 colonists wear? Discuss the difference and similarities between the clothing of then and today. Also, students should recognize and identify the names of the various garments.

- Students should recognize and discuss why language was different in 1628. They will be asked to complete the interactive game: ‘ Tis a Very Dirty Manner of Life ” and become familiar with the colloquialisms and language of 1628 America.

Extension Activity:

Students may each be assigned a role within a colonial town and role play how each individual would have spoken and behaved.

Lesson #8: A Child’s Image of Colonial America

Materials:

Art supplies: rulers, drawing pencils, colored pencils, paints, white paper, clay, markers (fine tip), etc.

Procedure:

Having actively participated in the analysis of various works of art and literature, as well as a viewing of Colonial House , the children must now create their own image of Colonial American life. Students will be asked to express themselves through art, as well as through the written word. Students may work independently, or in pairs, to create a painting or drawing of a relevant part of Colonial American life. They may choose to replicate an idea expressed in one of the paintings they viewed, research an artist from the colonial period and replicate an unfamiliar work, or choose a concept, such as daily life or the journey to America, as the subject of their piece. Students will be asked to present this to the class with an oral commentary.

Colonial American Clothing

Glossary of Terms for a Lady’s Attire

( Taken from : http://www.colonialwilliamsburg.com/history/clothing/intro.cfm)

Bodice: the fitted part of a dress from the waist to the shoulder that tied or fastened in the back
Brocade : heavy fabric with a raised design
Corset (also referred to as a stay ): an undergarment that provided support above the waist
Lustring : light silk material often worn during the warmer months
Panniers : side hoops often worn under wide skirts for special occasions
Petticoat : underclothing
Stomacher Front : an ornately embroidered or jeweled garment covering the lady’s stomach and chest
Ruffles : frilly and/or pleated fabric
Taffeta : light-weight fabric which sparkles and shines

Glossary of Terms for a Gentleman’s Attire

( Taken from : http://www.colonialwilliamsburg.com/history/clothing/men/mglossary.cfm)

Banyan: a loose-fitting robe often worn at home or for informal affairs
Breeches : made of a variety of different materials such as, linen, wool, cotton, or silk, breeches were referred to as a “lower body garment”
Cloak : worn as a protective outer covering, the cloak often consisted of a collar from which material proceeded to drape over the shoulders falling to the knees of the gentlman emphasizing the circular cut of the fabric.
Cravat : a fancy, sometimes lace, neck cloth, that was wrapped around the gentleman’s neck and loosely tied
Monmouth Cap : small cap often made of wool
Neck handkerchief : a neck cloth consisting of a square piece of fabric loosely wrapped around the neck; worn by slaves or tradesman
NegligeZ Cap : cap often worn with the banyan; most often these caps were embroidered
Stocks : the most formal neck cloth , made of white linen, pleated, and which buckled behind the wearer’s neck.
Trousers : Straight leg lower body garment often worn by tradesmen or slaves
Waistcoat : a vest viewed as a necessary part of any gentleman’s wardrobe
Wigs : men of all trades and wealth wore wigs made of horse, goat, yak, or human hair.

Rationale

New Haven Public Schools fifth grade Language Arts curriculum requires students to be taught the strategic skills that will enable them to demonstrate proficiency in the evaluations and analysis of literature. Upon completion of fifth grade, students must be able to interpret what they have read, analyze and synthesize information, evaluate quality of materiel used, relate topics and experiences from reading to one’s own experiences, and demonstrate understanding through verbal, visual, written, musical, and or technological formats (http://www.nhps.net/curriculum/html/LangArts-5-8.asp) In addition to these universal performance standards, the Social Studies curriculum requires students to be able to gather and interpret historical data from multiple primary and secondary sources, identify the main idea in a source of historical information, explain causes and effects of various events, and write short narratives and statements presenting historical ideas. Through the exploration and study of Colonial America through art and literature, my students will read, view and listen to multiple sources that reflect the diversity of culture, examine the differences between the colonies in the regions of New England, the mid- Atlantic, and the South (http://www.nhps.net/curriculum/docs/Perf-Stand(3)-5-8Grev.doc).

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