Elizabeth A. Johnson
Ultimately, students will create a piece of original art. It will meet the following requirements: 1.) Three images 2.) Two symbols 3.) A clear relationship between the various images that is can be ascertained with a basic knowledge of the context in which it was created. To achieve this level of creation, students will learn how to analyze images dealing with what it meant to be a man or woman in the nineteenth century. Please see Lesson 3 for a Project Planning layout.
The portraits will answer key questions, including:
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1.Who helped form you?
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2.What are you proud of?
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3.What do you want someone to think of you when they get to be your age?
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4.Who do you look up to?
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5.What role do you play in your community?
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6.What role do you
want
to play? How can you achieve that?
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7.Where do you fit in the history of men and women in the last 150 years?
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8.What will you bring to history?
These questions are built around research that supports the following findings: Black males learn well with relatable content; Black males need to be challenged to excel and in order to excel a student needs concrete steps toward accomplishing a goal; Black males need role models and these questions are written so that students can see role models in their lives that they may not have recognized as such; Black males may not see the positive opportunities that are available to them nor how they fit into these; Students, in general, need more modes of expressing comprehension and analysis; A teacher's role is to guide students toward realizing their potential as citizens.