​rethink.

 

 

Overview

 

Summary:

Students will reflect and discuss their perception about Native Americans. By looking at Edward Curtis’s images we will create a wider classroom conversation revolving around perception and fact vs. fiction and what a glorified idea of something is. Students will then decide how they would look if they dressed the way that their peers or outsiders may think of when they think of them. Portrait photos will be taken of each student just as Edward Curtis had taken photos of the Native Americans.

 

Learning Objectives:

Students will talk about their own expectations and knowledge revolving around Native Americans.

Students will examine and reflect on the images taken by Edward Curtis and read/watch informative dialogues about his work. They will then talk about the power of a photograph.

Students will debate over the ethics of Curtis’s photographs.

Students will determine how they would look in a photograph if it were taken of them dressed in the way that they would want to be seen not how other people want to see them.

Students will bring in props and clothing that would show how they would want to be seen in a photograph.     

Students will exercise a critical perspective with artwork and think of the context beyond the image.

 

Teaching Methods:

            Hands-On Learning

              Discussion

            Visual Instruction

            Direct Instruction

Preparation

Teacher Background: Teachers should have background knowledge of Edward Curtis and his photography. Teachers should also be aware of society’s perception of Curtis’s work and what decisions we made in the artistic approach.

This lesson is meant to spark discussion about perception and preconceived ideas surrounding groups of people and historical topics. Students will connect their own personal appearance and the way people may view them to the way that Edward Curtis’s photographs reflect a certain vision of the Native American people.

Prior Student Knowledge: Knowledge of the power of the press and the early basic history of Native Americans.

Instruction

 

Engage

1. Ask students about their knowledge of Native Americans and what they think of when they think of Native Americans.

2. Introduce Edward Curtis to the class and showcase some of his work and portraits that he took of Native Americans.

3. Instruct students to talk in their small groups about the photos in the book Sacred Legacy: Edward S. Curtis and the North American Indian by Christopher Cardozo and compare it with the text within Shadow Catcher: The Life and Work od Edward S Curtis by Laurie Lawlor. Challenge students to think of both the positive and negative aspects of the photographs.

   1. Who do you see in the photo?

   2. What sort of feeling does the photo give you?

   3. Give a voice to the people in these photos.

Build Knowledge

1. Come together as a class and share your ideas and questions about the photographs that you may have.

2. Consider your  

3. Watch some clips of Coming to Light: The Edward S. Curtis Story by Anne Makepeace that cast light on the questionable meaning surrounding his photographs.

4. Ask students why Edward Curtis may have chosen to take and share photographs that depicted the Native Americans in this way?

   1. Benefits? Weaknesses?

   2. How would society react to these during this time in history based on what we know is happening during this period of American history.

   3. What assumptions that may have been made?

Apply

8.   Have students write down 10 adjectives that describe them in the way that the want to be seen and how they view themselves.

1. Students will bring in props and dress the way that they would want to be captured in a photo for the world to see.

2. Together students will set up their own photo shoot and plan out each other’s portraits in the way that Edward Curtis may have.

   1. Students must create interest and a silent dialogue behind their appearance in the photo.

   2. This is more then just a picture this is a personal statement.

Reflect

1. Have the students tape up their photos around their classroom with their adjectives and have a class wide reflection.

2. Students will circle the classroom making observations about everyone’s photos.

3. Together we will come together and examine the similarities of all of the portraits with those taken by Curtis.

4. Are our perceptions those of everyone else’s? Knowledge is power.

   1. Look beyond the photo…Have control over your photo.

 

 

Standards:

 

8.3.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States.

                        Ethnicity and race

 

8.1.4.B: Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events.

 

1.6.4.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.