​rethink.

Lesson Overview: This lesson strives to show students that there are multiple perspectives to Columbus’ story and voyage. By presenting two different images that depict stereotypical characteristics of an event, the students will be forced to see that there are various sides to the story of Columbus. Through discussion and comparison of the stereotypical components in the images, students will make meaning of the truth of the event and create an artwork that allows them to research views from the outsiders and from the inside perspective of the Native Americans themselves. The students will partake in an art and research project that incorporates a silhouette to show an insider and outsider point of view of the Native Americans.

 

Preparation:

The two images being presented to the class are John Vanderlyn’s Columbus and Jaune Quick-To-See Smith’s Trade. The students will have previously discussed the perspectives of the Native American’s and what Columbus’ point of view was. The students will have also talked about the stereotypes that have been presented from both perspectives. For the art activity, students must be provided with construction paper, scissors, newspapers, magazines and other images/artwork they can find to incorporate into their piece. Students will also get the chance to go on computers in the class to explore and research articles and artwork that pertain to Columbus and the Native Americans.

 

Image of Columbus: http://fathertheo.wordpress.com/2010/10/01/history-of-aboriginal-america-4-columbus-the-race-to-the-americas/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Trade by Jeane Quick-To-See:

http://www.brooklynmuseum.org/eascfa/feminist_art_base/archive/images/159.1553.jpg

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Instruction:

This lesson will open up with the image, Trade by Jeane Quick-To-See Smith, on the board. Students will be asked to jot down what they see in the picture and to elaborate on different components within it. After jotting down some notes on the image Trade, students will then be presented with John Vanderlyn’s, Columbus. Students will then be asked to jot down what they see in the picture and to depict what is going on in the picture. After having seen the two images separately, the teacher will put up both pictures together on the board and guide a discussion on the differences between the two pictures. The teacher will then tell the class that one picture is from the Native American’s perspective and that the other picture is depicting Columbus’ story. The teacher will direct the class to discuss the stereotypes seen within each one and to talk about these stereotypes from the different perspectives presented. After a thorough discussion about the stereotypes seen in the artwork, the class will move into an art/research project that dives deeper into the stereotypes previously discussed. The art project consists of cutting out a silhouette of a Native American figure with feathers on their head, which represents the “stereotypical” Native American. They will then cut it out and post it onto another sheet of paper so that there is a background to the silhouette. The students will begin to find various words, images, text, articles, etc. that depict the stereotypes of Indians. The students will create a collage of the different stereotypes and put this around the silhouette to prove that this is an outsider’s point of view on the Native Americans. After collaging the surrounding of the silhouette with stereotypical images, phrases, words and more, the students will then research on the computer to find articles, documents, images, and other research that portrays the contrasting view of Native American’s that shows the harm that was being done to them and put these in the inside of the silhouette. These contrasting components are placed in the inside to prove that these different images/words will be from another perspective. After all the students have completed their silhouettes of the Native Americans, the teacher will showcase them around the room for the class to see.

 

Standards:

• 8.1.3.B: Identify fact, opinion, multiple points of view, and primary sources as related to historical events.

• 8.3.3.B: Identify and describe historical documents, artifacts, and places critical to United States history.

• 8.4.3.B: Identify the importance of artifacts and sites to different cultures and ethnicities.