American Identity Formation: Art, Architecture, Immigration & Reform (1790-1860), Lecture notes of American literature

Download American Identity Formation: Art, Architecture, Immigration & Reform (1790-1860) and more Lecture notes American literature in PDF only on Docsity! The Development of a Uniquely American Identity (1790-1860): Defining Elements of Art, Architecture, Changes in Transportation, Economic Developments, Immigration, Migration, Religion, Reform Movements, Science, and Literature In Early United States History A Lesson for 11th Grade United States/APUS History Students Steve Schmidt Lowell High School San Francisco, California National Endowment for the Humanities Picturing Early America Salem State, 2009 A. K. A. - One way to get through the “Laundry List” of names and terms in Chapter 14 (“Forging the National Economy, 1790-1860”) and Chapter 15 (“The Ferment of Reform and Culture, 1790-1860”) of The American Pageant by David Kennedy, Lizabeth Cohen, and Thomas Bailey ** All Unlabelled Images From This Source ** Into: Current perceptions of the U.S. Identity through brainstorming, art, poetry, creative writing, and analysis of iconography Through: Studying art, architecture, changes in transportation, economic developments, immigration, migration, religion, reform movements, science, and literature from 1790-1860 Beyond: Lesson on “The 4 Myths of the Capitol Rotunda” and a Simulation / Model Congress of the Sectionalism of the Antebellum period Week # 3 Monday – Literature and Transcendentalism Tuesday – Art Wednesday – Board Game Day Thursday – Board Game Day Friday - EXAM Week # 4 Monday – Review Exam Tuesday – Slide Lecture on “The 4 Myths of the Capitol Rotunda” / Review Sectionalism Wednesday – Model Congress Simulation Thursday – Model Congress Simulation Friday – We're actually one day off as this unit plan will take place in early November and 1 day needs to be set aside for Veterans' Day Day # 1 Homework from the prior Friday – Students make collages of a pictorial representation of what the “American Identity” means to them. 1) Share collages and ideas 2) Brainstorming ideas on the “American Identity” 3) In-Class Reading of “Poetry” - “America the Beautiful” - “America” by Walt Whitman 4) Ransom Note Poetry / “Found Poem” & Sharing of Poems Day # 2 1) 1) Review U.S. Iconography 2) 2) PowerPoint Lecture on Iconography • a) Definition • b) Mt. Vesuvius • c) Federalist / Neo-Classical Architecture • d)Fasces • e) Portraits, Sculpture, and Symbols 1) 3) Homework – Read selected letters from the Lowell Mill Girls Photo Analysis Worksheet Step 1. Observation A.| Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible. Use the chart below to list people, objects, and activities in the photograph. People Objects Activities Step 2. Inference : Based on what you have observed above, list three things you might infer from this photograph. Step 3. Questions A.| What questions does this photograph raise in your mind? Where could you find answers to them? Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408 Poster Analysis Worksheet What are the main colors used in the poster? What symbols (if any) are used in the poster? If a symbol is used, is it a. Clear (easy to interpret)? b. memorable? c, dramatic? Are the messages in the poster primarily visual, verbal, or both? Who do you think is the intended audience for the poster? What does the Government hope the audience will do? What Government purpose(s) is served by the poster? The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster? Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408  2, = % an Santeria sige J : ee eee 4 ae - a : = ail > ae (oo - = we ‘4 Jen  fas⋅ces  [fas-eez] –noun (usually used with a singular verb) a bundle of rods containing an ax with the blade projecting, borne before Roman magistrates as an emblem of official power. Origin: 1590–1600; < L, pl. of fascis bundle, pack George Washington by Jean Antoine-Houdon, 1788 Lansdowne Portrait of George Washington by Gilbert Stuart, 1796 Lansdowne Portrait of George Washington by Gilbert Stuart, 1796 Tee tyr eM Myst S eM ele toa rcs he Pe (ae) oe The Spirit of '76 by Archibald Willard, circa 1875  Day # 3 1) Mingling on Terms from this chapter 2) PowerPoint Lecture on Manufacturing and Women's role in the emerging National Economy 3) Homework – Research current laws on immigration and the modern day debate regarding immigration tt taki afl) OSM St. 14 Shans MOA Tivo Wigs.  USS Constitution Defeats the HMS Guerrier by Thomas Birch, circa 1812-1815 UN BAMEMIat < ny) = ae \ Skrimshaw ae | al bora my ey ees ua Day # 4 1) Debrief Homework with a discussion on current views and laws regarding immigration 2) PowerPoint Lecture regarding Immigration in the early 1800's with a focus on Irish and German immigrants of the 1840's and 1850's 3) Debate on what current U.S. Policy should be regarding: What to do with illegal immigrants & What should U.S. Immigration policy be with emphasis on students' family stories and histories i 7 7 ' \ eden PO 9 . : eee aa iw . m } ; Ji ee —— iin ,) tr a hie Me Wi ererrr at “Ve ; Te eee tiie  Day # 5 1) Discuss “Nativism” 2) PowerPoint Lecture on Political Cartoons of the 19th Century regarding immigrants 3) Homework – Students must create a political cartoon regarding any (not necessarily their) stance on the current debate on immigration ; JI 4 Tih A = : ‘ FOL Ste a 3 ” Lip  View of the Erie Canal by John William Hill, 1829 Probate Activity in Class - Have students analyze and compare and contrast the probates of Catharine Adams, William Alexander, Jonas Alrich, and William Anderson using “www.math.udel.edu” to look at Wilmington, Delaware. For the Homework Assignment, Students can use: “www.gunstonhall.org” to look at Virginia and Maryland (1740-1810) “www.math.udel.edu” to look at Wilmington, Delaware “www.research.history.org” for York County, VA in the 17th and 18th Centuries HANDOUT: PROBATE INVENTORIES What to Look For and QUESTIONS to ASK to get at BEHAVIOUR and Lifestyles - Whats listed first? What kinds of things were expensive? What were inexpensive? © How was property valued? What items were expensive? Mahogany? Silk? Silver? © Is one item much more expensive than other items? © Which items were luxury items? Any surprises? - _*How were items grouped together? What does this tell us about how they were arranged in the house and how they might have been used? - *What can you learn about behavior? © Did people in this house drink tea or coffee or both? © Did they use silverware? © Did they read? - *What kind of work were people doing in this house? © What kinds of work did women in this house do? © What kind of work did enslaved people do? Elizabeth Duclos-Orsello, Ph.D. NEH Institute (July 7, 2009) © Where were they doing it? © Who was doing the work? -FOR SLAVE-HOLDING HOUSEHOLDS: What can we learn about the lives of slaves—the work they did and how their labor was valued? How diverse was the slave population in terms of age, gender, and skill level? Were slaves in a given household related? Who else/ what other parts of the nation/world were these people in touch with/in trade with? How might you tell? (from goods listed?) *What goods/items listed were produced by/in the household and which were purchased? How much detail is provided? For example, does the inventory say “a lot of books” or does it list titles? What does this tell us about reading habits? What might it tell us about occupations? About how are books valued? Ask yourself “what is surprising?” —— Elizabeth Duclos-Orsello, Ph.D. NEH Institute (July 7, 2009) New Castle County Borough of Wilmington Probate Inventory Name: Jonas Alrichs Date of Inventory: March 1, 1803 Appraisors: James Brobion & Joseph Baily Item Value in Dollars Item Value in Dollars wearing apparel 12.00 1 cradle & old waiter 1.50 3 featherbeds, bedding & bedsteads & 2 suits of curtains 60.00 1 walnut desk & 2 bookcases 12.00 1 mahagony bureau 16.00 1 looking glass 6.00 5 windsor chairs 5.00 1 walnut dining table 2.00 1 walnut tea table 4.00 1 walnut breakfast table 1.50 1 liquor case 8.00 New Castle County Borough of Wilmington Probate Inventory Name: William Anderson (colored man) Date of Inventory: April 18, 1843 Appraisors: Thomas Garrett & Isaac McConnell Item Value in Dollars Item Value in Dollars stove & pipe 5.00 feather bed 4.00 6 windsor chairs 3.00 1 bed & bedding 3.50 4 old chairs 0.80 bedstead & second 2.50 mahagony dining table 4.00 bureau 1.50 stained table 0.50 1 bolster, 1 pillow 0.50 one old table 0.25 Tips for Reading Probate Inventories: Dates, Money, Spelling and Archaic Words —from Emerson Baker’s suggestions at: http://www. salemstate.edu/history/Essex/essexprobate.html#otherinventories Dates Although Catholic Europe adopted the Gregorian Calendar on January 1, 1583, England remained on the Julian Calendar until January 1, 1752. To further complicate matters, in the seventeenth century Englishmen used March 25 (Conception Day) as the start of the ecclesiasticial, civic, and legal year. This makes March the first month, and February 12. So, February 20, 1653 would be written as 20: 12: 1652 or sometimes 20: 12: 1652/3 and April 20, 1653 would be written as 20: 2: 1653 Money British money, then as now is divided into £ (pounds) s (shillings) and d (pence). If you think the British were late to change their calendar, they did not decimalize their currency until 1971. So, in the 1600s, the following exchange rates were in effect: 20s = £1 12d=1s Spelling Until Noah Webster published his dictionary in 1828, there was no "correct" way to spell words, alone punctuate and capitalize. You will see that writers were often inconsistent in spelling the same word, in the same inventories. If you are stumped by the meaning of a word, it may just be the spelling is really odd. You may want to try reading the word or phrase outloud. Actually, you can sometimes see traces of accents in spelling people chose to use. Archaic Words At other times, reading outloud simply won't help, as you are dealing with an archaic bit of English, or an archaic meaning for a word. Your best bet here is the Oxford English Dictionary. It is available in most public libraries. It is an amazing reference that give the meaning of all English words, during different historical times. nnn en E— —_—>~————_—_———————————_—_—_—_—_—_—_—_—____—_— Elizabeth Duclos-Orsello, Ph.D. NEH Institute (July 7, 2009)  Looking Down the Yosemite Valley, California by Albert Bierstadt, 1865 Oral Presentations should be done by groups of 3 students. All 3 students must speak at least once during the presentation. Presentations should be between 5 -7 minutes. At least one visual aid must be used during the presentation. Where's My Partner? - Students are given index cards with either a question or an answer on them. Students must then circulate through the room looking for their “partner” - the person who either has the matching question or answer to their card. Once all students have found their “partners”, the teacher goes through pair by pair to ensure that each group has the correct answers and questions. This also serves as a review to the students for each question and answer. If there are an odd number of students in the class, the teacher should take a card and wait for their partner to find them. The Oxbow by Thomas Cole, 1836 River in the Catskills by Thomas Cole, 1843 New England Scenery by Frederic Edwin Church, 1851