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Diana Blythe Lesson Plan 7-8 classes High School The Rise and fall of the Jim Crow Era and Its Impact on African American South 1870’s-1960’s Possible Subject Areas: Design in Art, Art History, Advanced Drawing and Painting, U.S. History Overview: Students will become aware of the economic, political, legal and social issues of segregation and life in the Southern Black Community during the Jim Crow Era. Student will explore primary sources such as film, oral narrative, personal documents/letters and visual imagery regarding important issues, people and events of the time. Students will select and research a topic using knowledge comprehension, evaluation, synthesis and analysis to write a short paper and design an accompanying symbolic editorial cartoon in the style of an African American artist. State Standards: USA-Nat. Council for Social Studies: Expectations of Excellence: Curriculum Standards for Social Studies Strand I: Culture: Include experiences that provide for the study of culture and cultural history. Strand III: People, Places and Environments: Should include experiences that provide for the study of people, places and environments. Strand IV: Individual Development and Identity: Should include experiences that provide for the study of individual development and identity. Strand VI: Power, Authority, and Governance: Should include experiences that provide for study of how people create and change structures of power, authority, and governance. Strand X: Civic Ideals and Practices: Should include experiences that provided for the study of ideals, principles, and practices of citizenship in a democratic republic.Connecticut Standards for Visual Arts Content Standard 1: Students will understand, select and apply media, techniques and processes CS VA 1a. Select media, techniques and processes to communicate ideas, reflect on their choices, and analyze what makes them effective CS VA 1b. Improve communication of their own ideas by effectively using characteristics of traditional and contemporary art media, techniques and processes, including media/technology Content Standard 2: Students will understand and apply elements and organizational principles of art CSA 2c. Select and use elements and principles of design in art to improve communication of ideas Content Standard 3: Students will consider, select and apply a range of subject matter, symbols and ideas CSVA 3b. Consider and compare sources of subject matter, symbols and ideas in their own and others’ work Content Standard 4: Students will understand the visual arts in relation to history and culture CSA 4a. Know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artist. Central Themes: Justice, Freedom, Civil Rights, Human Dignity, Equality Objectives: Students should be able to: -Discuss the Jim Crow Era in terms of its impact on the lives of African Americans of the South during the 1870’s-1950’s time period. -Identify and understand the historical significance of important people, issues, and events pertaining to the Black South during the Jim Crow Era.-Write a short paper and create an editorial cartoon based on information gathered, lessons learned, and/or personal emotional responses regarding people, issues and events pertaining to the tragic and unjust occurrences and consequences of the Jim Crow Era. Materials Needed: -Books, films, websites and other primary sources -Background article/topic sheet pertaining to Jim Crow Era and artist list -Art supplies- 8”X10” drawing paper, watercolors, pastels, collage materials and permanent markers Suggested Procedure/Activities: Days 1-2 -Student should read and highlight information packet on Jim Crow Era, participate in class discussion and then select topic of focus from list provided. Student should research topic in library using resource list and any other appropriate primary sources and write a 1 page paper based on major points pertaining to chosen subject. - For homework students should write 3-5 well-developed paragraphs and select 3 accompanying images which best reflect topic importance and which can be incorporated/reflected in final editorial cartoon. -Day 3 -Students should design 3 sketches for final editorial cartoon which convey a clear social statement about chosen topic. Students should then select an African American artist and begin final planning of editorial cartoon which expresses/conveys lesson/information learned and/or sentiment experienced regarding chosen topic in the style/color scheme of designated artist. -For homework, students should complete final sketches and final design if necessary. -Days 4-6 On 8”X10” paper, using watercolor paints, collage materials, pastels and/or markers, create editorial cartoon which reflects chosen topic and artist style and expresses a clear social commentary statement regarding the Jim Crow Era.Days 7-8 Present research information and editorial cartoon to class. Critique own artwork as well as that of others using rubric. Evaluate oral presentations using assessment sheet and assemble editorial cartoons for a school showcase gallery. Attach Rubrics, Assessment Sheets (Essential Questions/Enduring Understandings) and lists of Jim Crow Topics and Artists - Possible African American Artist List Aaron Douglas Robert Colescott Romare Beardon Benny Andrews Faith Ringgold Alison Saarp Jacob Lawrence Howardena Pindall Horace Pippin Elizabeth Catlett Emma Amos Morgan and Marvin Smith Possible Topics List NAACP Eldridge Cleaver The Great Migration D.W. Griffith Racist Propaganda Birth of a Nation Military Segregation/Desegregation Josephine Baker Reconstruction (1877) Atlanta Boycott Niagara Movement (1900-1910) James Johnson Tulsa Race Riots (1920-1930) Marcus Garvey African Americans of Great Depression (1930-1940) A Philip Randolph Tuskegee Airmen


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