Needlework Teacher Resources
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Learners analyze the needlework art by Lucina Hudson and complete related context and discussion activities. For this art analysis lesson, students use the careful looking questions, discussion questions, and context questions to help them analyze the art. Learners may complete further extension activities.
Fourth graders study the stained glass produced for the Gothic cathedrals, needlework, castles, and tapestry of the Middle Ages.
Social Studies: A History of Fiber Art
Students examine the needlework of Ida McKinley as an introduction to methods of recording history. Following discussions and demonstrations, they visit provided Websites to observe examples of ways history has been preserved. Finally, students create a mural depicting the history of fiber art.
Magic Squares: Romeo and Juliet
Explore new words in Romeo and Juliet by using this magic squares activity. Your class reviews 16 words including immoderately, culled, and crochet. Then, after they complete the chart, they add up all of the columns and rows. If they solved the puzzle correctly, the total will be the same for all columns and rows!
A Walk Through the Past: A Grave Undertaking
Students explore how historians construct a story out of fragments of the past; a discussion of nineteenth century poetry and art leads students to connect art and literature to their place in time.
What Does It All Mean?
Students investigate the symbolism and meaning of samplers in American history. In this American history and sampler lesson, students examine pictures of original samplers and look at lists of the symbolism included in them. They connect the meanings of the samplers with American history.
The Active Learner: "Dia's Story Cloth" Literature Guide
Young scholars discuss pre-reading focus questions and complete a KWL chart. In this language arts activity, students mark passages or words they are unsure of with post-it notes to discuss later and answer comprehension questions after reading. Young scholars chunk and discuss words that are unknown to them. Suggestions for activities across the curriculum are given.
A Sample of What?
Students are introduced to the connection between women and the textile industry. Using primary source documents, they complete a handout on how gender roles have changed over the years. They examine a sampler which is connected to the main document and use art supplies to cross stitch their names. They write a letter on the samplers and how they have helped them discover new information.
Characters Changing Over Time (Chapter 10: "Las Papas/Potatos")
Engage further in Esperanza Rising with a focus on close reading and metaphor. Class members zero in on the tenth chapter, examining characters and big ideas. Pupils discuss the text in small groups and as a whole class, and participate in a give-one-get-one activity, using their sticky notes to mark pieces of evidence that they want to share. As a final assignment, writers compose a response to a final question that sums up the lesson. An effective Common Core designed lesson.
Students research and discuss the origins of the American colonies and explore how colonists were still influenced by English culture. As a follow-up project, students produce a portrait of an individual.
Voices of the American Revolution - Primary Documents
Students use primary documents to examine the attitudes and positions of several factions leading up to the American Revolutionary War. They read documents, debate differing perspectives and write an essay exploring the reasons for revolt.
New Haven Families: Artifacts and Attitudes, 1770s to 1890s
Students investigate their own city's cultural past in New England. They
Women at the Crossroads
Students examine the evolution of women's rights in Korea. In this Korean history lesson, students read 5 articles pertaining to women's lives under the Silla, Koryo, and Choson kingdoms. The articles also make reference to Japanese rule of Korean women as well as the modern era.
Grown-ups at Play
Students realize that adults entertain themselves at work and in their private lives and that much of adult play, like children's play, is part of adults' folklife and that they play in various folk groups. They consider the elite, popular, and folk culture elements of adult play and recreation. Students also investigate tourism in their region and around the state and examine it in relation to how local insiders interact with the same activities and events.
Louisiana Crafts and Domestic Arts
Discuss with the class the reasons for identifying and defining the term material culture as refering to a vast array of objects and activities that people make and do traditionally. Your class can identify diverse crafts and decorative arts that are made and practiced indoors and outdoors throughout the seasonal round all across the state, Students also identify traditional Louisiana crafts of the past and present through research.
For the Record
Students read a New York Times article in order to examine the importance of cultural artifacts. They create essays from the point of view of one cultural artifact to demonstrate the knowledge they gained by doing research.
PERCEIVINGT A CULTURE THROUGH ITS LITERATURE
Studentsexamine cultural values in literature, identify the cultural assumptions, prejudices, and purposes of authors and translators, use historical perspective to determine if the values and lifestyle depicted apply to contemporary society.
Voices of the American Revolution
Investigate various perspectives regarding resistance that contributed to the American Revolution. They read and analyze primary source documents, complete worksheets, conduct research, and write and present an essay.
Students identify and examine domestic work, skills, and crafts, they find various arenas of traditional learning in their homes and daily lives. They identify experts at home and in their region whose skills contribute to building family life and community. Students also identify that domestic crafts vary from home to home and regionally. Finally, they analyze where they themselves fit in the scheme of work.
Rosie the Riveter
Students identify and interpret the power of symbols. Then they research and identify what type of information that they can locate at the Library of Congress website and list what they learned from it in the time allotted. Students also locate individuals who were alive during World War II and bring them to class to be interviewed by the class about their experiences and memories of that time.