Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Changed and Challenged Identities

Lesson Overview/Summary*:
This lesson integrates social studies, literacy, and visual content together for students. First,
Students will learn about the Trail of Tears and the impact of Indian Removal on Native Americans
identities and ways of living. They will learn about this through class discussion, a short video,
and a read-aloud. Next, students will learn about how Jaune Quick-to-See Smiths artwork
portrays and challenges identities in her life. Then students will create their own identity projects
that will represent a pivotal moment where their identity changed or a pivotal moment in which
their identity was challenged. After they finish creating their project, to integrate writing students
will write a short reflection on their project and what they have learned. Lastly, the lesson will
finish as students share their artwork with one another through a gallery walk.

Key Concepts (3-4): What you want the students to know.*

1. Visual Art:
Students will understand the themes Jaune Quick-to-See
Smith uses in her artwork
Students will learn how to express personal meaning
into their artwork
Students will learn how to create a collage
2. Literacy:
Students will learn and practice writing reflections
Students will learn and practice making connections in
literature to the past, the present, and their own lives
3. Social Studies:
Students will learn about the tragedy of the Trail of Tears
Students will understand how Native Americans
identities are continually challenged today
Students will learn to look at events from multiple
perspectives

Essential Questions

Grade Level*: 4th

Class Periods Required:
(please circle)
1

(3-4)*:

How are identities shaped and challenged?

Why are identities important?
Are particular identities more valuable than others?

Art Integration Lesson Plan Template

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you

want the students to do. *
1. Visual Art: The students will be able to . . .
Analyze the themes in Jaune Quick-to-See Smiths artwork
Apply meaning when creating artwork
Construct a collage
2. Literacy: The students will be able to . . .
Write a clear and concise reflection
Draw connections between the Trail of Tears and their own lives
3. Social Studies: The students will be able to . . .
Describe the tragedy of the Trail of Tears in detail
Compare multiple perspectives of Westward Expansion
Consider the challenges Native Americans still face today
National Core Visual Arts Standards (3-4) http://tinyurl.com/hndaaa8
1. Visual Art:
Analyze components in visual imagery that convey
messages
Collaboratively set goals and create artworks that are
meaningful and have purpose to the makers
2. Literacy:
SL.4.4~ Report on a topic or text, tell a story, or recount
an experience in an organized manner, using
appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an
understandable pace
RI.4.9~ Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take
3. Social Studies:
4-3A.I.b~ Evaluate the impact of westward expansion on

Identify & define common vocabulary that connect the art

form with the other identified content areas:

Relocation: Moving to a new place to establish a home and/or

business there
Indian Removal Act: In 1830, President Andrew Jackson
signed a law into place that called for the relocation of Native
American tribes east of the Mississippi to an Indian territory
in the west.
Collage: Artwork that is made by combining various materials
on a flat surface such as newspaper, wallpaper, printed text,
paint, construction paper, etc.
Identity: The qualities, beliefs, personality, looks and/or

Art Integration Lesson Plan Template

the Native Americans

4-5.D~ Describe how people are affected by, depend
on, adapt to and change their environments

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Jaune Quick-to-see Smith):
Collage: Jaune Quick-to-see Smiths collages, how to
create meaning in artwork, how to represent your
personal identity
2. Literacy
Non-fiction book: Read Picture the Past: Life on the Trail
of Tears by Laura Fischer. Compare themes between two
different literatures and make connections between
literature and present-day life.
Written reflection: Write a reflection describing the
artwork and how it reflects identity.
3. Social Studies
Trail of Tears Study: Learn about the Trail of Tears and
examine the negative impact of westward
expansion/forced relocation on Native Americans
cultures and identities.

expressions, that make a person who they are (or group).

Lesson Activities & Procedure(s) (please be very specific):

Day 1: The Trail of Tears
1. Introduce the lesson by discussing with students the
idea of forced relocation
As a class, brainstorm opinions and feelings about
relocating to another place.
2. Following this discussion introduce the topic of the Trail
of Tears
Have students fill out a KWLQ chart. For this part of
the lesson, they will just fill out the K and the W
(see attached form).
3. Watch a short video about the Trail of Tears on BrainPop http://www.screenr.com/ddiH
Check students comprehension. Ask follow-up
questions to the video such as: Why did the Native
Americans have to relocate? How do you think the
Native Americans felt? Describe the relationship
between most white settlers and Native Americans;
4. Read Picture the Past: Life on the Trail of Tears by Laura
Fischer
5. Discuss the Trail of Tears
Facilitate the discussion by asking students: What
are you thoughts about the Native Americans being
forced off their land? What did the new territory and
journey entail? How did the Native Americans
land/home connect to their identities? How would
you feel if you were forced to leave your home, the
place you have so many memories from?
Once our discussion is over, students will fill out the

Art Integration Lesson Plan Template

remaining portions of the KWLQ chart.
Day 2: Jaune Quick-to-See Smith and beginning to create
Changing/Challenging Identities project
1. Conduct VTS with students using Jaune Quick-to-See
Smiths piece Trade (see attached photo).
2. Facilitate the conversation once everyone has had the
chance to speak and share everything they want to
say
Ask students if they see any connections between
this artwork and the Indian Removal Act/Trail of
Tears
Explain what the piece is about and how it
contributes to Smiths identity
3. Introduce the studio Identity project
Option 1: Students that they will create a collage
using multiple materials that represents a pivotal
moment in their life where their identity has
changed.
o For example: when they moved houses
and/or schools, the loss of a family member
and/or pet, an accomplishment, etc.
Option 2: Students can create a collage using
multiple materials that represents a moment in
which their identity was challenged.
o For example: a failure in a sport/game, a
moment where they felt isolated from their
peers, etc.
4. Have students brainstorm three different moments
before picking one to create.
5. Have students begin to create their
Changing/Challenging Identities project
Day 3: Continuation of Changing/Challenging Identities

Art Integration Lesson Plan Template

project and reflection

1. Have students continue to create their artwork
2. Once finished, have students write a reflection on their
project on Google docs using their iPads or computers
Students in the reflection should include: an
explanation of the moment, why they chose to
represent the moment the way they did, and an
explanation of how this moment contributed to
their identity today.
3. Conduct a gallery walk for students to share and
examine their peer classmates artworks and
explanations.
4. Discuss with students about what they learned through
this lesson
To wrap up the lesson, have students address how
their own identity has changed over times and how
Native Americans identities were changed through
Westward expansion
Anticipatory Set (Gaining Attention)*:
The opening activity will be a classroom simulation and
discussion about the idea of forced relocation. Students will be
given a situation such as: There was a flood in your town and
now you are forced to leave with just your family and only the
belongings you can carry. You will be traveling to a distant
place far away where there has been land set aside for you
and your family. However, you have not been informed as to
what the weather will be like. You also dont know what kind of
food will be available to eat in this new place and you dont
know what activities you will be able to do. But, you have no
choice but to make the long journey to this new place. How do
you feel? What things are you thinking? Do you have any
concerns?

Closure (Reflecting Anticipatory Set):

Students will display their reflections and collages for their
peers to read. Students will participate in a gallery walk to
examine the work of their peers. This is an opportunity for
students to show what they have learned about the
importance of identities and creating meaningful artwork. To
wrap up, we will have a closing discussion about what we
learned through this lesson.

Art Integration Lesson Plan Template

Following the simulation and discussion, students will be

introduced to the idea of forced relocation and they will
brainstorm scenarios in which this could happen.

Formative Assessment strategy:

On Day 1 of the lesson, teachers will formally assess students
knowledge of the Trail of Tears through the KWLQ chart. On
Day 2, teachers will formally assess students knowledge of
identity and Impact of Westward Expansion on Native
Americans through the discussions following the VTS using
Jaune Quick-to-see Smiths artwork. Students can also be
formally assessed during their brainstorming process on their
planning skills.

Summative Assessment strategy*:

The summative assessment for this lesson will be the
evaluation of the reflection students compose. In this
reflection students should describe the moment they chose
to represent and explain why they chose that specific
moment and how it relates to their identity today. They
should also include why identities are important. Students
will be given sheet with these guidelines so they are aware of
the expectations. This reflection will assess students overall
learning on the power of identities and why westward
expansion had such a negative impact on Native Americans
identities.

What student prior knowledge will this lesson require/draw upon?

Students need to have a basic understanding of the causes of westward expansion. Students will also need to be familiar with
the relations between white settlers and Native Americans during the early 19 th century in order to understand the Trail of
Tears. Also, students should be familiar with how to write a reflection.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in imagining what life would be like if they were forced to relocate through the opening simulation. I will
also engage students imagination and exploration skills during the VTS with Jaune Quick-to-See Smiths Trade piece.
Moreover, students will be able to explore and experiment with their identities through the identity collage project. Further,
students can explore how to create meaning in artwork through the construction of the collage.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have the freedom to express their identity collages in any way they see fit. Students can also choose any

Art Integration Lesson Plan Template

moment in their lives to answer the problem of identity being asked. There is no correct way to do this assignment.
How will you engage students in routinely reflecting on their learning?
Students are given opportunities on each day of the lesson to routinely reflect on their learning. On Day 1 of the lesson,
students are about to reflect on their learning through their completion of the KWLQ chart. On Day 2, students are about to
reflect on their learning through the discussion following the VTS, connecting Smiths themes to the hardships Native
Americans faced on the Trail of Tears. On Day 3, students are able to reflect on their learning of the whole lesson through their
completion of their project reflection.
How will you adapt the various aspects of the lesson to differently-abled students?
In Day 1 of the lesson, I can adapt the KWLQ part of the lesson for students who struggle with writing such as ELL students or
students with poor writing skills by having students draw pictures for the KWLQ chart instead of writing complete sentences.
This takes away the burden of the writing for students and allows them to focus on the content they are learning. In Day 3 of
the lesson, I can help individuals who struggle with writing by giving them a writing framework/outline. For example, In my
Identity collage I chose to represent the moment _________________________. This relates to a change/challenge in my identity
because_______________. The framework will help students focus more on the thinking they learned in the lesson and less on
the process of writing, freeing up cognitive resources.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be able to revise their thinking from the opening simulation activity after reading/discussing the Trail of Tears
and during the completion of the KWLQ. Students will also be able to improve/revise their thinking after learning/discussing
Jaune Quick-to-See Smiths artwork and the problems many Native Americans face today. Students will be given the chance to
edit their reflection before submitting it. Lastly, students will be able to improve/revise their thinking after they observe their
peers collages and reflections during the final discussion.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students are given many opportunities to share their learning in this lesson. Each day of the lesson, students are given the
opportunity to participate in class discussion relating to what they are learning. On Day 1 they are able to share their learning
during the opening simulation and discussion after the book. On Day 2, students are given this chance during the VTS and the
discussion after the VTS. On Day 3 of the lesson, students are also able to share their learning with their peers through a
gallery walk.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Picture the Past: Life on the Trail of Tears by Laura Fischer: The book used in Day 1 of the lesson. This book describes
what life was like for people on the Trail of Tears

Art Integration Lesson Plan Template

2. http://www.screenr.com/ddiH : The video used in Day 1 of the lesson. This video gives a kid-friendly basic overview of
the Trail of Tears.
3. http://www.the-best-childrens-books.org/cherokee-trail-of-tears.html : Additional childrens books about the Trail of Tears
4. Gardners Art Through the Ages: A Global History, Vol. II. By Fred S. Kleiner: Gives an in-depth analysis on Jaune Quickto-See Smiths Trade collage
5. https://nmwa.org/explore/artist-profiles/jaune-quick-see-smith : Information on the artist Jaune Quick-to-See Smith
6. https://www.youtube.com/watch?v=1BtEJqvhosw : Short video about Jaune Quick-to-See Smith and her artwork
* Include this information during your final presentation.
References
Amazon. Retrieved (2016, November 30th):
https://www.amazon.com/gp/product/1403442886/ref=as_li_tl?
ie=UTF8&camp=1789&creative=390957&creativeASIN=1403442886&linkCode=as2&tag=tinsdynhomplu20&linkId=SGNC5TMRIYDWQH6R
Kleiner, Fred S. (2009). Gardners Art Through the Ages: A Global History, Vol. II. Boston, MA: Cengage Learning
Trail of Tears [Video File]. Brain, POP. Retrieved (2016, November 30 th): https://www.brainpop.com/socialstudies/ushistory/trailoftears/