Another semester over!!
one J-term, one spring semester, and student teaching to go.

Below are some of my final lessons. Use them, but hey, if you're going to get rich off of them, at least give me a nod. :)

Annie Olson
Hamline University
Dec. 2, 2006
Interdisciplinary Art Lesson (Language Arts)

Quilts of Gee's Bend

adapted from the Whitney Museum of American Art Pre- and Post- visit Materials for Elementary School Students, Pre-visit Project 1: Piecing Together: Classroom Community Quilt. Found online at: http://www.whitney.org/www/programs/eventInformation.jsp?EventTypeID=4
under the heading of Pre- and Post- visit materials.

Grade Level: 2-5^th grade

Time Required: About an hour.
Reading the book as a class (approx. 10 min.)
Review Gee's Bend Quilts (if time)
Student Interview Time (10-15 min.)
Time for quilt square creation (at least 15 min.)

Time for display and observation (10-20 min.)

Featured Artworks/Artists: The Quilters of Gee's Bend, Alabama

Lesson Overview: Students will read a book as an example of a cultural identity. Then students will interview a partner about their cultural identity and then create a quilt square that represents who they are.

Materials:

reliable access to the internet: “Quilts of Gee's Bend Catalogue”

http://auburn.edu/academic/other/geesbend/explore/catalog/index.htm

(click on quilts of Gee's Bend Catalog)

and/or

The Quilts of Gee's Bend by: John Beardsley, William Arnett, Pauljane Arnett, and Jane Livingston (Hardcover - Aug 2002)

One or more of these books (or another book that reflects your students' identities and communities):

Lomas Garza, Carmen In My Family/En Mi Familia, San Francisco: Children's Book Press, 1996.

Hubley, John A Family in Jamaica, Minneapolis: The Lerner Publishing Group, 1985.

Leder, Jane Mersky A Russian Jewish Family, Minneapolis: The Lerner Publishing Group, 1996.

Lyons, Mary E., Ed. Talking with Tebe: Clementine Hunter, Memory Artist, Boston: Houghton Mifflin Company, 1998.

Ringgold, Faith Tar Beach, New York: Crown Publishers, 1991.

White index cards (or cardstock); lined paper; pencils or pens; markers or crayons; tape or pushpins; bulletin board or wall.

Learning Objectives: Students will be able to interview a partner about their cultural identity. Students will be able to create a quilt square representing their partner.
(Meeting Minnesota Art Standards (k-3) D: 2, 4 or (grades 4-5) D: 2,5)

Steps:

1. Read a story together as a class. (review cultural uniquenesses represented in the book)

2. Remind students of the unit topic Gee's Bend Quilts and review some of the website slideshow or display some of the pictures of the quilts. (History)

3. Tell students that they are going to make their very own classroom quilt. Ask students to find a partner to interview. (see Attached student interview questions)

4. Have students create a quilt square that represents who their partner is using card stock and markers or crayons. (Production, Asthetics)

5. Display the quilt squares and the interviews approximately side by side to create a classroom community quilt.

6. Have students present and discuss their drawings and interviews with the class. (Critique)

Conclusion:
Discuss as a class:

What did they learn about their partners?

Which cultures are represented in their class?

What do they have in common?

What is special or unique about each person?

What do they have in common with the quilters of Gee's Bend?

Jed Radebaugh and Annie Olson
Hamline University
MAT Program
Teaching of Social Studies

Lesson Title: What Makes a Hero?
(Adapted from Lesson Plan #1 Essig, Crystal & Parise, Gina. Culturally Responsive Teaching, Secondary Social Studies. Hamline University MAT Program, December 8, 2005.)

Grade Level:
5^th -8^th

Materials needed:
writing utensils, chalkboard/overhead projector, drawing paper, markers, costumes or props optional.

MN Social Studies Standards met:
Strand 7 Government and Citizenship. Substrand A: Civic values, skills, rights and responsibilities. The student will recognize the importance of individual action and character in shaping civic life.

Student Objectives:
SWBAT verbalize a working definition of a “hero.”
SWBAT draw, write, speak, participate in a performance to demonstrate understanding of concepts related to social justice.

Key vocabulary: (Teacher discretion when to incorporate)
Hero: Any person who has heroic qualities or has performed a heroic act and is regarded as a model or ideal.
Hunger: A compelling need or desire for food; the painful sensation or state of weakness caused by the need of food.
Poverty: Condition of being poor
Social Injustice: A concept relating to the perceived unfairness of a society in its devisions of rewards and burdens.
Social Justice: Ideal condition in which all members of society have the same basic rights, security, opportunities, obligations and social benefits.

Lesson Introduction:
Teacher writes the word “hero” on the board. Students should write for one minute about what their definition or interpretation of a hero is. After the minute is up, invite students to raise their hands and volunteer some of their definitions and ideas they had written about heroes. Teacher will jot down some keywords on the board. Have the class come to an agreement about what the class's definition of a hero is.

Lesson sequence:

1. Have students individually write down the names of three people that they consider heroes. (real, living, dead, mythical) and have them list personal qualities that their heroes have.

2. Group students into small groups and have them share their heroes with each other. Have them consider these questions:

From your list of heroes, which work to end inequality and unfairness?

Do heroes always help the needy? Do they help themselves or their families?

Does a hero only save people?

How are we different than heroes? How are we the same?

3.) (Optional: Library visit, interview, talk to their parents)

As a group , have students choose one of the heroes. Have them create a story, drawing, skit, or poem describing what the chosen hero could to to try to help or change the social situation the people he/she aids are perpetually in.

4.) Have students present their heroes to the class.

Lesson Closure:
Have students think about local heroes. (were some mentioned as heroes by your students). Who are heroes that students know and respect?

Assessment:
Teacher observes student writing, drawing or verbalizing a working definition of a “hero.”
Teacher observes student drawing, writing, speaking, participating in small group performance to demonstrate understanding of concepts related to social justice.

Lesson connections/extentions:
Invite a local leader into the classroom to talk about how students can make a difference in the world.

Visit a food shelf to have students learn about how food is collected and distributed to those who need it.

Organize a food drive.