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LESSON 7: Imperialism & Art

SUPPORTING QUESTION

To what extent do museum displays of artifacts from colonized nations shape public understanding of history and colonial legacies?

FOCUS SKILL(S)

Historical Empathy

Historical Significance

MATERIALS

TEACHER

Do Firsts + Exemplars

Imperialism & Art Student Worksheet + Exemplars

Exit Tickets + Exemplars

STUDENT

Do First Options

Access to Inquiry Journal (Handed out in Lesson 1)

Printed Student Handouts

DO FIRST

Option 1- Frayer: Repatriation

Option 2- Give One, Get One

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1 - LAUNCH

Provide students time to preview the Assessment Supporting questions within the Unit 7 Inquiry Journal.

TEACHER ACTIONS

1. Guide students to page 5: Unit 7- Assessment Supporting Questions

STUDENT ACTIONS

1. Fill out the “K” and “W” for each of the supporting questions for Unit 7- Assessment

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LESSON 7: Imperialism & Art - continued

ACTIVITY 2 - PRACTICE

Engage students in a historical fiction reading (either teacher-led, small, group, or individual) to introduce and cultivate curiosity in the topic of artifact repatriation. Students will read and answer comprehension questions.

TEACHER ACTIONS

• Hand out Imperialism & Art Student Worksheet
• Guide students through pages 1-2

STUDENT ACTIONS

1. Read and/or listen to reading and answer worksheet questions (pages 1-2)

ACTIVITY 3 - EXHIBIT

Students will participate in a webquest in small groups of 4, analyzing the Benin Bronze Exhibit at the National Museum of African Art. The teacher should chunk each portion of the webquest into four rounds to help students make meaningful connections to the support question. The four rounds are: 1) The Historical Background of the Bronzes, 2)Craftsmanship and Cultural Symbolism, 3) How they were taken and displayed in museums, 4) Return to Nigeria.

TEACHER ACTIONS

1. Distribute computers and direct students to pages 3-5 of the student worksheet
2. Determine student grouping
3. Guide students collectively through Round 1
4. Release students to complete Rounds 2-4 with their small group
5. Monitor progress and provide support

STUDENT ACTIONS

1. Complete Round 1: “The Historical Background of the Bronzes” with the teacher
2. Complete Rounds 2-4 with small group
3. Ask clarifying questions

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day using the Triangle, Square, Circle approach. The questions will reinforce the supporting question, will demonstrate their understanding, and provide feedback about concepts that need review or further explanations.

TEACHER ACTIONS

• Hand out Exit Ticket and provide instructions

STUDENT ACTIONS

• Answer the Exit Ticket Questions

STANDARD(S)

2.49 Evaluate the causes and consequences of dissent, disruption and resistance to colonization across Africa, including Ethiopia in the 19th and 20th centuries.