Terra Foundation for American Art

Teacher Lab
Lesson Plan
Topic of the Lesson: Becoming a Nation
Theme of the Unit the Lesson is Part of: American Identity in a New Nation
(Literature of a New Republic: 1776-1!6"
Timeframe: #nit$% wee&'
Le''on$! day'
Illinois Learning Standard(s):
(ngli') Language Art' *-1+
1A$Read and compre)end unfamiliar word'
1B$('tabli') purpo'e' for reading and fluency
1,$,ompare and contra't genre'- te.t'- and aut)or'
+A$#nder'tand )ow literary element' and tec)ni/ue' are u'ed to con0ey
meaning
+B$Read and interpret a 0ariety of literary wor&'
!A$#'e correct grammar- 'pelling- punctuation- capitali1ation and 'tructure
!B$,ompo'e well-organi1ed and co)erent writing for 'pecific purpo'e' and
audience'2
!,$,ommunicate idea' in writing to accompli') a 0ariety of purpo'e'
3A$Locate- organi1e- and u'e information from 0ariou' 'ource' to an'wer
/ue'tion'- 'ol0e problem' and communicate idea'2
3,$Apply ac/uired information- concept' and idea' to communicate in a 0ariety
of format'
Chicago eading Initiati!e Correlation: . word &nowledge . writing . reading . fluency
Student "b#ecti!es (Students will. . . ":
(.pand 0ocabulary word' ba'ed on identity
4erform a clo'e read of a wor& of 0i'ual art and a wor& of fiction
#'e t)e'e to under'tand )ow one group of people 0iew' anot)er
#nder'tand )ow image' and te.t' intentionally or ot)erwi'e promote or /ue'tion
our preconcei0ed idea' about ot)er' t)roug) reference to t)eir appearance
$ocabular% students &ill learn:
- ,o0ey
- 5aguerreotype
- 6ong
- 7ammoc&ed
Name: 8anna 6artland
9c)ool: 4ro''er ,areer Academy
9ub:ect: American Literature
- ;anipulate
- <b:ect
- 9tereotype
- 4rimiti0e
- 4ortrait
- 4ortraiture
- 9itter
- 9corpion
- 9ymbol
- 9ub:ect
American art&or'(s) that relate closel% to the theme or topic:
Title Artist Collection
=eo&u&- or t)e >atc)ful ?o.- 1%7 @)oma' (a'terly
(1A*-1+"
National ;u'eum
<f Natural 7i'tory
About the Artist:
Life date': 1A*-1+
Learned t)e daguerreotype and tra0eled to New <rlean' to ta&e t)em
4artnered wit) ,)arle' and Ric)ard ;eade
Credited &ith ma'ing the first photographs of the Plains Indians
>ell-&nown for )i' diplomacy in negotiating wit) go0ernment official'
S%mpathetic to (ati!e Americans in their struggle against the United States
go!ernment: Succeeded in protecting the Sau' and Fo) claims to Io&a land
holding against the Siou)
Possibl% made daguerreot%pe of *eo'u' to promote (ati!e American
cause among &hite Americans
>)en )e returned to New Bor& )i' partner')ip faltered and wa' forced to mo0e
to 9t2 Loui' w)ere )e 'old farm e/uipment
,ontemporarie' of (a'terly include 6eorge ,atlin- ,)arle' Bird =ing- and =arl
Bodmer2
About the Art&or':
=eo&u& wa' t)e leader of t)e 9au& Indian' and tra0eled to >a')ington 52,2 in
t)e 1+A' to negotiate wit) t)e #292 go0ernment
In >a')ington 52,2 =eo&u& wa' painted by ,)arle' Bird =ing (entitled =eo&u&-
9ac 1+7"
(a'terlyC' daguerreotype wa' one of t)e fir't p)otograp)' of =eo&u&- or t)e
>atc)ful ?o.
It wa' probably made to di'play to (uro-American' in t)e (a't2 9ince t)e (uro-
American' were planning- and beginning- to ta&e o0er more of we'tern America-
t)ey were intere'ted in learning more about t)e people li0ing in t)i' part of t)e
country2 @)e frontier wa' t)oug)t to be e.otic- wild- and t)eir' for t)e ta&ingD
people wanted to 0i'ually 'ee t)i' e.oticne'' and were ready to po''e'' t)e land
@)e Indian Remo0al Bill of 1!A dictated t)e Ee.c)angeF of Indian land' to t)e
(uro-American'2
(uro-American' were al'o 0ery intere'ted in con0erted American Indian' to
,)ri'tianity- 'o t)e daguerreotype' of =eo&u& ga0e (uro-American' a c)ance to
'ee t)e Ec)allengeF t)at awaited t)em
(a'terly repre'ent' =eo&u& in a dar&- interior 'etting w)ere =eo&u& i' 'taring
'traig)t a)ead- ')owing no emotion to t)e 0iewer
@)e daguerreotype i' in ')arp detail- but t)ere i' no emotion2 @)i' may be due to
t)e fact t)at t)ere needed to be a long e.po'ure time for t)e daguerreotype
Note )i' )eaddre''- 'taff- and ot)er nec&lace': 'ymbol' of 'tatu'
Additionally )e wear' t)e &ind of medal gi0en to Nati0e American delegate' by
,ongre''
=eo&u& 'it' in t)e 'ame &ind of po'e and i' framed in t)e compo'ition in t)e
'ame manner a' w)ite 'itter' of daguerreotype' of t)at time
About the Time Period:
4)otograp)er' and painter' wanted to capture Nati0e American' in t)eir nati0e
dre'' becau'e t)ey were 'een a' a Edying raceF- romantic but doomed
In t)e mid-nineteent) century many w)ite American' were intrigued by t)e Nati0e
American' and were concerned about t)eir de'truction a' t)ey were forcibly
remo0ed from t)eir ance'tral land' by t)e #292 go0ernment
,onflict' between 'ettler' and t)e Nati0e American people': t)e cla') of culture'
@)e #292 6o0ernment c)anged it' attitude and policy toward' 4lain Indian'-
de'troying property and pu')ing t)em fart)er we't
*e% Points+themes , ideas central to lesson and art&or'
<b:ectifying t)e 'itter and t)e 'eparation between t)e 'itter and t)e 0iewerGt)e
'ub:ect 0er'u' t)e ob:ect
A portrait a' a reflection of an indi0idual per'onality and embodiment of portrait-
ma&er' 'tereotype' about )i' peopleGgroup2 Notice )ow =eo&u& 'tare' 'traig)t
a)ead in t)e daguerreotype2 @)i' ')ould ma&e 0iewer' /ue'tion =eo&u&C'
comfort2
7ow picture'$e0en t)o'e made by an Eob:ecti0e-F E'cientificF tec)nology
manipulate our under'tanding of a per'on
7ow a portrait (or image or writing" can be u'ed to promote a cau'e
esources+
-igh./ualit% art reproductions: 0here &ill %ou get them and in &hat format1
9ource: 4o)lC' ?raming America on page 16+
?ormat: @ran'parency or )ig)-/uality p)otocopy
0hat te)ts2 0eb sites2 and other primar% and secondar% sources &ill students
re!ie&1
0hat other materials3supplies are needed for the lesson3unit1
45(5AL L5SS"( "UTLI(5:
Introduction3moti!ation
7ow 'tudent' are guided to analy1e wor&' of art and reflect on t)em$/ue'tion'
t)ey are a'&ed andGor in'truction' t)ey are gi0en2
6e!elopment
7ow 'tudent' learn about t)e general )i'tory of t)e American artwor&' 'elected
for t)e le''on and )ow t)e artwor&' relate to larger cultural or political i''ue'
7ow 'tudent' ma&e connection' between t)e artwor& and t)e t)eme or topic of
t)e le''onGunit
@)e 4earl by 8o)n 9teinbec& H>)ile for t)i' le''on- @)e 4earl i' c)o'en
becau'e of it' re/uirement in t)e fre')man curriculum- any te.t on t)e
;anife't 5e'tiny or Noble 9a0agery would wor& well2 Bou may al'o con'ider
,ooperC' @)e La't of t)e ;o)ican' or 9toneC' @)e La't of t)e >ampanoagC'2I
6rap)ic <rgani1er- o0er)ead pro:ector- tran'parencie'- w)ite board mar&er'-
ban& paper- copie' of @)e 4earl2 If intere'ted in comparing t)e daguerreotype
to anot)er painting- ,)arle' Bird =ingC' reproduction' would be e.cellent2
>)at and )ow 'tudent' read and re0iew to learn about t)e artwor& andGor arti't
and t)at )elp t)em interpret American art
7ow 'tudent' are gi0en opportunitie' to re0i'it and re0i'e t)eir initial
interpretation'
S%nthesis3Assessment
7ow 'tudent' interpret American art ba'ed on reading' and re'earc)
7ow 'tudent' re'pond to wor&' of American art t)roug) t)eir own creati0e effort'
SP5CIFIC L5SS"( "UTLI(5:
Student Acti!ities+6a% 7 (Introduction38oti!ation , 6e!elopment)
9tudent' will learn about @)oma' (a'terly and )i' idea of portraying t)e Nati0e
American in daguerreotype'
9@(4 1$Relay 9tudent <b:ecti0e' and @)eme' J ,entral Idea' of t)e coming le''on2
9@(4 +$9)ow tran'parency of (a'terlyC' =eo&u& H'ee attac)ed p)oto- w)ic) i' a good
copy to u'e for a tran'parencyI
12 >)at do you notice rig)t away about t)i' pictureK
+2 >)atC' going on in t)i' pictureK
!2 >)o do you t)in& t)i' picture i' ofK
%2 >)at ma&e' you 'ay t)atK
32 Loo& clo'ely at t)e per'onC' facial e.pre''ion- po'ture- and eye'2 7ow
5o you t)in& t)e per'on in t)i' picture i' feelingK
62 >)at i' t)e per'on wearingK >)at doe' t)i' tell you about t)i' per'onK
72 >)at doe' it ma&e you t)in& ofK
2 If you were a per'on ma&ing t)i' picture- w)at &ind of relation')ip do
Bou t)in& you would )a0e wit) t)i' per'onK
9@(4 !$6i0e 'tudent' information about t)e )i'torical time period and di'cu'' wit)
t)em t)e idea' of w)ite American' loo&ing at t)i' painting of a Nati0e American2 (A'&
'tudent' w)at t)ey &now about relation' between #9 go0ernment and Nati0e American
in t)i' period in #9 )i'tory- or a'& 'tudent' to find a little out about it--i2e2 from t)eir #292
)i'tory te.tboo&"2 5i'cu'' 'tudent'C own 'tereotype' of EIndian'F from tradition- media-
etc2
9@(4 %$@)in& about t)e artwor&: a'& t)e 'tudent' to write a :ournal from =eo&u&C'
point of 0iew de'cribing: w)o t)ey t)in& t)i' per'on i'- w)at )i' 'tatu' i' in t)e world-
w)at )e i' t)in&ing about- )ow )e i' feeling- and w)ere i' )e located2 >)at do you t)in&
of t)e man you are portraying and w)at do you want to communicate t)roug) your
portraitK
Student Acti!ities+6a% 9 (6e!elopment continued)
9tudent' will read ,)apter 1 of @)e 4earl by 8o)n 9teinbec& and compare it to
(a'terlyC' painting of =eo&u&2 9tudent' will con'ider t)e difference between =eo&u&
and =ino AN5 t)e 0iewer' of =eo&u& and t)e w)ite doctor
9@(4 1$9)ow 'tudent' tran'parency of (a'terlyC' =eo&u& and lea0e picture up for t)e
remainder of t)e period2
9@(4 +$Re0iew 9tudent <b:ecti0e' and @)eme' J ,entral Idea' along wit) )i'torical
time period
9@(4 !$Read 6eorge ,atlinC' E=eo&u&F pa''age for e.tra information about =eo&u&
9@(4 %$Read ,)apter 1 of @)e 4earl
9@(4 3$;a&e a connection to t)e paintingGarticle and @)e 4earl t)roug) t)e 6rap)ic
<rgani1er
9@(4 6$7<;(><R=: >rite a :ournal entry from t)e w)ite doctorC' point of 0iew
de'cribing: w)o t)ey t)in& t)i' per'on i'- w)at )i' 'tatu' i' in t)e world- w)at )i' 0iew'
of Nati0e American' are- and )ow )e i' feeling toward' t)em (@)i' i' 'imilar to t)e
:ournal 'tudent' wrote t)e day before from =eo&u&C' point of 0iew"2
Student Acti!ities+6a% : (S%nthesis3Assessment)
#'ing w)at t)e 'tudent' )a0e di'co0ered about t)e picture and t)e te.t- t)ey will
di'cu'' racial relation')ip' between Nati0e American' and w)ite' in t)e >e't of t)e
#nited 9tate' and ;e.ico2
9@(4 1$9)ow 'tudent' t)e tran'parency of (a'terlyC' p)otograp)2 Re0iew 0i'ual
'trategie'2 Briefly addre'' t)e following /ue'tion':
12 7ow doe' (a'terly depict =eo&u&K
+2 7ow doe' =eo&u& ')ow )i' regal-ne'' and 'tatu'K
!2 >)at 'eem to be important 0alue' to =eo&u& in t)i' paintingK
%2 >)at ma&e' you 'ay t)atK
9@(4 +$Initiate a cla'' di'cu''ion:
12 7ow do you t)in& t)e w)ite American' 'aw t)e daguerreotype of
=eo&u&K
+2 >)at did you learn from it Hindi0iduality- dignity of t)i' man- etc2I G )ow
did it confirm w)at you already t)oug)t you &newK HNati0e American'
are 'a0age' w)o wear t)ing' li&e bear claw' around t)eir nec&' and
feat)er' in t)eir )air- etcI Remember t)at it wa' t)e p)otograp)er w)o
placed many of t)e'e ob:ect' on =eo&u& becau'e )e wanted =eo&u& to
loo& a certain way2 >)y do you t)in& t)e p)otograp)er did t)i'K >)at i'
t)e effectK
!2 7ow do you t)in& t)e w)ite doctor 'aw =ino w)en )e wa' 'tanding at
t)e city gateK 5oe' 9teinbec& )im'elf identify wit) t)e doctorC' 0iew of
=inoK 5oe' 9teinbec& want t)e reader to 'ee =ino t)roug) t)e doctorC'
eye' or be critical of t)e doctorK 7ow doe' )e communicate t)atK
%2 7ow do you t)in& =ino 'aw t)e w)ite doctorK 7ow doe' 9teinbec&
')ow u' t)at t)roug) )i' c)oice of word'- etc2
32 7ow are =eo&u& and @)e 4earl 'imilar ba'ed on t)emeK >)atC' t)e
difference between treating t)i' t)eme in te.t and in a daguerreotypeK
62 7ow do people get incorrect information from :u't 0iewing or
loo&ing at a per'on2 H@)i' i' t)e culminating point t)at t)e 'tudent'
')ould 'pend time t)in&ing about and di'cu''ing2I
9@(4 %$Re0iew 9tudent <b:ecti0e' and @)eme' J ,entral Idea'
Student Acti!ities+6a% 111 (S%nthesis3Assessment)
#'ing w)at t)e 'tudent' )a0e di'co0ered about t)e painting and t)e te.t- now )a0ing
fini')ed reading t)e no0ella- 'tudent' will write an e''ay on )ow people get incorrect
information from :u't 0iewing or loo&ing at a per'on2
9@(4 1$Re0iew =eo&u& daguerreotype pointing out ma:or ob:ect' and idea'
di'cu''ed pre0iou'ly in cla''
9@(4 +$Re0iew 6rap)ic <rgani1er and re0iew :ournal' t)e 'tudent' wrote from
=eo&u&C' point of 0iew and t)e w)ite doctorC' point of 0iew
9@(4 !$Introduce writing a''ignment2 H9ee @)e 4earl (''ay A''ignment belowI
9@(4 %$Brain'torm for e''ay2 H9ee @)e 4earl (''ay Brain'torming ,)art belowI and
let t)e 'tudent' do 'ome pre-writing about a per'onal e.perience w)en t)ey )a0e been
:udged ba'ed on t)eir appearance- neig)bor)ood- age- or gender2
9@(4 3$Lead 'tudent' t)roug) t)e proce'' of writing an e''ay2
=eo&u& and @)e 4earl 6rap)ic <rgani1er
6irections: ?ir't 0iew =eo&u& again and ma&e ob'er0ation' of w)at you 'ee2 @)en write )ow t)e w)ite 0iewer
may )a0e inferred t)i' ob'er0ation- finally write a rea'on for your inference2 Ne.t t)in& about =ino and ma&e
ob'er0ation' about )i' a' a per'on from ,)apter 12 @)en write )ow t)e w)ite doctor may )a0e ob'er0ed t)e'e
c)aracteri'tic' of )im- finally write a rea'on for your inference (u'ing page number' and /uote' will be )elpful- if
applicable"2
<b'er0ation' of =eo&u& Inference Rea'on' for Bour Inference
<b'er0ation' of =ino Inference Rea'on' for Bour Inference
>)at are 'ome 'imilaritie' between t)e ob'er0ation' and inference' you )a0e between
=eo&u& and =inoK >)at are 'ome 'imilaritie' between )ow w)ite American' 'aw t)e'e two
peopleK
The Pearl 5ssa% Assignment
6irections: Bou will be writing anot)er 3 paragrap) e''ay2 @)i' time you will be writing
an analytical paper and a per'onal narrati0e in your e''ay2 Not e0ery paragrap) will
)a0e a /uotation- B#@ e0eryt)ing need' to be ba'ed on t)oroug) e.planation'2
Topic: =eo&u& and =ino are bot) :udged$eit)er fairly or unfairly ba'ed on t)eir
appearance2 =eo&u& )ad )i' picture ta&en and t)e p)otograp)er decided )ow )e
wanted =eo&u& to loo& to t)e (uro-American'2 In cla'' we tal&ed about t)e different
feeling' =eo&u& wa' probably feeling becau'e of )i' facial e.pre''ion and we tal&ed
about )ow t)e coloni't' probably felt about =eo&u& ba'ed on t)e element' in t)e picture
(ie2 t)e teet) nec&lace =eo&u& i' wearing"2 @)in& of a time w)en you )a0e been :udged
unfairly becau'e of )ow you loo&- your neig)bor)ood- your age- or your gender and
write a 3 paragrap) e''ay relating your e.perience to t)at of =inoC' and =eo&u&C'2
Include a p)otograp) of your'elf wit) your e''ay portraying your'elf eit)er in a way t)at
you di'li&e or t)at you li&e2 In t)e narrati0e part of your e''ay- di'cu'' t)e picture and
)ow it portray' you and if you li&e or di'li&e t)i' point of 0iew of your'elf2 Bour picture
will pre'ent your'elf in a =eo&u&-li&e manner- meaning you ')ould decide w)at you
want to be wearing in your picture- w)ere your picture ')ould be ta&en- and w)at you
would li&e your e.pre''ion to be- w)ic) will en)ance t)e narrati0e part of your e''ay
w)ere t)e reader will get to &now more about you2
The Pearl 5ssa% ;rainstorming Chart
7ow =eo&u& wa' :udged by
t)e w)ite coloni't'
7ow =ino wa' :udged by t)e
doctor andGor trac&er'
7ow I )a0e been :udged
ba'ed on appearance-
my neig)bor)ood- age- or
gender
=eo&u& by @)oma' (a'terly
George Catlin
Kee-o-kk, The Watchful Fox, Chief of the
Tribe, 1835
Sac and Fox
oil
29 x 24 in.
Smithsonian American Art Msem, Gi!t o!
Mrs. "ose#h $arrison, "r.
Kee-o-kuk is the present chief of the tribe, a dignified and proud man, with a good share of
talent, and vanity enough to force into action all the wit and judgment he possesses, in order to
command the attention and respect of the world. At the close of the !lack "awk #ar$ in %&'(
Kee-o-kuk was acknowledged chief of the )acs and *o+es by ,eneral )cott, who held a treaty
with them at -ock .sland. "is appointment as chief was in conse/uence of the friendly position
he had taken during the war, holding two-thirds of the warriors neutral, which was no doubt the
cause of the sudden and successful termination of the war, and the means of saving much
bloodshed. !lack "awk and his two sons, as well as his principal advisers and warriors, were
brought into )aint 0ouis in chains, and Kee-o-kuk appointed chief with the assent of the tribe. .n
his portrait . have represented him in the costume precisely in which he was dressed when he
stood for it, with his shield on his arm and his staff 1insignia of off ice2 in his left hand. 3here is
no .ndian chief on the frontier better known at this time, or more highly appreciated for his
elo/uence, as a public speaker, than Kee-o-kuk, as he has repeatedly visited #ashington and
others of our Atlantic towns, and made his speeches before thousands, when he has been
contending for his people4s rights, in their stipulations with the 5nited )tates ,overnment, for
the sale of their lands.
After . had painted the portrait of this man at full length he had the vanity to say to me,
that he made a fine appearance on horseback, and that he wished me to paint him thus. )o .
prepared my canvass in the door of the hospital which . occupied, in the dragoon cantonment6
and he flourished about for a considerable part of the day in front of me, until the picture was
completed. 3he horse that he rode was the best animal on the frontier. "e made a great
display on this day, and hundreds of the dragoons and officers were about him, and looking on
during the operation. "is horse was beautifully caparisoned, and his scalps were carried attached
to the bridle-bits7 10etters and 8otes, vol. (, pp. %9:;<=, (%=, (%(, pls. (&=,(:=2.
>ainted at the )auk and *o+ village in %&'<, according to 0etters and 8otes. ?onaldson gives the
wrong date for @atlin4s visit to the village, and -oehm is incorrect in assuming that the portrait
was done at Aefferson !arracks. Keokuk was the most prominent chief on the frontier in the
%&'=s, an impressive, overbearing, portly man whom @atlin flattered in two of the most
elaborately painted portraits of his western travels. A daguerreotype of Keokuk taken in %&9B
makes one wonder if he could have cut such a fine figure twelve years earlier, although @atlin
has given some indication of incipient corpulence in both e+amples.
3he standing portrait is based on a classical pose that the artist used fre/uently for important
subjects, and Keokuk4s proportions are as firm and well-articulated as any of @atlin4s full-length
figures. 3he profusion of costume accessories is the most striking aspect of the portrait, however.
3hey have been reproduced with unusual clarity, probably in deference to Keokuk4s wishes, and
with a decorative skill that @atlin did not attempt in his earlier work. Cet their lavish appearance
somewhat dilutes the image of strength and independence that was literally proclaimed in the
5pper Dissouri portraits 1where @atlin did edit costume details2. "e was admittedly biased
toward frontier chiefs, who had the trappings, if not the substance, of political authority, and one
senses that in the eyes of the artist, Keokuk had been compromised by civiliEed indulgenceFthe
pride and freedom of the 5pper Dissouri had been e+changed for an image more -oman than
savage.
3he facial features and the techni/ue of the two )mithsonian portraits are so close that one tends
to believe they were painted on the same occasion, as @atlin maintains. .n the )mithsonian
version 1fig. (G2, Keokuk sits heavily astride a horse descended from a baro/ue monument, and
wears the same elaborate costume. #hy the e/uestrian portrait is included only in the %&'B
catalogue, and as plate (:= in 0etters and 8otes, remains a mystery.
3he draftsmanship of the unfinished 5niversity Duseum version 1a similar e/uestrian2 is
unusually tight and accomplished for %&'G, and Keokuk4s furrowed face is in marked contrast to
his impassive e+pression in the original portrait. .n spite of the signature, the version more likely
comes from the late %&9=s or early %&<=s, when @atlin was busily engaged in copying other
paintings from his original collection. Additional e+amples of his arbitrary dating methods are
discussed in numbers '% and ::.
>rominent chiefs on the frontier sat to numerous artists, and Dc?ermott mentions portraits of
Keokuk by Aames Htto 0ewis, >eter -indisbacher, @harles !ird King, Aohn Di+ )tanley, and
*erdinand >ettrich, and the daguerreotype of %&9B. ?onaldson says that @harles ?eas also had a
chance to observe the chief. 3he standing portrait of Keokuk is repeated in cartoon %<, with his
wife and another )auk chief. 3he cartoon is based on a watercolor in the ,ilcrease )ouvenir
album, and an oil-on-canvas version of the composition is in the Duseum fIr JKlkerkunde,
!erlin. 3he e/uestrian portrait is repeated in cartoon %G.