Grade: 10th Grade

Unit: New Imperialism

Lesson: African Imperialism in Art
Length: 70 minutes

Learning Outcomes:
1. Essential Questions
How does the art differ, omit, or add to the history? What emotion/sense of empathy is
the art trying to show? Can you trust this art?

2. Students Will Understand That

Students will understand that art represents a societys cultural view of history. Students
will understand that art is always trying to show something more than just an image
through use of composition or other factors of perspective. The EQs directly rely on
students understanding of these concepts and how previous content knowledge of events
learned (the Belgian Congo, Henry Stanley, the Anglo-Zulu War) is represented in art.

3. Students Will Be Able To

Students will be able to think critically about art by determining what kind of perspective
is shown in each piece. Students use the four questions to examine each section/collection
of art and through these questions are able to identify the different aspects of what makes
each piece have a unique perspective.

Standards:
4. PDESAS-
CC.8.5.9-10.F. Compare the point of view of two or more authors for how they treat
the same or similar topics, including which details they include and emphasize in their
respective accounts.

CC.8.5.9-10.J. Compare and contrast treatments of the same topic in several primary
and secondary sources.

CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary

source; provide an accurate summary that makes clear the relationships among the key
details ideas.

Lesson
5. Anticipatory Set:
Open with an explanation that the DelCo Art House is hosting a world history art gallery
right down the street and we have been invited! As we enter the gallery we peek into
Russia and American Revolutionary art galleries to look at two paintings and what they
 mean. The first is of Ivan the Terrible and empathy is explained through this painting
(empathizing with the great tragedy of a father accidently killing his son). The second is
George Washington Crossing the Delaware (which they are familiar with). Washington
shows emotion and patriotism, as well as how paintings show a perspective and lie
sometimes. Move onto the Congo picture and historical background of picture. Combine
empathy and emotion of picture, as well as question it. How did the photographer frame
the shot?

6. Procedures:

Anticipatory Set
Art Project
o Break into groups of threes
o Hand out Note Sheets
o Examine posts on Canvas (online school platform)
o Each group gets a section and painting(s)/pictures
o Groups answer the questions for their section (7 mins) and discuss within groups
(3 mins)
o Rotate to new groups and different people to analyze a different section
Review and work study for quiz
o Come together as a class and talk about art (15-20 mins)
o Teacher acts as mediator and lets students discuss the art with limited imput (only
prompt them and gives supplementary info)
If time allows
o Students take out maps and vocab sheets and study/prepare for test on Monday

7. Closure:
Discussion of art and if time allows study for quiz on Monday.

8. Materials/Equipment:
PowerPoint for anticipatory set
Art Note Sheets
Canvas sections for each set of art pieces
Projector
Projector screen
Laptop