American Democracy in Word and Deed

American Democracy in Word and DeedMDUSD/UCB H-SSP

8th Grade Lesson: Washington Irving and James Fenimore Cooper Developed by: Kathe Welch & Sue KunichTeaching American History Grant Focus Question:

How have the words and deeds of people and institutions shaped democracy in the U.S.?8th Grade Year-long Focus Question:

How have the words and deeds of people and institutions shaped democracy in the U.S.?Unit Focus:

Early-American republic art and literatureLesson Focus Question:

How do Washington Irving and James Fenimore Cooper reflect and influence American writing and artists in the new republic?

Lesson Working Thesis:

Washington Irving and James Fenimore Cooper created and inspired new forms of literature and art.Reading and Writing Strategies:

READING Strategy: Cause and Effect WRITING Strategy: Analyzing Art Suggested Amount of Time:

1-2 hoursTextbook:Deverell, William and White, Deborah Gray. United States History: Independence to 1914. Orlando, Florida: Holt, Rinehart and Winston., 2006, Chapter 8:(A New National Identity) Section 3, pp270-272Primary Source Citation:

The Last of the Mohicans c.1827 art collection by Thomas Cole

The Headless Horseman Pursuing Ichabod Crane, 1858 oil painting by John Quidor

Context of the lesson in the unit (and its connection to American Democracy in Word and Deed): This lesson will take place after The War of 1812 during a unit on the development of early American culture.Lesson Procedure: During this lesson, students will:

read a passage derived from the textbook that explains traditions of art and literature during the early 1800s,

create a Cause and Effect graphic organizer to prove understanding of the passage,

look at paintings created in response to The Legend of Sleepy Hollow and Last of the Mohicans,

analyze the painting The Headless Horseman Pursuing Ichabod Crane, and

create a relief print of one of the illustrations from The Legend of Sleepy Hollow1. Introduction

Step One (Reading Strategy)Distribute the reading passage to students. Read aloud as a class. Discuss. Show Thomas Cole collection during this step. Step Two

Distribute Cause and Effect Chart and have students complete in pairs. Discuss. Step Three (Writing Strategy)Show Headless Horseman Pursuing Ichabod Crane and guide students through completion of Analyzing Art. After activity, show corresponding passage from Washington Irvings The Legend of Sleepy Hollow and read aloud. Step FourUsing Arthur Rackham illustrations from The Legend of Sleepy Hollow, students will create a relief print to understand printing traditions of the time period.*Note: World-renowned illustrator Arthur Rackman is considered by many to be the definitive illustrator for Washington Irvings high spirited tale.Homework: Explore other paintings from the Hudson River SchoolStandards

Visual Arts Grades Nine Through Twelve1.0 ARTISTIC PERCEPTION

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

4.0 AESTHETIC VALUING

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

Grade 8 History-Social Science Content Standards:

8.4 Students analyze the aspirations and ideals of the people of the new nation.

8.4.4Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).

Reading/Language Arts Content Standards:1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students' awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

Evaluation and Revision1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

Grammar1.4 Edit written manuscripts to ensure that correct grammar is used.

Punctuation and Capitalization1.5 Use correct punctuation and capitalization.

Spelling1.6 Use correct spelling conventions.

American CultureUntil the early 1800s, Americans took most of their cultural ideas from Great Britain and Europe. But as American politics and the economy developed, so too did a new national culture. Writers and artists were inspired by American history and the American landscape.

Like many people the world over, Americans expressed their thoughts and feelings in literature and art One of the first American writers to gain international fame was Washington Irving. Born in 1783, he was named after George Washington. Irvings works often told about American history. Through a humorous form of writing called satire, Irving warned that Americans should learn from the past and be cautious about the future.

Irving shared this idea in one of his best-known short stories, Rip Van Winkle. This story describes a man who falls asleep during the time of the American Revolution. He wakes up 20 years later to a society he does not recognize. Irving published this and another well-known tale, The Legend of Sleepy Hollow, in an 1819-20 collection.

In some of his most popular works, Irving combined European influences with American settings and characters. His work served as a bridge between European literary traditions and a new type of writer who focused on authentically American characters and society. Perhaps the best known of these new writers was James Fenimore Cooper [pictured at left] Stories about the West and the Native Americans who lived on the frontier fascinated him Coopers novels told of settling the western frontier and included historical events. For example, his novel, The Last of the Mohicans takes place during the French and Indian War. By placing fictional characters in a real historical setting, Cooper popularized a type of writing called historical fictionThe writings of Irving and Cooper inspired painters. These artists began to paint landscapes that showed the history of America and the beauty of the land. Earlier American painters had mainly painted portraits. By the 1830s the Hudson River school had emerged. The artists of the Hudson River School created paintings that reflected national pride and an appreciation of the American landscapeLandscape painter Thomas Cole was a founder of the Hudson River school [He painted four scenes inspired by The Last of the Mohicans.]

By the 1840s, the style of American paintings was changing. More artists were trying to combine images of the American landscape with scenes from peoples daily lives. [The Legend of Sleepy Hollow inspired Irvings friend and artist John Quidor to paint the storys climactic scene in 1958. Though The Headless Horseman Pursuing Ichabod Crane hangs in the Smithsonian American Art Museum today, Quidor was little appreciated in his own time, and was obliged to support himself by painting the panels of stage coaches and fire engines.]The Last of the Mohicans collection, c.1826, Thomas Cole

Teacher Key

Cause and Effect

CauseWhen _______, then _______EffectMixed verbs (led to), caused, made, inspiredSignal words: thus, so that, since, therefore, then, consequently, as a result, due to, because of

[Because]

As American politics and the economy developed

so too did a new national culture. Writers and artists were inspired by American history and the American landscape.

[Because]

Irving combined European influences with American settings and characters.

His work served as a bridge between European literary traditions and a new type of writer who focused on authentically American characters and society.

[Because]

The writings of Irving and Cooper inspired painters.

These artists began to paint landscapes that showed the history of America and the beauty of the land.

Lesson Questions:What type of literature did James Fenimore Cooper popularize? historical fiction

What type of painting preceded landscape art?portrait art

What development in landscape art occurred in the 1840s?By the 1840s, artists began to combine images of the American landscape with scenes from peoples daily lives.NAME_________________________Cause and Effect

CauseWhen _______, then _______EffectMixed verbs (led to), caused, made, inspiredSignal words: thus, so that, since, therefore, then, consequently, as a result, due to, because of

[Because]

[Because]

[Because]

Lesson Question:What type of literature did James Fenimore Cooper popularize?

What type of painting preceded landscape art?

What development in landscape art occurred in the 1840s?

The Headless Horseman Pursuing Ichabod Crane, 1858. John Quidor

As yet the panic of the steed had given his unskilful rider an apparent advantage in the chase, but just as he had got half way through the hollow, the girths of the saddle gave way, and he felt it slipping from under him. He seized it by the pommel, and endeavored to hold it firm, but in vain; and had just time to save himself by clasping old Gunpowder round the neck, when the saddle fell to the earth, and he heard it trampled under foot by his pursuer. For a moment the terror of Hans Van Ripper's wrath passed across his mind,--for it was his Sunday saddle; but this was no time for petty fears; the goblin was hard on his haunches; and (unskilful rider that he was!) he had much ado to maintain his seat; sometimes slipping on one side, sometimes on another, and sometimes jolted on the high ridge of his horse's backbone, with a violence that he verily feared would cleave him asunder.

An opening in the trees now cheered him with the hopes that the church bridge was at hand. The wavering reflection of a silver star in the bosom of the brook told him that he was not mistaken. He saw the walls of the church dimly glaring under the trees beyond. He recollected the place where Brom Bones's ghostly competitor had disappeared. "If I can but reach that bridge," thought Ichabod, "I am safe." Just then he heard the black steed panting and blowing close behind him; he even fancied that he felt his hot breath. Another convulsive kick in the ribs, and old Gunpowder sprang upon the bridge; he thundered over the resounding planks; he gained the opposite side; and now Ichabod cast a look behind to see if his pursuer should vanish, according to rule, in a flash of fire and brimstone. Just then he saw the goblin rising in his stirrups, and in the very act of hurling his head at him

ANALYZING ART

Name:

Title of Image: The Headless Horseman Pursuing Ichabod Crane Artist: John QuidorVisual Analysis Worksheet

I see .It tells me ..I wonder ..

Men (Ichabod Crane and the Headless Horseman) on horses, moving fast

Man on white horse looks scared & his horse looks scared

Man on dark horse is holding a pumpkin looks like he is going to throw it cant see his head

Trees lots of color, moss all over trees

Dead trees in the foreground

A lot of dark shadows

Mountains in the background

Small town in the background

The Landscape is very detailed. One of the men is chasing the other

The man on the white horse is trying to get away Landscape is an important part of the painting and was important to the artists The dark shadows are to make the painting seem scarier. What did the guy on the white horse do?

I wonder if he will get away or get caught?

If the guy on the dark horse is really headless or just trying to scare the other guy into leaving town?

What happens to the guy on the white horse? Will he make it to safety in the town?

How long it took to paint?

Use the sentence starters below to discuss the image.

I noticed

It looks like It shows

The painting describes I think that

Media: Oil Painting

WHY: Analysis

This painting tells me part of the story of the Headless Horseman. It shows the Headless Horseman chasing Ichabod Crane. The viewer sees an active chase scene and is able to root for one of the horsemen. The artist made the landscape a big part of the painting in order to create drama.

From the Text: The writings of Irving and Cooper inspired painters. These artists began to paint landscapes and the beauty of the land. Early American painters had mainly painted portraits. By the 1830s the Hudson River School had emerged. The Hudson River School created paintings that reflected national pride and an appreciation for the natural landscape. (Deverell, 271-2)

TEACHER NOTE: Give the students time to study the image, first on their own then with peers. Have students discuss and then share out what they see. Encourage students to add items their peer have seen they did not originally see. Ask leading questions to help students see things they may have missed.

Writing about art

Name:

The Headless Horseman Pursuing Ichabod Crane shows that John Quidor thought that

(Name, title of image)

(WHO? Artist)

Ichabod crane was scared. Ichabod believed the Headless Horseman was real and he

(WHAT? message regarding event)

wanted to get away from him. John Quidor shows the fear on Ichabods face

because he is being chased. Ichabod could still get away! Will he?

(details of the image)

8 /10 points

Writing about art

Name:

The Headless Horseman Pursuing Ichabod Crane shows that John Quidor (Name, title of image)

(WHO? Artist)

thought that Ichabod crane was scared. Ichabod believed the Headless Horseman was real and

(WHAT? message regarding event)

he wanted to get away from him. John Quidor shows the fear on Ichabods face

because he is being chased. John Quidor uses light and shading to focus the viewers attention

(details of the image)

on the horsemen in the center of the image. He shows shadows in the trees and the safety of a

brightly lit town in the background.

10 /10 points ANALYZING ART

Name: ___________________

Title of Image: _____________________________ Artist: ___________________________________

Visual Analysis Worksheet

I see .It tells me ..I wonder ..

Use the sentence starters below to discuss the image.

I noticed

It looks like It shows

The painting describes

I think that

Media:____________________________________

WHY: Analysis

This painting tells me that

Writing about art

Name: ________________

_________________________________ shows that __________________________________

(Name, title of image)

(WHO? Artist)

thought ______________________________________________________________________

(WHAT? message regarding event)

_____________________________________________________________________________ because ______________________________________________________________________ (details of the image)

_____________________________________________________________________________

_____/10 points

Writing about art

Name: ________________

_________________________________ shows that __________________________________

(Name, title of image)

(WHO? Artist)

thought ______________________________________________________________________

(WHAT? message regarding event)

_____________________________________________________________________________ because ______________________________________________________________________ (details of the image)

_____________________________________________________________________________

_____/10 points

Relief Printing

Relief Printing is a process used to create multiple copies of an image.

Relief printing originated in China during the 5th century. Chinese artisans used wood blocks to create an image and then print multiple copies by rolling ink over the surface of the woodblock, laying a sheet of clean paper onto the inked block, applying pressure, and pulling the print off the block.

Relief printing came into wide use as an art form in Europe in the 1400s. Beginning in the 1500s with the advent of movable type, relief printing was used in the production of books using a Letterpress. Printing could be done by hand in small sets or on a Letterpress for great quantities. Rather than having to hand letter each page, more books could now be made, making books accessible to a larger audience. Invented by Johannes Gutenberg, Letterpress was the main form of printing text in the mid-15th century until the 19th century and remained in wide use for books, broadsheets (posters), and works of art until the second half of the 20th century.

In America, this type of printing was used as early as 1638, when Stephen Daye printed The Freeman's Oath, a broadsheet on the Letterpress he brought over from England. Benjamin Franklins The New-England Courant, one of the oldest American newspapers, was completely printed by Letterpress. When images were needed to illustrate the text, publishers inserted a wood block with the image carved on to it. In modern printmaking, many materials, such as linoleum or card stock, can be used in place of the wood block or Matrix.

How to make a relief print:

Artists can create multiple images using relief printing. A wood block, linoleum or card stock can be used to create a matrix. Ink is rolled evenly onto the matrix, a sheet of clean paper is laid on top of the inked matrix, and pressure is applied evenly to the back of the sheet. The finished print is then pulled off showing a reverse image of the original matrix.

You will need:Card Stock

Brayer [hard rubber paint roller]Pens & PencilsGlue stick or white Glue

Plexiglas or wax-PaperScissors or Ex-acto KnivesCardboard Scraps

Createa Matrix: Draw an image onto one sheet of card stock. Decide what parts of the image need to be black and what parts should be white. Cut away all the parts that need to be white. Tip: Place cardboard under your card stock to protect the surface of the table while cutting. Carefully glue this piece of card stock to another sheet of card stock for strength. [The image will print backwards, if your image needs to be reversed, glue it down backwards.]

Let the glued matrix dry.

Printing the Matrix:

Set up a work area with a large sheet of butcher paper covering the table. Have scraps of paper ready to place under the matrix while you are inking. Keep the main table surface keep so that you can keep the edges of you prints clean.

Prepare the ink by rolling out a line of ink on the edge of the Plexiglas or wax-paper. Use the Brayer to roll the ink out in both directions to provide a nice flat ink surface of ink on the Plexiglas and the surface of the Brayer.

Roll the inked up brayer onto the surface of the matrix transferring the ink. You will need to roll the brayer over the matrix 2 or 3 times to get a even layer. You may need to pick up more ink from the Plexiglas. Look at the surface of your matrix to make sure you have coated it evenly.

Place the Matrix inked side up - on to a clean sheet of paper so that you can insure a clean background. Place a clean sheet of paper on top of the inked Matrix. Apply even pressure with the palm of your hand over the entire surface of the paper. Check the print by pulling up one corner of the top sheet to see that the ink has transferred evenly. If it appears solid carefully pull the whole sheet up. If the ink has not transferred all of the way apply more pressure. Typically the first print is light. Print as many as you like

Notes: Some images are provided with this lesson for the students who may need more inspiration. If students are more comfortable with their own drawing skills let them create their own image. Be sure the students know that their final image will be only one color, so if they want to show detail the must show it by cutting something away.

Title: Battle of Lexington

Artist: Unknown

Media: Wood Block Print

Year: Unknown

From Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Reproduction Number: LC-USZ62-51813

Quiz Key1. Washington Irving, one of the first American writers to gain international fame, wrote about American history using a humorous style called satire.

2. James Fenimore Cooper began a new style of literature that combined American characters in real historical settings. This style is called historical fiction.

3. The Legend of Sleepy Hollow and The Last of the Mohicans inspired artists to paint landscapes.

4. Before this new style of art, artists had mainly painted portraits.

5. Begun by Thomas Cole, the Hudson River School produced artists who created paintings that reflected national pride.Bonus Question: If you were a painter during the 1800s and you couldnt sell your fantastic artwork, how else might you earn a living? by painting stage coaches and fire enginesQuiz

1. Washington Irving, one of the first American writers to gain international fame, wrote about American history using a humorous style called _______________.

2. James Fenimore Cooper began a new style of literature that combined American characters in real historical settings. This style is called ______________ ______________ .

3. The Legend of Sleepy Hollow and The Last of the Mohicans inspired artists to paint ___________ .

4. Before this new style of art, artists had mainly painted _________________ .

5. Begun by Thomas Cole, the _______________ ________________ School produced artists who created paintings that reflected national pride.

Bonus Question: If you were a painter during the 1800s and you couldnt sell your fantastic artwork, how else might you earn a living?

Washington Irving