America in Art

Page iiCopyright © 1995 and 2000, Ball State University Museum of Art

Table of Contents

Introduction and acknowledgments iv

How to Use this Packet v

object Descriptions 1

Activities 19

States Word Search Teacher’s Guide 19

Student Activity 20

Mapping and Matching Teacher’s Guide 22

Student Activity 23

American Landscape Artist Word Search

Teacher’s Guide 24

Student Activity 25

Emotional Landscapes Teacher’s Guide 26

Student Activity 27

Compare and Contrast Teacher’s Guide 28

Student Activity 29

Interpretations Teacher’s Guide 30

Student Activity 31

Your Journey & Travel Log Teacher’s Guide 32

Your Journey 33 - 57

Part 1: Beginning Teacher’s Guide 33

Student Activity 34

Part 2: Destinations Teacher’s Guide 35

Student Activity 36

Part 3: Supplies Teacher’s Guide 37

Map 38

Student Activity 39

Page iiiCopyright © 1995 and 2000, Ball State University Museum of Art

Your Journey (Continued)

Part 4: Mapping Your Journey


Student Activity 41

Part 5: Sites and States Teacher’s Guide 42

Student Activity 43

Part 6: Map Vocabulary Teacher’s Guide 44

Student Activity 45

Part 7: Scale, Mileage, and Mapping


Student Activity 47

Part 8: Necessities Teacher’s Guide 50

Student Activity 51

Part 9: A Letter Home Teacher’s Guide 55

Student Activity 56

Part 10: Road Bingo Teacher’s Guide 57

Travel Log 58 - 67

Section A 59

Section B 60

Section C: Map Vocabulary Crossword Puzzle 61

Section D: Scale and Mileage 63

Section E: Mapping Your Way-Route Chart 64

Section F: Necessities 65

appendix: Materials for Road Bingo 68

Sources/Suggestions for Further Reading 101

Page ivCopyright © 1995 and 1999, Ball State University Museum of Art

intRODUCTION

America in Art

Text by Nancy Huth,Assistant Director andCurator of Education,

and by Tonia Darst,Intern for MuseumSchool Programs,

1994-95

Activities byTonia Darst

Layout and editing forrevised edition by Fred

Johnson, MuseumEducation Assistant,

1998-2000

Cover: John OttisAdams, American

(1851-1927),Summertime,1890; oil

paint on canvas;1995.035.041

This project has beensupported in part by a

1993-1995 and a 1999-2000 Institute of

Museum and LibraryServices General

Operating SupportGrant and by

Psi Iota Xi.

Second Edition.

America in Art: Landscape Painting in the BallState University Museum of Art

Views of the American land dominate paintings by American artists. Throughout the nineteenth century and beyond, American paintersrecorded their surroundings. The images in this packet are of Americanlandscape paintings in the Ball State University Museum of Art. Theentries in this packet focus on the geography and history of the sites andscenes depicted, and on some of the artists who painted them.

For the revised 2000 edition, teacher’s guides and answer keys werecombined and streamlined. Some activities were removed and otherswere re-written. We hope this will make for a more usable packet.

Acknowledgments

The authors wish to thank the numerous individuals from MuncieCommunity Schools who have been instrumental in guiding the formand contents of this packet. Jo Seidel, Director, Gifted/Talented andFine Arts, deserves our most heartfelt thanks for shepherding the projectfrom the beginning and for securing the support of principals andteachers. We owe a debt to the many art and fifth-grade teachers whoadvised us on classroom curriculum and appropriate design and content. Among this group, special thanks go to Mary Lou Backor, CarolynBeard, Fred Christopher, Carolyn Clator, Sandra Connally, MaryellenFrazier, Alice Harrell, John Lattimer, Kathy Lee, Shonet Martin, LarryMason, Susan Minkler, Jim Reece, Pam Reese, Pam Sommer and SusanValencic. Colleagues at other schools and institutions have alsoprovided assistance, including Ed Maxedon, Curator of Education,Indiana University Art Museum, and both Edna Mae Covalt and BrendaCrauder at Clinton Young Elementary in Indianapolis, Indiana.

Gala Garrels, Registrar Intern, scanned slides to create the illustrationsin this edition of the packet. Finally, thanks go to the staff of the BallState University Museum of Art whose cooperation and commitmentmade the project possible.

Page vCopyright © 1995 and 1999, Ball State University Museum of Art

How To Use this PacketPurposeThis packet is intended to enrich classroom studies of American geography through theAmerican landscape paintings in the Ball State University Museum of Art. Please note that thepackets are not designed for interactive use by students, as answer keys to activities are includedwithin the text. Instead, we recommend you print out the student activity sheets and distributethem to the class.

ImagesColor files (in jpeg format) reproducing works in the Ball State University Museum of Artaccompany this packet. Image files are numbered 01-20 followed by a brief title (e.g.01StormKing). These images correspond to the numbered descriptions in the Object Descriptionsection of the packet. A photograph of the White River as it looks today (file title“21WhiteRiver”) is also included for use in some of the activities.

TextThe main text of this packet, the Object Descriptions section, provides relevant information foreach of the American landscape images and can be read aloud while viewing them. The worksare divided into three sections: Middle Atlantic, New England, and Midwest. Accompanyingeach description is a reproduction of the work (for ease in identifying the corresponding imagefile) and a small map of the appropriate region with the location of the landscape marked. Theinformation presented in the Object Descriptions section can be used in combination with theimages to provide students with a basic knowledge of these American landscapes and theirpainters.

ActivitiesActivities for the classroom follow the text and are intended for use after viewing the images, orafter visiting the museum and viewing the objects in person. Each activity is introduced by abrief teacher’s guide and answer key (where appropriate). Activity sheets for students follow andcan be printed out and photocopied for distribution to students. The activities in this packetrange from word searches to cooperative learning activities.

Museum VisitWe recommend using the images with the text of this packet as a preview to a museum visitfocusing on American landscape painting. Activity sheets can be used as a follow-up to themuseum visit. To schedule a guided or self-guided tour of the Ball State University Museum ofArt, phone (765) 285-5242 a minimum of two weeks in advance.

Target Grade LevelsThis packet was originally designed for use in the fifth grade. However, teachers at other gradelevels doing units on Americans history or geography may also find the packet useful.

Copyright © 1995 and 2000, Ball State University Museum of Art

detail

detail

middle-Atlantic States

Thomas ColeAmerican (1801-1848)

Storm King of the Hudson(also called Storm King

on the Hudson)about 1825-1827

oil paint on linen canvas

1995.035.055

Storm King Mountain

New York State

1-3. Storm King of the Hudson

Imagine a place without cars, housing additions, oreven a McDonald’s, where nature’s beautysurrounds you and few people have traveled. Whatwould happen to such a place if people began to livethere? This was the painter Thomas Cole’s concern.

Cole’s landscapes depicted untouched wildernessthat might soon be lost as cities grew and the landwas settled. In Storm King of the Hudson, a smallfigure on the left travels down a path toward us. The worn path gives us hints that this place has beenvisited before. Look to the right; do you see the cutrocks? Who might have put them there? Look atthe sky. Against gathering storm clouds, the steepcliffs and twisted, gnarled trees look threatening.

Storm King Mountain, the artist’s subject, lies onthe west bank of the Hudson River just north ofWest Point. It got its name because storm cloudsseemed to gather there, as in this painting. Thispainting also shows that the land of the MiddleColonies was rich with growth and rolling hills.

Inspired by paintings and writings describing theHudson River Valley, many people began to travelthere to see what authors called, “The beauty andspirit of nature.” As more tourists sought out thesplendid scenery in the Hudson River Valley, somepeople–like Thomas Cole–feared the visitors wouldleave their mark, changing the landscape forever.


George Henry SmillieAmerican (1840-1921)

Landscape1870

oil paint on linen canvas

1995.035.093

Middle Atlantic Region

4. Landscape

In this painting by George Smillie, we see a lonefigure emerging from the woods into a peacefulautumn countryside. This landscape depicts thetranquil and beautiful Middle Colonies. Attentionto detail was very important to painters of thislandscape. What details do you see?

Look to the background. Notice the neatlycultivated fields and the small farmhouses. Theseelements show that people in the Middle Coloniesrelied on the land for their food, shelter, andclothing. These people were mainly hardworking,self-sufficient farmers. The land of the MiddleColonies was fertile, and rich with forests andrivers.

Another artist who painted the Middle Colonies wasThomas Cole. Do you remember his painting titledThe Storm King of the Hudson? Unlike Cole, whoemphasized the power of the raw, uncontrollablewilderness, Smillie shows us how people began tocontrol nature through farming and building houses.

Do you see any other details in this painting thatwould suggest that people have been there? Whatare they? In this painting what natural resources doyou see that people could use? What could they dowith them?


Thomas DoughtyAmerican (1793-1856)

In the Catskills about 1832-1837

oil paint on canvas

1995.036.09

Catskill Mountains AreaNew York State

5. In the Catskills

The Catskill Mountains lie to the west of theHudson River in southeastern New York. Part ofthe Appalachian mountain system, the Catskillscontain many lakes and tall peaks. With woods,gorges, waterfalls, and hills, the Catskills providedpainters with an endless variety of scenic vistas.

Thomas Doughty preferred to focus on the peacefulaspects of the American wilderness. When Doughtypainted this, he lived in Boston, but he liked to takesketching trips to the Catskill Mountains. In 1836and 1837 he made several paintings of sites there. In his Catskill paintings, like this one, he usuallyincluded water and hazy background hills. Healmost always put people in his landscapes – often small figures off to one side.


Edward Lamson HenryAmerican (1841-1919)

St. Paul’s Church, New York(also called Saint Paul’s

Church: 1766)1868

oil paint on wood panel

1995.036.13

ManhattanNew York City

New York State

6. Saint Paul’s Church, New York

Edward Lamson Henry painted many New Yorkchurches, making faithful records of Americanarchitecture. This small painting depicts St. Paul’sChurch, in lower Manhattan, New York City. Dedicated in 1766, today St. Paul’s is the oldestchurch standing in Manhattan. George Washingtonhad a designated pew there.


Sanford Robinson GiffordAmerican (1823-1880)

Sketch on the Outlet ofCatskill lake

about 1870-1880oil paint on canvas

1995.035.068

Catskill Mountains AreaNew York State

7. Sketch on the Outlet of Catskill Lake

Throughout his life, Sanford Gifford sketched in themany mountain ranges of New York and the easternUnited States. The Catskills were one of the sites hefavored.

This painting is an oil sketch. Gifford could laterrefer to this small, quickly completed canvas whenmaking a larger painting. Like most artists of hisday, Sanford Gifford made larger, more detailedpaintings for exhibition.

Art critics and Gifford’s patrons and colleaguesappreciated the artist’s work for its sense of quietand peacefulness, and for its glowing light.


Charles Stanley ReinhardtAmerican (1844-1896)

At the Fallsabout 1875

oil paint on canvas

1984.009.05

Niagara FallsNew York State

8. At the Falls

Niagara Falls, shown here in a painting done in1875, captured the nineteenth-century Americanimagination. The Niagara River, in which the fallsare located, flows between Lake Ontario and LakeErie. The river separates the northwest corner ofNew York State from Canada. By the mid-1800s,the falls had become a popular tourist spot and animportant symbol for America’s strength and richnatural resources.


William Morris HuntAmerican (1824-1879)

The Rapids, SisterIsland, Niagra

1878oil paint on linen canvas

1995.035.076

Niagara FallsNew York State

9. The Rapids, Sister Island, Niagara

Artists and tourists were attracted to Niagara Fallsthroughout the nineteenth century. Artist WilliamMorris Hunt also painted the rapids above the falls – a less common subject for artists.

Goat Island separates the Canadian falls (theHorseshoe falls) from the U.S. falls. Just south ofGoat Island lie the Three Sisters Islands, probablythe site of Hunt’s painting.

William Morris Hunt’s Last Landscapes:

Taking time off from his career as a portrait painterin Boston, Hunt vacationed at the falls in the latespring of 1878. “There is nothing like Niagara inJune,” he wrote to a pupil. Excited by the majestyof the falls and the quality of the northern light,Hunt quickly sent for his assistant and his studiovan: a horse-drawn cart, made by a builder of gypsywagons, with room for sleeping and storing utensilsand painting materials. Once equipped, Huntpainted numerous views of both the falls and therapids – paintings that proved to be his lastlandscapes.

While at Niagara, Hunt was called to the statecapitol at Albany to paint murals there. Theexhausting job occupied Hunt for over a year. Shortly after finishing the murals, Hunt went toAppledore Island to rest. (See #15 below.) Buttragedy struck: while there, he drowned off therocky cliffs. Hunt’s landscapes of Niagara Falls hadbeen his last landscape paintings.


George InnessAmerican (1825-1894)

Sunset in theWoods, Montclair

about 1880oil paint on linen canvas

1995.035.077

MontclairNew Jersey

10. Sunset in the Woods, Montclair

Montclair, in northeastern New Jersey, was settledin 1666, and it served as George Washington’sheadquarters in 1780. In the nineteenth century, astoday, it acted as a residential suburb for New YorkCity and Newark, New Jersey. In 1878, painterGeorge Inness bought a home in Montclair, whosewoods provided him with a favorite subject for hispaintings.


Thomas EakinsAmerican (1844-1916)

Shad Fishing atGloucester-on-the-Delaware(also called Shad Fishing atGloucester on the Delaware

River and Shad Fishing onthe Delaware River)

June 1881oil paint on canvas

1995.036.10

Gloucester CityNew Jersey

11. Shad Fishing at Gloucester-on-the-Delaware

The Delaware River forms the eastern border ofPennsylvania, separating it from New York andNew Jersey. Thomas Eakins painted this scene fromwhat is now Gloucester City, New Jersey, nearCamden and across the river from Philadelphia.

In Eakins’s time, shad fish swam near the river’sshore where fishermen cast and hauled in their nets. Eakins’ family and others strolled along the river towatch. Eakins was so intrigued by the river activitythat he painted several versions of this scene.


Winslow HomerAmerican (1836-1910)

The Ranger, Adirondacks(also called Ranger in the

Adirondacks and The Ranger)about 1892

watercolor on paper witha preparatory pencil drawing

1995.036.14

(Please note: this painting isnot always on view because it

is a watercolor. Becausewatercolors fade quickly in

light, they are not alwaysexhibited.)

Adirondack Mountains AreaNew York State

12. The Ranger, Adirondacks

The Adirondack Mountains run throughnortheastern New York. By the mid 1800s, theAdirondacks had become a very popularrecreational site. By the 1870s, the railroad wasbringing countless tourists into the area. Many ofthese tourists required guides, like the one shown inthis watercolor, who knew the isolated backwoods. Scholars have identified this man as either Michael“Farmer” Flynn, an Adirondack guide, or as WileyGatchell, one of the artist’s neighbors in Maine,who served as a model.

The artist Winslow Homer first went to theAdirondacks in 1870. He stayed at a privatehunting and fishing club, called “The North WoodsClub,” near Minerva, in Essex County, New York. During his many visits there he painted numerouswatercolors of Adirondack scenes, mostly ofhunting, fishing, and logging.


William Merritt ChaseAmerican (1849-1916)

Rest by the Wayside(also called Rest by

the Roadside)about 1902

oil paint on plywood panel

1995.035.054

Shinnecock HillsLong Island

New York State

13. Rest by the Wayside

Indiana-born William Merritt Chase did this andseveral other paintings in the resort area of theShinnecock Hills near Southampton, Long Island. There he and his family had a summer home –complete with a studio – facing the beach alongLong Island’s Great Peconic Bay. In this painting,small colorful bushes are Chase’s rendition of theferns, bay bushes, and heather that grew there. Today, descendants of the Shinnecock Indians liveon a reservation nearby.


Alfred Henry MaurerAmerican (1868-1932)

Buckley’s Bridge(also called Landscape)

about 1917-1923oil paint on paperboard

1991.068.127

MarlboroNew York State

14. Buckley’s Bridge

This painting depicts a Japanese footbridge nearShady Brook, the boarding house where artistAlfred Maurer stayed during the summer. Duringthe colder months of the year, Maurer lived with hisfather in New York City. In the summer, he wentnorth of New York City to the town of Marlboro, onthe west bank of the Hudson River. (Marlboro wasknown then as Marlboro-on-the-Hudson.) Maurerused bright colors in his paintings to express thelush nature he found in his summer retreat.


New England

Childe HassamAmerican (1859-1935)

Entrance to the Siren’sGrotto, Isles of Shoals

1902oil paint on canvas

1971.010b

Isles of ShoalsNew Hampshire and Maine

15. Entrance to the Siren’s Grotto, Isles of Shoals

About ten miles southeast of Portsmouth, NewHampshire, on the Maine and New Hampshire stateline, lie the Isles of Shoals. These rocky islands,occupying about one square mile, attracted artists totheir coasts. At the Isles of Shoals, the painterChilde Hassam and other artists, writers, andmusicians congregated at the popular resort onAppledore Island. There, Hassam had a studio nearthe island’s hotel. He painted almost 400 canvasesof island scenes, including several of AppledoreIsland’s granite cliffs, like those in this painting.


Childe HassamAmerican (1859-1935)The Old Lyme Bridge

July 1903oil paint on canvas

1980.010.06

Old LymeConnecticut

16. The Old Lyme Bridge

Old Lyme, Connecticut, lies near the mouth of theConnecticut River on the shore of Long IslandSound, the body of water between Long Island, NewYork, and Connecticut. In the summer, artists andcity dwellers traveled to Old Lyme to escape theheat of Boston or New York City. In 1903 ChildeHassam went to Old Lyme to join the livelygathering of artists there. During that time, hepainted Bow Bridge, pictured here, probably thefirst painting he did at Old Lyme. When he showedthis painting in an exhibition at Old Lyme, one criticcalled it, “A delightful bit of open-air realism.”


Willard Leroy MetcalfAmerican (1858-1925)

Trout Brook #2(also called Trout Pond)


1995.036.22

CornishNew Hampshire

17. Trout Brook #2

An active but sprawling artist’s colony thrived inthe hills and small towns around Cornish, NewHampshire. Painter Willard Leroy Metcalf wentthere regularly between 1909 and 1920, lured by thewinter and spring scenery. Painters associated withthe Cornish artists colony lived not only in Cornish,but also in the nearby New Hampshire villages ofCornish City, Cornish Flat, South Cornish, and Plainfield, as well as in Windsor, Vermont. Metcalfprobably painted this at Plainfield, New Hampshire.


Willard Leroy MetcalfAmerican (1858-1925)

A Grey Thaw (LateWinter, Vermont)


1995.036.20

ChesterVermont

18. A Grey Thaw (Late Winter, Vermont)

In August of 1922 Willard Leroy Metcalf wrote tohis daughter that he intended to go to Chester,Vermont, to, “Paint the springtime up there.” Hethen spent the fall of 1922 and the spring of 1923 inChester, around which meandered the LittleWilliams river. Metcalf may have painted A GreyThaw on the banks of the Little Williams river.

In the year before he painted A Grey Thaw, after hiswife had left him and following some professionalsetbacks, Metcalf lapsed into a bout of drunkenness. By February of 1922 he had promised to stopdrinking and enthusiastically turned again topainting in his beloved New England.


midwest

John Ottis AdamsAmerican (1851-1927)

Summertime1890

oil paint on canvas

1995.035.041

MuncieIndiana

19. Summertime

Indiana artist John Ottis Adams painted this sceneon the bank of the White River in Muncie. Smallhouses in the background show Muncie’sdevelopment over 100 years ago.

When he painted this, Adams had just returned fromstudying art in Munich, Germany, at the art academythere. Like many painters all over America, severalartists from Indiana went to Europe to study.


John Ottis AdamsAmerican (1858-1925)

In Poppyland (Poppy Field)1901

oil paint on canvas

1995.035.040

BrookvilleIndiana

20. In Poppyland (Poppy Field)

In Brookville, Indiana, on the bank of theWhitewater River, John Ottis Adams and his wife,Winifred Brady, also a painter, shared a home withanother couple, artist T.C. Steele and his wife. Adams liked to paint the cultivated and wild flowerbeds – like the bright red poppies seen here – thatflourished in the soil around his Brookville home.


TEACHER’S GUIDE

States Word Search INSTRUCTIONS: < The names of all the Middle Atlantic, Midwest, and New England states

are hidden in this word search. < Names can be found across, down, upward, diagonally, and backward. < Students will circle the hidden states and list them under their proper

regional headings on the second page. < Students may have to use a map of the United States or their textbooks to

complete this activity.

SUPPLIES NEEDED: < map of the U.S. < textbook

ANSWER KEY:

A N A I D N I T S I L L I L L I N O I SN E B R N O R T H D A K O T A T K S O EE P A I N A V L Y S N N E P E A I D W TW M I N N E S O T A L C T P A G T I A LH A D E C A D N S L A U D E L U N D O AA I T W E N E B R A S K A R C O N N E SM N V I C A T D A K L O M I S S O U R IP E D S O U T H D A K O T A D I R Y O KS M A C S V U R Y U Y C K T B X D E B AH A K O S U B A T O E R H N E W H S H EI R O N O F M E I N N E S O H I O R L NR Y O S I N R H N A S S I M A I T E T EE L T I H A D O L L D N I R I V E J B WT A B N W V C J E R B H K E C M F W S YG N K A P E O P D S H O T V T S L E T OM D L P D G J H V D A N O R F L A N D RJ E R M A S S A C H U S E T T S E B U KD P C F K M E M U B G K N H A M P I N DW A I O L Q J B R C F A N A G I H C I MI D N A L S I E D O H R E T K S B F G R

NEW ENGLANDConnecticut

MaineMassachusettsNew Hampshire

Rhode IslandVermont

MIDDLEATLANTICDelawareMaryland

New JerseyNew York

Pennsylvania

MIDWESTIllinoisIndiana

IowaKansas

MichiganMinnesotaMissouri

NebraskaNorth Dakota

OhioSouth Dakota

Wisconsin


States Word Search All 23 Middle Atlantic, Midwest, and New England states can be found in theword search below. The names of states can be found across, down, upward,diagonally, and backward. Circle each state as you find it, and then list it underthe appropriate region heading on the next page.

A N A I D N I T S I L L I L L I N O I S

N E B R N O R T H D A K O T A T K S O E

E P A I N A V L Y S N N E P E A I D W T

W M I N N E S O T A L C T P A G T I A L

H A D E C A D N S L A U D E L U N D O A

A I T W E N E B R A S K A R C O N N E S

M N V I C A T D A K L O M I S S O U R I

P E D S O U T H D A K O T A D I R Y O K

S M A C S V U R Y U Y C K T B X D E B A

H A K O S U B A T O E R H N E W H S H E

I R O N O F M E I N N E S O H I O R L N

R Y O S I N R H N A S S I M A I T E T E

E L T I H A D O L L D N I R I V E J B W

T A B N W V C J E R B H K E C M F W S Y

G N K A P E O P D S H O T V T S L E T O

M D L P D G J H V D A N O R F L A N D R

J E R M A S S A C H U S E T T S E B U K

D P C F K M E M U B G K N H A M P I N D

W A I O L Q J B R C F A N A G I H C I M

I D N A L S I E D O H R E T K S B F G R


States Word Search Use this page to list the states you found in the word search. Be sure to writethe name of each state below the appropriate region heading.

NEW ENGLAND MIDDLE ATLANTIC MIDWEST


TEACHER’S GUIDE

Mapping and Matching INSTRUCTIONS: < This can be a project for individual students or for a group. < Students will need to use their textbook’s glossary and an atlas to

complete this mapping activity. VISUALS: < Optional: one large U.S. map SUPPLIES: < textbook < atlas

ANSWER KEY: M 1. This state is bordered by only one other state. Answers:

A. New York CityB. New EnglandC. Hudson RiverD. Delaware RiverE. Illinois WaterwayF. AlbanyG. Middle AtlanticH. Lake MichiganI. MassachusettsJ. Niagara FallsK. New York StateL. MidwestM. MaineN. Piedmont

A 2. This city is a Middle Atlantic megalopolis.

G 3. This area is known as the country’s manufacturing belt.

I 4. The capital of this state is Boston.

K 5. Lake Ontario is part of the northern border of this state.

N 6. This is the region of rolling hills at the bottom of theAppalachian Mountains.

B 7. In the fall, thousands of people visit to see the trees here.

E 8. The Great Lakes are linked to the Mississippi River by this.

H 9. This is the Great Lake that touches the northern border ofIndiana.

C 10. The Catskill Mountains run along the west bank of this river.

F 11. This city is the capital of New York State.

D 12. This river flows into the Delaware Bay.

L 13. Lake Superior, Lake Michigan, Lake Huron, and Lake Erie arelocated in this region.

J 14. This popular tourist spot was an important symbol forAmerica’s strength and rich natural resources.


mapping and Matching Use the maps of the Middle Atlantic, New England, and Midwestern states in yourtextbook, along with your textbook’s glossary and an atlas, to complete the followingexercise. Match the places listed at the top to the numbered descriptions below.

A. New York City F. North Dakota K. New York State

B. New England G. Middle Atlantic L. Midwest

C. Hudson River H. Lake Michigan M. Maine

D. Delaware River I. Massachusetts N. Piedmont

E. Illinois Waterway J. Niagara Falls O. Albany

_____ 1. This state is bordered by only one other state.

_____ 2. This city is a Middle Atlantic megalopolis.

_____ 3. This area is known as the country’s manufacturing belt.

_____ 4. The capital of this state is Boston.

_____ 5. Lake Ontario is part of the northern border of this state.

_____ 6. This is the region of rolling hills at the bottom of the AppalachianMountains.

_____ 7. In the fall, thousands of people visit to see the trees here.

_____ 8. The Great Lakes are linked to the Mississippi River by this.

_____ 9. This is the Great Lake that touches the northern border of Indiana.

_____ 10. The Catskill Mountains run along the west bank of this river.

_____ 11. This city is the capital of New York State.

_____ 12. This river flows into the Delaware Bay.

_____ 13. Lake Superior, Lake Michigan, Lake Huron, and Lake Erie are located inthis region.

_____ 14. This popular tourist spot was an important symbol for America’s strengthand rich natural resources.


M A U T U V R E I N H A R D T R E S

C O L L T T R A E A I N T S P Q S A

G O N M L L K D R O F F I G A B S D

S E L R E M O H G H J N O R C F E E

M W A E I V D O U G H T Y S H U N T

A Y U K U T A K I S I P S O T P N M

U W I R R O N H N M J U R F O V I E

R N N E S S K I N I S E L O Y A N T

E I Z O U X K S A L S A T R S E E S

R E H I N A H A R D C Y M T M P A M

C H A S E E N N E T A S A O I R S I

T U S R S I V O E I Y M R I L W F L

T N S M T D U M C S B M S D L U D K

E N A Q I O C S F V T H H W I F G T

S I M A B Z Y R N E H I D C E T T V
















TEACHER’S GUIDE

American Landscape Artist

Word Search

INSTRUCTIONS: < The word search contains names of American landscape artists whose works

are featured in this packet. < Names can be found across, down, upward, backward, and diagonally.

ANSWER KEY:

AmericanLandscape Artists

AdamsChaseCole

DoughtyEakinsGifford

HassamHenryHomerHunt

InnessMaurerMetcalf

ReinhardtSmillie


American Landscape Artist

Word Search Names of American landscape artists are hidden in the puzzle below. Draw a circlearound each name as you find it in the puzzle. The names can be found across, down,upward, backward, and diagonally.

Adams Eakins Homer Metcalf

Chase Gifford Hunt Reinhardt

Cole Hassam Inness Smillie

Doughty Henry Maurer

















TEACHER’S GUIDE

Emotional Landscapes

INSTRUCTIONS: < The hand symbol (L) on the activity sheet indicates questions that may be used

for discussion or as writing activities. < This activity is designed to generate discussion about moods and emotions

suggested by American landscape paintings. It can be completed by individualstudents, small groups of students, or an entire class.

< As the class discusses these paintings, they can view them from the image fileon the computer screen, projected from the computer, or printed out from theimage (jpeg) files

VISUALS: < Images of the following:

1. A Grey Thaw (Late Winter, Vermont) by Willard Leroy Metcalf2. Trout Brook #2 by Willard Leroy Metcalf3. Rest by the Wayside by William Merritt Chase4. In Poppyland by John Ottis Adams5. The Ranger, Adirondacks by Winslow Homer

SUPPLIES: < optional: copies of the EMOTIONAL LANDSCAPES activity sheet to be

distributed to the class


Emotional Landscapes

When an artist paints a landscape, he or she is often trying to do more than just showyou a picture of a place. Often, landscape artists are also trying to express an idea oremotion through their depiction of a particular time and place.

Look at the following landscapes:

1. A Grey Thaw (Late Winter, Vermont) by Willard Leroy Metcalf2. Trout Brook #2 by Willard Leroy Metcalf3. Rest by the Wayside by William Merritt Chase4. In Poppyland by John Ottis Adams5. The Ranger, Adirondacks by Winslow Homer

L What feelings or moods does each of these landscapes suggest?

L Does each one “feel” differently?

L Name emotions or moods suggested to you by each painting.

L What is it about each painting that gives it its particular mood?

If you have trouble getting started, here are some words that might help:

Loneliness Relaxation

Uncertainty Coldness

Happiness Solitude

Peacefulness Freedom

Sadness Warmth

Excitement Calm

Activity


TEACHER’S GUIDE

Compare and Contrast

INSTRUCTIONS: < This exercise may be used as a small group activity, or it may be used to

generate classroom discussion.

VISUALS: < Storm King of the Hudson by Thomas Cole < Landscape by George Henry Smillie

SUPPLIES: < optional: copies of the COMPARE AND CONTRAST activity sheet to be

distributed to the class


Compare and Contrast Look at the landscapes Storm King of the Hudson, by Thomas Cole, and Landscape,by George Henry Smillie. In what ways are the two paintings similar? In what ways arethey different? List these similarities and differences in the spaces below.

SIMILARITIES DIFFERENCES


TEACHER’S GUIDE

Interpretations

INSTRUCTIONS: < The hand symbol (L) indicates questions that may be used either for discussion

or as writing activities. < Students should view images of the two paintings listed below. < At the end of this activity, students will make a drawing to illustrate the landscape

they have described.

VISUALS: < Storm King of the Hudson by Thomas Cole < Landscape by George Henry Smillie

SUPPLIES: < pencils and crayons or colored pencils < drawing paper


Interpretations THOMAS COLE:In his paintings, Thomas Cole emphasized the power of nature and the uncontrollablewilderness of the Hudson River Valley.

GEORGE HENRY SMILLIE:George Henry Smillie emphasized how people began to control nature by settling theland and farming.

Like Cole and Smillie, landscape artists sometimes have strong feelings about theenvironments they are painting. The way they paint and what they choose to paint cansay a lot about their attitudes about a particular landscape.

L Look at the images of the paintings by Cole and Smillie. Do you think these twoartists have the same attitude about the American landscape?

L In your own words, what is the mood of each painting?

You will be writing a paragraph describing the kind of landscape you would create. Before beginning, think about whether your interpretation of the landscape will be morelike Thomas Cole’s or more like George Smillie’s. How will your landscape be like thatof the artist you selected? What sorts of things will be in your landscape? What will itlook like?

Whose interpretation did you select? ____________________________

Before beginning to write, list below what you will put in your landscape:

On the back of this page, write a paragraph describing your landscape. After you have finished writing, use a separate sheet of paper to draw the landscape you havedescribed.


GENERAL TEACHER’S GUIDE

Your Journey & Travel Log

DESCRIPTION:YOUR JOURNEY and TRAVEL LOG, together, guide your students asthey plan an imaginary trip from Muncie, Indiana, to a chosen destinationin a Middle Atlantic or New England state. Students can work in groups todecide where they will travel, what they will see, and what they will bring. As they complete YOUR JOURNEY and TRAVEL LOG, your students willconnect the art featured in this packet with the actual places in whichthese paintings were made. They will understand that the places depictedin these paintings are places they might visit in the real world. Along theway, students will develop and reinforce valuable mapping and trip-planning skills.

1. YOUR JOURNEY:YOUR JOURNEY is designed as a guide for each group of students. Itleads your students step-by-step through mapping their journey andarriving at their destination. YOUR JOURNEY consists of elevenactivities. Parts 1 through 7, in order, will guide your students through theprocess of planning their trip. Parts 8 through 11 are designed as optionalextensions of the trip. In practice, you may choose to use some or all ofthese eleven activities with your class, as you see fit.

2. TRAVEL LOG:TRAVEL LOG contains a variety of activities that can be completed byindividual students with the help of their group. Each student should havehis or her own personal TRAVEL LOG. The TRAVEL LOG is designed tobe used in conjunction with YOUR JOURNEY, and several of the activitiesin YOUR JOURNEY direct students to complete sections of the TRAVELLOG.

3. PLEASE NOTE: < The pencil sign (O) indicates that students should refer to their individual

TRAVEL LOGs. < The hand symbol (L) indicates discussion questions for the whole class. < Worksheets for students follow the teacher’s guides. Student worksheets

can be printed out and photocopied.


TEACHER’S GUIDE

Your Journeypart 1: beginning

NOTES AND INSTRUCTIONS: < Divide students into groups of 4 to 6 before continuing. < Distribute one TRAVEL LOG to each student. < The activities in YOUR JOURNEY may be distributed as you go, or you

may copy pages 34, 36, 38 (map), 39, 41, 43, 45, 47-49, 51-54, and 56 todistribute them to the groups as you begin YOUR JOURNEY.

VISUALS: < Image of Summertime by John Ottis Adams and a current photo of the

White River (included as jpeg files 19Summertime or b&w19Summer and21WhiteRiver or 21b&wWhiteRiv).

SUPPLIES: < blank sheets of writing paper


Your Journeypart 1: beginning

You will begin your journey in MUNCIE, INDIANA, along the banks of the WHITERIVER.

Look at the painting called Summertime. In 1890, Indiana painter John OttisAdams painted this picture of the White River in Muncie, Indiana.

L How does the artist show you that it is summer?

L What time of day is it?

L How can you tell?

Look at a photo of the White River today (your teacher will provide one). Whatare the differences between the way the river looks now and the way it lookedwhen John Ottis Adams painted it? What changes have occurred? Write aparagraph explaining how the appearance of the White River has changedbetween the 1890s and today.


TEACHER’S GUIDE

Your Journeypart 2: destinations

NOTES AND INSTRUCTIONS: < In this section, each group will select a destination for its journey based on

a selection of landscape paintings from this packet (listed below). < We recommend that you read aloud the student directions for Part 2 and

show the whole class images of the landscapes from which they arechoosing.

< You may want to take time to allow students to discuss, as a class, whatthey see in the images, what appeals to them in the images, and whatdoes not appeal to them in the images.

VISUALS: < The Rapids, Sister Island, Niagara by William Morris Hunt < Storm King of the Hudson by Thomas Cole < Shad Fishing at Gloucester-on-the-Delaware by Thomas Eakins < A Grey Thaw by Willard Leroy Metcalf < Entrance to the Siren's Grotto, Isles of Shoals by Childe Hassam < Saint Paul's Church, New York by Edward Lamson Henry


Your Journeypart 2: Destinations

Everyone’s journey will begin at the White River in Muncie and will end in someMiddle Atlantic or New England state. You will travel to one of the locations youhave seen in the paintings your class has been viewing.

Your six possible destinations are listed below. First, view these paintings in thereproductions provided by your teacher. Then, as a group, decide on adestination. Circle your chosen destination below.

1. The Rapids, Sister Island, Niagaraby William Morris Hunt, 1878Destination: Niagara Falls, New York

2. Storm King of the Hudsonby Thomas Cole, 1825-1827Destination: Storm King Mountain, New York

3. Shad Fishing at Gloucester-on-the-Delawareby Thomas Eakins, 1881Destination: Gloucester City, New Jersey, on the Delaware River

4. A Grey Thawby Willard Leroy Metcalf, 1923Destination: Chester, Vermont

5. Entrance to the Siren's Grotto, Isles of Shoalsby Childe Hassam, 1902Destination: Isles of Shoals, off the coast of Maine and NewHampshire, on the state line; ten miles southeast of Portsmouth,New Hampshire

6. Saint Paul's Church, New Yorkby Edward Lamson Henry, 1868Destination: Lower Broadway, Manhattan, New York City,New York


TEACHER’S GUIDE

Your Journeypart 3: supplieS

NOTES AND INSTRUCTIONS: < Each student will fill in Section A of his or her TRAVEL LOG as part of this

exercise. Students will need to refer back to Part 2: DESTINATIONS tocomplete Section A.

< In this activity, students also assemble supplies needed to complete Parts3 through 7 of YOUR JOURNEY.

< You may choose to distribute all of the supplies now or to distribute themas needed throughout YOUR JOURNEY.

< Each group will need a blank map that includes the Midwestern, MiddleAtlantic, and New England states. This map needs to be large enough forstudents to color and write on.

< We have provided a suitable map on the following page, which can beused as is or enlarged.

SUPPLIES: Students may be responsible for some of these supplies. They willneed these supplies for YOUR JOURNEY, Parts 3 through 7. < a map of the U.S. from the classroom, a textbook, an atlas, or a map

website < one blank map of the U.S. or the eastern half of the U.S. per group (see

next page) < a road atlas with a mileage chart (may be shared among groups) and a

U.S. interstate map < at least one yellow highlighter per group < ball point pens and pencils < two sticker stars per group < scissors < one gluestick per group


Your Journeypart 3: supplies

To plan your journey you will need to use more than your book. Your group willneed some supplies, and each person in your group will need a TRAVEL LOG torecord the adventure!

1. O In your TRAVEL LOG, fill in Section A now. Refer to YOUR JOURNEYPart 2: DESTINATIONS.

2. Check to make sure your group has access to everything on the supply listbelow before you start.

9 a social studies textbook

9 one blank map that includes the Midwest, Middle Atlantic, and New England States

9 a road atlas with a mileage chart and U.S. interstate map

9 a yellow highlighter

9 ball point pens and pencils

9 two sticker stars

9 scissors

9 a glue stick


TEACHER’S GUIDE

Your Journeypart 4: mapping your journey

NOTES AND INSTRUCTIONS: < Students will need to refer to maps of the United States as well as maps of

individual states to complete Part 4.

a. Students will locate their starting and destination states. On theirblank group map, each group should color in its starting state andits destination state with a yellow highlighter.

b. Students will use a road atlas to find their exact destinationwithin their destination state. They will then use a ball point pen tomark the destination on their group map. (The pens will work betterthan pencil for marking over previously highlighted areas.)

c. Each student will fill in Section B of his or her TRAVEL LOG as apart of this exercise.

d. On their group map, students will use a yellow highlighter tocolor in all of the states they have listed in their TRAVEL LOGs. Groups will also label the states with ball point pen and put stickerstars on their starting and destination points.

< If your students have not worked with maps before, you may need to givefurther instruction on locating states, cities, and towns.

< You may want to instruct each group to select a secretary. The secretarycould be a different student each day or the same student throughout theactivity. This direction is not on the student activity sheet for YOURJOURNEY; the nature of the secretary position is left to your discretion.


Your Journeypart 4: mapping your journey

Complete questions 1-4 in order.

1. Look at a map of the United States in your textbook, in an atlas, in yourclassroom, or on a map web site.

Locate both Indiana and your destination state, which is

_______________________________(name of the destination state)

On your group’s blank map, color in these two states with a highlighter.

2. Look at a map of your destination state in a road atlas.

Locate your exact destination, which is

_______________________________ (name of your exact destination)

Estimate the destination point on your group map. Using an ink pen, place asmall dot on your map at your destination point.

3. O In Section B of your TRAVEL LOG:

What states will you go through to get to your destination? Starting with Indiana,list the states in the order you will travel through them from Indiana to yourdestination state.

4. On your group map:

Use a highlighter to color in the states you listed in Section B of your TRAVELLOG. Label the states with pen and put sticker stars on your starting point anddestination point.


TEACHER’S GUIDE

Your Journeypart 5: SITEs and states

NOTES AND INSTRUCTIONS: < On the list on their worksheets for Part 5, students will highlight the states

they will travel through as well as the sites they would like to visit in thosestates.

< On a U.S. map, students will locate the states and sites they havehighlighted.

< On their group map, students will label the states, cities or towns,mountain ranges, and rivers which they would like to visit.

< It may be useful for you to review, as a class, the landscape images thatrepresent the possible sites listed in Part 5; that way, students canremember which sites particularly appealed to them. The paintings whichcorrespond to the sites are listed below:

Indiana:Brookville: In Poppyland

Pennsylvania:Delaware River: Shad Fishing at Gloucester-on-the-Delaware (#11)

Vermont:Chester: A Grey Thaw (#18)

New Hampshire: Portsmouth: Entrance to the Siren’s Grotto (#15)

New Jersey:Montclair: Sunset in the Woods, Montclair (#10)

New York:Adirondack Mountains: The Ranger, Adirondacks (#12)Catskill Mountains: In the Catskills (#5) and

Sketch on the Outlet of Catskill Lake (#7)New York City: Saint Paul’s Church, New York (#6)Niagara Falls: At the Falls (#8) and

The Rapids, Sister Island, Niagara (#9)Storm King Mountain: Storm King of the Hudson (#1-3)


Your Journeypart 5: SITEs and states

1. Listed below are some of the states and sites where artists painted thelandscapes you have been viewing. If you are traveling through any of thesestates you may want to visit several of these places. In the list below, use ahighlighter to mark the states you will travel through and the sites in those statesthat you would like to visit as you travel.

INDIANA: NEW YORK:

Brookville Adirondack Mountains

Catskill Mountains

OHIO New York City

Niagara Falls

PENNSYLVANIA: West Point

Delaware River

VERMONT:

NEW JERSEY: Chester

Montclair

NEW HAMPSHIRE:

Portsmouth

2. On a wall map or in a road atlas, find the states, cities or towns, or sites thatyou highlighted in the above list. On your group map, label them using a pen.


TEACHER’S GUIDE

Your Journeypart 6: map vocabulary

NOTES AND INSTRUCTIONS: < To complete the MAP VOCABULARY matching activity, students will locate

mapping terms and definitions in their textbook or in a dictionary. < As a part of this exercise, each student will complete the MAP VOCABULARY

CROSSWORD PUZZLE in Section C of the TRAVEL LOG. To complete thepuzzle, students will need to use their textbook and the completed matchingactivity from this part of YOUR JOURNEY.

< Answer key for MAP VOCABULARY MATCHING:

CARDINAL DIRECTIONS

INTERMEDIATE DIRECTIONS

NORTH POINTER

SCALE

SYMBOL

MAP KEY

Anything that stands for something else

Explains the relationship between real distances on theearth and distances on the map

North, south, east, and west

An indicator for the direction north on a map

Such as northwest or southeast; means “between”

Tells the meaning of each symbol on the map

< Answer key for MAP VOCABULARY CROSSWORD PUZZLE:

***ACROSS***1. On a map, COLOR is often used to distinguish one state from another.3. The NORTH pointer is found on most maps.4. Northeast, southeast, southwest, and northwest are called INTERMEDIATE directions.6. Southeast is the direction halfway between south and EAST .8. A SYMBOL is something that stands for something else.9. WEST is the direction opposite of east.

***DOWN***1. North, south, east, and west are CARDINAL directions.2. Locate the U.S. map in your textbook. In what direction would you travel if youwere going from Montpelier, Vermont, to Concord, New Hampshire? SOUTHEAST5. A MAP KEY tells the meaning of each symbol on the map.7. Find the north pointer on the map of the Middle Atlantic states. Pennsylvania lies SOUTH of New York.8. SCALE explains the relationship between real distances on the earth anddistances on the map.

S

C O L O R O

A U

N O R T H T

D H

I N T E R M E D I A T E

N A A

E A S T P S

L K T

E S

S Y M B O L

C U

A T

L H

W E S T


Your Journeypart 6: map vocabulary

1. To read a map you must understand map vocabulary. Study the list of termsand definitions below. Locate the terms in your textbook or in a dictionary andmatch the definitions to the terms by drawing a line between them.

CARDINAL DIRECTIONS Anything that stands for something else

INTERMEDIATE DIRECTIONS Explains the relationship between realdistances on the earth and distances on themap

NORTH POINTER North, south, east, and west

SCALE An indicator for the direction north on a map

SYMBOL Such as northwest or southeast; means“between”

MAP KEY Tells the meaning of each symbol on the map

2. O In Section C of your TRAVEL LOG, do the MAP VOCABULARY CROSSWORDPUZZLE using your answers from above to help you (you may also need to use yourtextbook).


TEACHER’S GUIDE

Your Journeypart 7: scale, mileage, and mapping

NOTES AND INSTRUCTIONS: < At the beginning of this exercise, students will fill out Section D of their

TRAVEL LOGs, using their textbooks to help them if needed; the termsthey learned in Part 6 will help them complete TRAVEL LOG Section D1.

< Part 7 includes three sections (7.1, 7.2, and 7.3). < Answer key for exercise from Section D1 of TRAVEL LOG (page 63):

1. Maps are as large as the part of the earth they show. TRUE or FALSE? FALSE

2. Scale explains the relationship between real distances on the earth and distances on the map.TRUE or FALSE? TRUE

3. On a map, distance may be indicated by two different measures: MILES and kilo METERS.

4. If you measured the miles between Muncie, Indiana, and Albany, New York, on two different maps, would youget the same sum of miles for each? YES Why or why not? The mileage is the same no matter what thescale of the map is.

7.1 Student groups will determine the mileage of their trip; each student willrecord the results and calculate round trip mileage in his or her TRAVELLOG, Section D2. Students may need further instruction if they areunfamiliar with using mileage charts.

7.2 Students will design their own symbols to create a map key for their groupmap. They will either draw a map key directly on their maps or cut out andattach the map key they make in 7.2.

7.3 Students will familiarize themselves with a road atlas. You may need totake time as a class to discuss interstates and route mapping. Each groupwill determine what interstate routes they will take to get to theirdestination. Each student will record the group's findings in his or herTRAVEL LOG, Section E, MAPPING YOUR WAY–ROUTE CHART.


Your Journeypart 7: scale, mileage, and mapping

Now you are ready to use the terms you learned in Part Six. You will be learningabout “scale,” determining the mileage of your trip, and creating a map key toidentify significant locations on your map. You will also choose the routes youwill follow to get to your final destination.

1. O Fill in Section D1 of your TRAVEL LOGs. Follow the directions carefullyand answer all the questions.

2. Complete exercises 7.1, 7.2, and 7.3 in order.

7.1 Determining Mileage:

< How many miles is it to your destination? To determine the number ofmiles, find the United States mileage chart in a road atlas. For yourstarting point, locate Indianapolis, Indiana, on the left side of the chart. Indianapolis is the large city closest to Muncie. Now locate your group’sdestination point—or the city or town nearest your destination—on the topof the chart. Find where these two lines of miles meet: that number is theapproximate number of miles to your destination!

< O Fill in Section D2 of your TRAVEL LOG.


City or Town

Mountain Range

River

7.2 Making a Map Key:

Your group will need to create a map key (sometimes called a “map legend”)with symbols to identify cities or towns, mountain ranges, and rivers. The mapkey tells you what each symbol on the map stands for.

< In the box on the bottom half of this page, design a symbol for each of theitems listed. Draw your symbols below each term.

< Using the symbols your group designed, draw the appropriate symbol nextto each town or city, mountain range, or river labeled on your group map.

< Two ways to make your map key:

1) Cut out the map key below and attach it to your group map witha glue stick. (Be sure not to cover up any states you highlighted.)

2) Copy the headings and symbols from the map key below directlyonto a blank area of your group map.

C MAP KEY C


7.3 Mapping Your Way:

< Your group will need to look at a road atlas (provided by your teacher) tocomplete this activity.

< Familiarize yourselves with the road atlas. Read the explanation of mapsymbols.

< Everyone in your group must work together to determine what interstatehighways your group will take. Locate Section E, “Mapping yourWay–Route Chart” in your TRAVEL LOG. Each person in your group willfill out his or her own chart, although your group will do this activitytogether.

As a group, read and follow the directions below.

1. In the road atlas, locate the states through which you will travel to get to yourdestination.

2. Find the eastbound interstate closest to Muncie, Indiana.

3. Follow this route until your group reaches the next state or the route ends. Always remember that your ultimate goal is to reach your group's destination;take only roads that lead in that direction.

4. O Complete Section E of your TRAVEL LOG. Use the spaces provided tolist roads in the order that your group will be traveling on them. Indicate direction(north, south, east, or west) as well. Also, write down the states through whichyou are traveling. (You may be traveling on more than one route within a singlestate or through more than one state on the same route.) You may not need allthe spaces. Each of you should record this activity in Section E of your TRAVELLOG.


TEACHER’S GUIDE

Your Journeypart 8: necessities

GENERAL NOTE: The following activities (Part 8 and Part 9) are optional. Thejourney can be completed at this time or can be extended using these twoactivities.

NOTES AND INSTRUCTIONS: < In Part 8, students plan supplies for a ten day trip. < This exercise begins with four questions designed for the whole class to

discuss together. Sections 8.1-8.4 are designed for individual groups tocomplete after the class discussion.

8.1 CAMPING and EQUIPMENT:a. Students will use a road map or atlas to locate campgrounds in thestates they will visit. They will also decide what equipment they will needfor a camping trip.b. As part of this exercise, each student will complete his or her TRAVELLOG, Section F1, CAMPING EQUIPMENT.

8.2 TRANSPORTATION:a. Each group will select a vehicle to transport them on their journey.b. As a part of this exercise, each student will complete his or herTRAVEL LOG, Section F2, TRANSPORTATION.

8.3 FOOD:a. Students will calculate their food budget and select food from grocerystore fliers (provided by teacher or brought from home).b. As a part of this exercise, each student will record the group’s decisions in his or her TRAVEL LOG, Section F3, GROCERY LIST.

8.4 CLOTHING:a. One suitcase is allowed per student. Each individual must decide whathe or she will pack.b. Each student will read directions and complete his or her TRAVELLOG, Section F4, CLOTHING.

SUPPLIES: enough grocery store sale fliers for each group to have three


Your Journeypart 8: necessities

Your journey will begin in the spring; it will last ten days, and there is still a lot ofplanning to do!

L What kind of clothing will you pack?

L Where will you stay?

L Will you bring food and, if so, what kind?

L How will you get there?

8.1 CAMPING:

1. As you travel you will be camping. For extra fun, use an atlas or a road mapto look for campgrounds in the states you will be visiting. Use the map’s key orexplanation of symbols to find out how campgrounds are marked.

2. What equipment might your group need? As a group, decide what you willneed for a camping trip.

3. O Every group member should fill out his or her TRAVEL LOG, Section F1,CAMPING EQUIPMENT, recording your group’s equipment needs.

Hint: Think about what you will wear to sleep, how you will prepare food, howyou will store food, and what you will use for light. These are not all theconsiderations you will have to make. Be sure to discuss and brainstormwith your group.


SPORT UTILITY VEHICLE (S.U.V.):Seats up to 5 peopleLarge storage area

MINI VAN:Seats up to 7 peopleSmall storage area

RECREATIONAL VEHICLE (R.V.):Seats and sleeps 4 to 6 people

8.2 TRANSPORTATION:

You must have some type of transportation to get to your destination. To see somany different things, it would be best to drive. In the box below, choose avehicle that will best suit your needs. Be careful not to select one that is toosmall to fit your group and its supplies.

a. Circle the name of the vehicle your group has chosen.

b. O Fill in Section F2 of your TRAVEL LOG, TRANSPORTATION.


8.3 FOOD:

Eating out can be very expensive. Because you are camping it seems naturalthat you will be cooking your meals most of the time. You must decide what youare going to purchase and take with you. Your trip will be ten days long.

a. Your budget is $200.00 for each person in your group. To figure your group'stotal budget, multiply the number of people in your group by 200. Do thiscalculation in the box below.

b. Collect at least three different grocery store sale fliers to complete thefollowing activity.

From your fliers you will be able to tell the price of a grocery item and howmuch you will be able to get for that price. Fruit, meat, bread, vegetables,and dairy products are a few categories that will be very important to you. Decide what food your group will need for your trip. Keep in mind yourgroup’s total budget.

Hint: Certain foods can be very expensive, so don’t count on always eatingtwinkies and steak for dinner.

c. O Fill out Section F3 of your TRAVEL LOG, GROCERY LIST. Each personin your group should record the group’s decisions and calculate costs.


8.4 CLOTHING:

Each member of your group will be allowed one suitcase. You will be usingSection F of your TRAVEL LOG, CLOTHING, to make a list of items to take. Remember, your trip will be ten days long.

Answer these questions before beginning:

1. During which season will you be traveling?

2. Will it be cold or warm?

3. Think about where you are going. What will the climate be like? Willmountains make a difference in the weather?

O Each member of the group should use Section F of his or her TRAVEL LOGto make a personal list of things to bring on the trip.


TEACHER’S GUIDE

Your Journeypart 9: A LETTER HOME

NOTES AND INSTRUCTIONS: < On the front and back of Part 9: A LETTER HOME, each student will write

a letter or poem describing what they did on their journey, what thelandscape looks like, or how it makes them feel.


Your Journeypart 9: a letter home

JNow you have reached your destination and completed the mapping activities. Look once more at the photograph of the landscape painting that brought youthis far. Look at the scenery. Can you think of any adjectives to describe thislandscape?

Using the space below and the back of this page if needed, write a letter homedescribing to your family what you did on your imaginary journey to yourdestination, or write a poem describing what your destination landscape lookslike or how it makes you feel.


TEACHER’S GUIDE

Your Journeypart 10: road bingo

NOTES AND INSTRUCTIONS: < Bingo sheets to photocopy and the list of towns from which to draw are

provided in the appendix. < Cut apart ROAD BINGO: TOWNS AND STATES and fold each one in

half. Put the folded papers into a container from which to draw. < Distribute one ROAD BINGO sheet to each student. < Distribute 20 chips to each student. < Read the directions for ROAD BINGO aloud to students:

1. Each player should have one Road Bingo sheet and 20 chips. 2. Look at the names of the towns and states in the 25 squares onyour card so that you will remember which cities are on your cardwhen the cities are called. 3. Put a chip on the square marked FREE. Now you are ready tobegin playing.4. Listen carefully to each town your teacher reads aloud. If youhave that town and state in one of your squares, put a chip on thatsquare.5. To win you must have five chips in a row. The rows can beacross, down, or diagonal. When you have won, yell, “BINGO!”

< Draw a folded town and state from the container and read it aloud to theclass. Allow time for students to look for the correct town and state ontheir Road Bingo sheets.

< Repeat the above direction until someone yells “bingo.” < The student who has yelled “bingo” must read the winning row of five

towns and states on his or her Road Bingo sheet to you. If all five arecorrect, the student has won. However, if they are not correct the gamecontinues.

< The winner may receive a prize if you wish.

SUPPLIES: < chips for ROAD BINGO (candy works nicely) < copies of ROAD BINGO sheets (see APPENDIX, pages 71-100) < photocopies of ROAD BINGO: TOWNS AND STATES < optional prize for winner of ROAD BINGO


TRAVEL LOG

____________________________(Name)

____________________________(Date)


TRAVEL LOGSection A

How many people are in your group?_______________

List the people in your group:

______________________ ______________________

______________________ ______________________

______________________ ______________________

WHERE DO WE START?

(Look at Part 2: DESTINATIONS in YOUR JOURNEY.)

Starting Point: _____________________________

Destination: _______________________________

Title of your destination landscape painting:

_________________________________________

Name of artist:_____________________________

Year painted:______________________________

Take a travel break.


TRAVEL LOGSection B

Write the name of your beginning state on line 1. Then, in the order you willreach them, list the states your group will pass through on the way to yourdestination. Finish by listing your destination state. (You may not need to useall the lines provided.)

1.____________________ 5.____________________

2.____________________ 6.____________________

3.____________________ 7.____________________

4.____________________ 8.____________________

Return to Part 4, question 4, of YOUR JOURNEY.


TRAVEL LOGSection c

map vocabulary crossword puzzle

ACROSS

1. On a map, ___________ is often used to distinguish one state from another.

3. The ______________ pointer is found on most maps.

4. Northeast, southeast, southwest, and northwest are called __________directions.

6. Southeast is the direction halfway between south and ________.

8. A ___________ is something that stands for something else.

9. _______ is the direction opposite of East.

DOWN

1. North, south, east, and west are _______________ directions.

2. Locate the U.S. map in your textbook. In what direction would you travel ifyou were going from Montpelier, Vermont, to Concord, New Hampshire?________________________

5. A _________ __________ tells the meaning of each symbol on the map.

7. Find the north pointer on the map of the Middle Atlantic states. Pennsylvanialies ______________ of New York.

8. _____________ explains the relationship between real distances on theearth and distances on the map.

After completing the MAP VOCABULARY CROSSWORD PUZZLEon the next page, go to Part 7 of YOUR JOURNEY.


TRAVEL LOGSection C

map vocabulary crossword puzzle

2

1

3

4 5

6

7

8

9

Return to Part 7 of YOUR JOURNEY.


TRAVEL LOGSection D

Scale and mileage

D1 UNDERSTANDING SCALE:

“Scale” is a term used in map reading. In your textbook, find the explanation ofhow to use scale. Read carefully and answer the following questions.

1. Maps are as large as the part of the earth they show.TRUE or FALSE? _________________

2. Scale explains the relationship between real distances on the earth anddistances on the map.

TRUE or FALSE? _________________

3. On a map, distances may be indicated by two different measures, _________and kilo_________.

4. If you measured the miles between Muncie, Indiana, and Albany, New York,on two different maps, would you get the same sum of miles for each? _______Why or why not?

_______________________________________________________________

_______________________________________________________________

Return to Part 7.1 of YOUR JOURNEY.

D2 ESTIMATING MILEAGE:

Approximately how many miles is it to your destination? ______________

Multiply the number of miles to your destination by two.What is your answer? ____________ This is how many miles it will takeyour group to go there and back. This is called your round trip.



TRAVEL LOGSection E

mapping your way–route chart

Before starting this activity, fill in the starting point and destination point at thebeginning and end of this chart.

STARTING POINT ________________________________________________

ROUTE _______________________ DIRECTION ___________________

STATE(S) YOU WILL BE IN ____________________________________

TO

ROUTE _______________________ DIRECTION ___________________

STATE(S) YOU WILL BE IN _________________________________________

TO

ROUTE _______________________ DIRECTION ___________________


TO

ROUTE _______________________ DIRECTION ___________________


TO

ROUTE _______________________ DIRECTION ___________________


TO

DESTINATION POINT ___________________________________________________


TRAVEL LOGSection F

necessities

F1 CAMPING EQUIPMENT:

1. 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.


F2 TRANSPORTATION:

Write the name of the vehicle your group has chosen.

____________________________________________________

Go to Part 8.3 of YOUR JOURNEY.


F3 GROCERY LIST:

Use a pencil on this sheet to write in the groceries your group would like to buy.To get the cost of each item, multiply the quantity you’ll need by the price. Whenyou are done, add up the costs to get a total. If you go over your budget, yourgroup will need to decide what to subtract from the list. The first line is anexample.

ITEM QUANTITY X PRICE = COST

8-pack/hot dogs 4 $2.00 $8.00

TOTAL*

*Your total should be less than or equal to your budget amount(which you calculated in YOUR JOURNEY, Part 8.3).


F4 CLOTHING:

Remember, all of your clothing must fit into one suitcase.

1. 10.

2. 11.

3. 12.

4. 13.

5. 14.

6. 15.

7. 16.

8. 17.

9. 18.


Appendix:

Materials for Road Bingo


ROAD BINGO: TOWNS AND STATES(Page 1of 2)

Blue Rock, Ohio Center, Ohio

Mingo Junction, Ohio Convoy, Ohio

Newcomerstown, Ohio Farmer, Ohio

Peebles, Ohio Flushing, Ohio

Rice, Ohio Rob Roy, Indiana

Utopia, Ohio Hue, Ohio

Alert, Indiana Mabee Corner, Ohio

Buckskin, Indiana Birdseye, Indiana

Harmony, Indiana Carp, Indiana

Raccoon, Indiana Loogootee, Indiana

Economy, Indiana Gas City, Indiana

Challenge, Pennsylvania Mechanicsburg, Pennsylvania

Hershey, Pennsylvania Elmora, Pennsylvania

Oil City, Pennsylvania Mars, Pennsylvania

Scalp Level, Pennsylvania Paisley, Pennsylvania


ROAD BINGO: TOWNS AND STATES(Page 2 of 2)

Amityville, New York Calcium, New York

Bath, New York Surprise, New York

Graphite, New York Hamburg, New York

Great Neck, New York Moons, New York

Kidders, New York Painted Post, New York

Rye, New York Sabbath Day Point, New York

Notchland, New Hampshire Heartwellville, Vermont

Orange, Vermont Cos Cob, Connecticut

Pepper, Delaware Blackbird, Delaware

Bargaintown, New Jersey Gum Tree Corner, New Jersey

Ship Bottom, New Jersey Surf City, New Jersey

Double Trouble, New Jersey Downstown, New Jersey

Loveladies, New Jersey

Road Bingo Score Card #1Copyright © 1995 and 2000, Ball State University Museum of Art

ROAD BINGO

Blue Rock,Ohio

Scalp Level,Pennsylvania

Mabee Corner,Ohio

Center,Ohio

Hue,Ohio

Sabbath DayPoint,

New York

Orange,Vermont

Painted Post,New York

Oil City,Pennsylvania

Mechanicsburg,Pennsylvania

Mars,Pennsylvania

Notchland,New Hampshire

Alert,Indiana

Farmer,Ohio

Kidders,New York

Surprise,New York

Rye,New York

Graphite,New York

Newcomerstown,Ohio

Elmo,Pennsylvania

Calcium,New York

Hershey,Pennsylvania

Harmony,Indiana

Downstown,New Jersey


ROAD BINGO

Center,Ohio

Orange,Vermont


Hue,Ohio

Mars,Pennsylvania

Blue Rock,Ohio

Sabbath DayPoint,

New York

Newcomerstown,Ohio


Farmer,Ohio

Graphite,New York

Surprise,New York


Alert,Indiana

Raccoon,Indiana


Kidders,New York

Rye,New York

Buckskin,Indiana

Calcium,New York

Harmony,Indiana

Elmora,Pennsylvania

Mabee Corner,Ohio



ROAD BINGO

Newcomerstown,Ohio

Center,Ohio

Hue,Ohio


Farmer,Ohio

Graphite,New York

Surprise,New York

Buckskin,Indiana

Sabbath DayPoint,

New York

Mars,Pennsylvania

Blue Rock,Ohio

Orange,Vermont


Harmony,Indiana

Rye,New York

Kidders,New York



Alert,Indiana

Raccoon,Indiana


Calcium,New York

Elmora,Pennsylvania

Mabee Corner,Ohio


ROAD BINGO

Surprise,New York

Hue,Ohio

Center,Ohio

Farmer,Ohio


Rye,New York

Graphite,New York

Sabbath DayPoint,

New York

Buckskin,Indiana

Newcomerstown,Ohio

Raccoon,Indiana

Alert,Indiana

Harmony,Indiana

Mars,Pennsylvania

Blue Rock,Ohio

Orange,Vermont





Kidders,New York

Mabee Corner,Ohio

Calcium,New York

Elmora,Pennsylvania


ROAD BINGO


Raccoon,Indiana

Surprise,New York

Mabee Corner,Ohio

Center,Ohio


Hue,Ohio

Rye,New York

Farmer,Ohio

Buckskin,Indiana

Alert,Indiana

Harmony,Indiana

Sabbath DayPoint,

New York

Graphite,New York




Elmora,Pennsylvania

Mars,Pennsylvania

Blue Rock,Ohio

Orange,Vermont

Kidders,New York

Newcomerstown,Ohio

Calcium,New York


ROAD BINGO


Blue Rock,Ohio

Orange,Vermont


Mabee Corner,Ohio


Raccoon,Indiana

Alert,Indiana

Hue,Ohio

Center,Ohio

Harmony,Indiana


Rye,New York

Surprise,New York

Buckskin,Indiana


Elmora,Pennsylvania

Sabbath DayPoint,

New York

Calcium,New York

Newcomerstown,Ohio

Graphite,New York

Farmer,Ohio

Kidders,New York

Mars,Pennsylvania


ROAD BINGO


Mabee Corner,Ohio


Newcomerstown,Ohio

Rye,New York

Alert,Indiana

Blue Rock,Ohio

Orange,Vermont

Mars,Pennsylvania

Harmony,Indiana



Hue,Ohio

Center,Ohio

Sabbath DayPoint,

New York

Elmora,Pennsylvania

Buckskin,Indiana

Calcium,New York

Surprise,New York


Raccoon,Indiana

Graphite,New York

Farmer,Ohio

Kidders,New York


ROAD BINGO

Mabee Corner,Ohio


Graphite,New York

Rye,New York


Farmer,Ohio


Harmony,Indiana

Alert,Indiana

Newcomerstown,Ohio

Elmo,Pennsylvania

Blue Rock,Ohio

Mars,Pennsylvania

Hue,Ohio


Raccoon,Indiana

Calcium,New York

Buckskin,Indiana

Center,Ohio

Kidders,New York


Orange,Vermont

Sabbath DayPoint,

New York

Surprise,New York


ROAD BINGO

Rye,New York

Farmer,Ohio


Orange,Vermont

Alert,Indiana

Mabee Corner,Ohio

Harmony,Indiana


Newcomerstown,Ohio


Kidders,New York

Elmora,Pennsylvania

Surprise,New York

Buckskin,Indiana

Calcium,New York

Blue Rock,Ohio

Hue,Ohio

Mars,Pennsylvania

Graphite,New York


Sabbath DayPoint,

New York


Raccoon,Indiana

Center,Ohio


ROAD BINGO

Kidders,New York

Buckskin,Indiana

Farmer,Ohio


Raccoon,Indiana

Harmony,Indiana

Mabee Corner,Ohio


Orange,Vermont

Alert,Indiana

Sabbath DayPoint,

New York

Hue,Ohio

Elmora,Pennsylvania

Newcomerstown,Ohio

Rye,New York

Calcium,New York

Surprise,New York

Center,Ohio

Graphite,New York


Blue Rock,Ohio


Mars,Pennsylvania



ROAD BINGO


Alert,Indiana

Blue Rock,Ohio

Graphite,New York

Harmony,Indiana

Kidders,New York


Mars,Pennsylvania

Sabbath DayPoint,

New York


Calcium,New York

Mabee Corner,Ohio

Orange,Vermont

Elmora,Pennsylvania


Hue,Ohio

Center,Ohio

Rye,New York

Raccoon,Indiana

Farmer,Ohio

Buckskin,Indiana

Surprise,New York


Newcomerstown,Ohio


ROAD BINGO

Sabbath DayPoint,

New York


Surprise,New York

Harmony,Indiana

Newcomerstown,Ohio

Elmo,Pennsylvania

Kidders,New York

Blue Rock,Ohio

Raccoon,Indiana

Graphite,New York


Calcium,New York



Alert,Indiana

Mabee Corner,Ohio

Mars,Pennsylvania

Orange,Vermont

Farmer,Ohio

Center,Ohio

Hue,Ohio

Rye,New York

Buckskin,Indiana



ROAD BINGO

Surprise,New York


Harmony,Indiana


Graphite,New York

Buckskin,Indiana

Elmora,Pennsylvania

Kidders,New York

Sabbath DayPoint,

New York

Newcomerstown,Ohio

Rye,New York


Calcium,New York


Hue,Ohio

Alert,Indiana

Blue Rock,Ohio

Raccoon,Indiana


Mabee Corner,Ohio

Center,Ohio

Mars,Pennsylvania

Orange,Vermont

Farmer,Ohio


ROAD BINGO

Harmony,Indiana

Buckskin,Indiana


Newcomerstown,Ohio

Orange,Vermont


Surprise,New York

Elmora,Pennsylvania

Kidders,New York


Mabee Corner,Ohio

Raccoon,Indiana

Rye,New York

Calcium,New York

Center,Ohio


Alert,Indiana

Sabbath DayPoint,

New York

Hue,Ohio

Mars,Pennsylvania

Farmer,Ohio

Blue Rock,Ohio

Graphite,New York



ROAD BINGO

Farmer,Ohio

Harmony,Indiana

Elmora,Pennsylvania

Blue Rock,Ohio


Calcium,New York

Rye,New York


Sabbath DayPoint,

New York

Orange,Vermont


Center,Ohio

Kidders,New York

Raccoon,Indiana

Mars,Pennsylvania

Mabee Corner,Ohio


Alert,Indiana


Surprise,New York

Graphite,New York

Buckskin,Indiana

Newcomerstown,Ohio

Hue,Ohio


ROAD BINGO

Carp,Indiana

Hamburg,New York

Heartwellville,Vermont

Rob Roy,Indiana

Cos Cob,Connecticut

Amityville,New York

Blackbird,Delaware

Convoy,Ohio

Rice,Ohio


Loogootee,Indiana

Challenge,Pennsylvania

Birdseye,Indiana

Moons,New York

Peebles,Ohio

Mingo Junction,Ohio

Economy,Indiana

Great Neck,New York


Pepper,Delaware

Bath,New York

Flushing,Ohio

Gas City,Indiana

Utopia,Ohio


ROAD BINGO

Rob Roy,Indiana


Hamburg,New York

Cos Cob,Connecticut

Amityville,New York

Carp,Indiana

Loveladies,New Jersey

Economy,Indiana

Blackbird,Delaware

Great Neck,New York

Peebles,Ohio

Convoy,Ohio

Rice,Ohio

Birdseye,Indiana

Mingo Junction,Ohio


Loogootee,Indiana

Mechaniscsburg,Pennsylvania

Moons,New York

Bath,New York

Pepper,Delaware

Utopia,Ohio

Flushing,Ohio

Gas City,Indiana


ROAD BINGO


Rob Roy,Indiana

Cos Cob,Connecticut

Hamburg,New York

Moons,New York

Peebles,Ohio

Great Neck,New York

Blackbird,Delaware

Surf City,New Jersey

Amityville,New York

Carp,Indiana

Birdseye,Indiana


Loogootee,Indiana

Economy,Indiana


Convoy,Ohio

Rice,Ohio

Mingo Junction,Ohio

Utopia,Ohio

Gas City,Indiana

Pepper,Delaware

Bath,New York

Flushing,Ohio


ROAD BINGO


Cos Cob,Connecticut

Rob Roy,Indiana


Hamburg,New York

Economy,Indiana

Peebles,Ohio

Loogootee,Indiana

Great Neck,New York

Mingo Junction,Ohio

Birdseye,Indiana

Blackbird,Delaware

Convoy,Ohio

Amityville,New York

Carp,Indiana

Utopia,Ohio

Rice,Ohio


Moons,New York

Gas City,Indiana

Flushing,Ohio

Bath,New York

Pepper,Delaware



ROAD BINGO

Economy,Indiana

Loogootee,Indiana

Moons,New York

Surf City,New Jersey

Rob Roy,Indiana

Hamburg,New York

Convoy,Ohio


Mingo Junction,Ohio

Cos Cob,Connecticut

Bath,New York

Rice,Ohio


Utopia,Ohio

Birdseye,Indiana

Blackbird,Delaware


Flushing,Ohio

Amityville,New York

Carp,Indiana

Peebles,Ohio

Gas City,Indiana

Great Neck,New York

Pepper,Delaware


ROAD BINGO

Loogootee,Indiana

Carp,Indiana

Great Neck,New York

Mingo Junction,Ohio

LoveladiesNew Jersey

Rob Roy,Indiana

Hamburg,New York


Convoy,Ohio


Gas City,Indiana

Peebles,Ohio

Flushing,Ohio

Cos Cob,Connecticut

Pepper,Delaware

Rice,Ohio

Blackbird,Delaware

Birdseye,Indiana

Bath,New York

Economy,Indiana

Moons,New York


Utopia,Ohio

Amityville,New York


ROAD BINGO

Blackbird,Delaware

Ship Bottom,New Jersey


Loogootee,Indiana


Rice,Ohio

Carp,Indiana

Hamburg,New York

Flushing,Ohio

Rob Roy,Indiana


Gas City,Indiana

Bath,New York

Great Neck,New York

Peebles,Ohio

Pepper,Delaware

Utopia,Ohio

Convoy,Ohio

Cos Cob,Connecticut

Birdseye,Indiana

Economy,Indiana

Mingo Junction,Ohio

Amityville,New York

Moons,New York


ROAD BINGO

Peebles,Ohio

Loogootee,Indiana

Gum Tree CornerNew Jersey

Flushing,Ohio

Great Neck,New York

Gas City,Indiana

Moons,New York

Rob Roy,Indiana

Hamburg,New York

Rice,Ohio

Utopia,Ohio

Carp,Indiana




Convoy,Ohio

Pepper,Delaware

Amityville,New York

Bath,New York

Blackbird,Delaware

Birdseye,Indiana

Economy,Indiana

Mingo Junction,Ohio

Cos Cob,Connecticut


ROAD BINGO

Birdseye,Indiana


Flushing,Ohio

Moons,New York

Blackbird,Delaware

Utopia,Ohio

Rob Roy,Indiana

Gas City,Indiana

Mingo Junction,Ohio

Hamburg,New York



Amityville,New York

Bargaintown,New Jersey

Rice,Ohio

Carp,Indiana

Bath,New York

Pepper,Delaware

Great Neck,New York

Pebbles,Ohio

Loogootee,Indiana

Cos Cob,Connecticut

Economy,Indiana

Convoy,Ohio


ROAD BINGO


Flushing,Ohio

Birdseye,Indiana

Peebles,Ohio

Bath,New York

Moons,New York

Utopia,Ohio

Mingo Junction,Ohio

Amityville,New York

Gas City,Indiana

Hamburg,New York

Rob Roy,Indiana

Economy,Indiana


Cos Cob,Connecticut

Great Neck,New York

Double Trouble,New Jersey

Rice,Ohio

Pepper,Delaware

Convoy,Ohio

Carp,Indiana


Loogootee,Indiana

Blackbird,Delaware


ROAD BINGO

Convoy,Ohio

Bath,New York

Carp,Indiana

Amityville,New York

Flushing,Ohio


Cos Cob,Connecticut

Blackbird,Delaware

Economy,Indiana

Birdseye,Indiana

Pepper,Delaware

Hamburg,New York

Rob Roy,Indiana

Gas City,Indiana

Ship Bottom,New Jersey


Mingo Junction,Ohio

Peebles,Ohio

Rice,Ohio

Moons,New York

Utopia,Ohio

Loogootee,Indiana


Great Neck,New York


ROAD BINGO

Bath,New York

Gas City,Indiana

Convoy,Ohio

Amityville,New York

Economy,Indiana

Birdseye,Indiana

Flushing,Ohio

Carp,Indiana

Cos Cob,Connecticut

Peebles,Ohio

Rob Roy,Indiana

Pepper,Delaware

Hamburg,New York

Rice,Ohio



Blackbird,Delaware

Mingo Junction,Ohio

Utopia,Ohio

Bargaintown,New Jersey


Moons,New York

Loogootee,Indiana

Great Neck,New York


ROAD BINGO

Flushing,Ohio


Amityville,New York

Utopia,Ohio

Convoy,Ohio


Bath,New York

Birdseye,Indiana

Loogootee,Indiana

Moons,New York

Rice,Ohio

Blackbird,Delaware

Pepper,Delaware

Hamburg,New York

Rob Roy,Ohio

Cos Cob,Connecticut

Carp,Indiana


Gas City,Indiana

Mingo Junction,Ohio

Double Trouble,New Jersey

Great Neck,New York

Peebles,Ohio

Economy,New York


ROAD BINGO

Mingo Junction,Ohio

Gas City,Indiana

Utopia,Ohio


Loogootee,Indiana

Flushing,Ohio

Blackbird,Delaware

Amityville,New York

Birdseye,Indiana

Convoy,Ohio


Bath,New York

Moons,New York

Pepper,Delaware

Hamburg,New York

Rob Roy,Indiana


Cos Cob,Connecticut

Economy,Indiana

Rice,Ohio

Peebles,Ohio

Carp,Indiana

Loveladies,New Jersey

Great Neck,New York


ROAD BINGO

Gas City,Indiana

Utopia,Ohio

Cos Cob,Connecticut

Carp,Indiana


Pepper,Delaware

Mingo Junction,Ohio

Peebles,Ohio


Economy,Indiana

Convoy,Ohio

Birdseye,Indiana

Bath,New York

Great Neck,New York

Flushing,Ohio

Hamburg,New York

Amityville,New York

Rob Roy,Indiana

Moons,New York

Loogootee,Indiana


Gum TreeCorner,

New York

Blackbird,Delaware

Rice,Ohio


Sources and Suggestions

for Further Reading

Baigell, Matthew. Thomas Cole. New York: Watson-Guptill Publications, 1981.

Bermingham, Peter. American Art in the Barbizon Mood. Washington, D.C.: Smithsonian Institution Press, 1975.

Beyer, Barry K., et al. The World Around Us, United States and Its Neighbors. New York: MacMillan/McGraw-Hill School Publishing Company, 1991.

Cikovsky, Nicolai. George Inness. New York: Praeger, 1971.

Cole, Thomas. “Essay on American Scenery.” 1835. Quoted in John W. McCoubrey. American Art 1700-1960, 98-109. Sources and Documents in the History of Art Series. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1965.

Cooper, Helen A. Winslow Homer Watercolors. Washington: National Gallery of Art, 1986; New Haven: Yale UP, 1986.

Curry, David Park. Childe Hassam: An Island Garden Revisited. New York and London: W. W. Norton and Company in association with Denver Art Museum, 1990.

de Veer, Elizabeth and Richard J. Boyle. Sunlight and Shadow: The Life and Art ofWillard L. Metcalf. New York: Abbeville Press for Boston University, 1987.

Dunwell, Frances. The Hudson River Highlands. New York: Columbia UP, 1991.

Gerdts, William H. Art Across America: Two Centuries of Regional Painting 1710- 1920. New York: Abbeville Press, 1990.

Goodrich, Lloyd. Thomas Eakins. Cambridge, Massachusetts and London: Harvard UP for the National Gallery of Art, Washington, D.C., 1982.

Goodyear, Frank H., Jr. Thomas Doughty 1793-1856: An American Pioneer in Landscape Painting. Philadelphia: Pennsylvania Academy of the Fine Arts, 1973.


Handley, Laurie. “Thomas Cole and Early American Landscape Painting.” Muncie,Indiana: Ball State University Museum of Art, 1990. Gallery notes.

Heath Social Studies. Regions Near and Far Workbook. Lexington, Massachusetts:D.C. Heath and Company, 1985.

—. The World Today Workbook. Lexington, Massachusetts: D.C. Heath and Company, 1985.

Homer, William Inness. Thomas Eakins, His Life and Art. New York: Abbeville Press, 1992.

Hoppin, Martha J. and Henry Adams. William Morris Hunt: A Memorial Exhibition. Boston: Museum of Fine Arts Boston, 1979.

Huth, Hans. “Impressionism Comes to America.” Gazette des Beaux Arts (April, 1946): 231-149.

Huth, Nancy M. and Alain G. Joyaux. European and American Paintings and Sculpture: Selected Works. Muncie, Indiana: Ball State University Museum of Art, 1994.

Inness, George, “A Painter on Painting.” Harper's New Monthly Magazine 56 (Feb 1878): 461. Quoted in Metropolitan Museum of Art. American Paradise: The World of the Hudson River School. With an Introduction by John K. Howat. New York: Metropolitan Museum of Art, 1987. 236.

Joyaux, Alain G., Brian Moore and Ned Griner. Childe Hassam in Indiana. Muncie, Indiana: Ball State University Art Gallery, 1985.

Kloss, William, et. at. America in Art: Fifty Great Paintings Celebrating Fifty Years. Santa Barbara: Santa Barbara Museum of Art, 1991.

Krause, Martin. The Passage: Return of Indiana Painters from Germany 1880-1905. Indianapolis: Indianapolis Museum of Art; distributed by Indiana University Press, Bloomington, 1990.

Landgren, Marchal E. and Sharman Wallace McGurn. The Late Landscapes of William Morris Hunt. College Park, Maryland: University of Maryland Art Gallery, 1976.


Lowe Art Museum. French Impressionists Influence American Artists. Coral Gables: Lowe Art Museum, University of Miami, 1971.

McCausland, Elizabeth. A.H. Maurer. New York: A. A. Wyn for the Walker ArtCenter, 1951.

—. The Life and Work of Edward Lamson Henry, N.A. 1841-1919. New York:Kennedy Graphics, 1970.

Metropolitan Museum of Art. American Paradise: The World of the Hudson River School. New York: Metropolitan Museum of Art, 1987.

National Collection of Fine Arts. Alfred H. Maurer 1868-1932. Washington, D.C.: Smithsonian Institution Press, 1973.

Noble, Louis Legrand. The Life and Works of Thomas Cole. 1853; reprint, Cambridge, Massachusetts: Harvard UP, Belknap Press, 1964.

Novak, Barbara. The Thyssen-Bornemisza Collection: Nineteenth-Century American Painting. New York: The Vendome Press, 1986.

The Oregon Trail. MECC, Minneapolis, Minnesota.

Powell, Earl A. Thomas Cole. New York: Harry N. Abrams, 1990.

Swedenborg, Emanuel. Divine Love and Wisdom, para. 7. n.d. Quoted in Cikovsky, Nicolai. George Inness. New York: Praeger, 1971. 58.

Taylor, Joshua. The Fine Arts in America. Chicago and London: The University of Chicago Press, 1979.

Washington University in St. Louis. A Gallery of Modern Art at Washington University in St. Louis. St Louis: The Washington University Gallery of Art, 1994.

Webster, Sally. William Morris Hunt 1824-1879. Cambridge: Cambridge UP, 1991.

Weiss, Ila. Poetic Landscape: The Art and Experience of Sanford R. Gifford. Newark: U of Delaware P; Cranbury, New Jersey: Associated University Presses, c1987.


Whittredge, Worthington. "Memorial to Sanford Gifford, 1880." In Brooklyn Museum Journal I (1942): 55-60.

Willis, Nathaniel Parker. Outdoors at Idlewild or the Shaping of a Home on the Banks ofthe Hudson. New York: Charles Scribner, 1855, 188. Quoted in FrancesDunwell. The Hudson River Highlands, 63-64. New York: Columbia UniversityPress, 1991.

America in Art

Documents

Transcript of America in Art