A Teacher Guide for the Grade 1 Field Study visit to:

This teacher’s guide includes classroom lessons designed to assist teachers

in preparing their students for a visit to the Thomas Gilcrease Museum. Academic

vocabulary lists, lessons, and resources are included in this guide. The lessons

engage students and teachers in observing, writing, listening to, and discussing

about the characteristics of the museum’s American art and artifacts; the history

of the American West, Native American art and artifacts; as well as historical

manuscripts, documents, and maps. The lessons address specific curriculum

objectives in language arts, mathematics, social studies, science, and visual arts/

fine arts for Grade 1. All curricular connections are based on Oklahoma C3

Standards and Common Core State Standards which can be used as

interdisciplinary teaching tools.

Please feel free to visit the web site: http://gilcrease.utulsa.edu/Visit

Museum MannersBefore you go: Discuss museum behavior with students.

• Gilcrease Museum is a place for learning about the American West and viewing Native American art and artifacts. Certain rules should be followed to keep it a place that is suitable for everyone to visit.

Use Inside voices Be respectful of others No running in the museum Do not bring food or drinks Leave backpacks at school or on the bus

Following these rules will help keep the exhibits safe for everyone to enjoy.

Do not touch anything without permission Listen to the docent when he/she is speaking Raise your hand to ask the docent a question Stay with your group and an adult at all times

Chaperone Expectations1. Arrive at the museum with or before the students.2. Create groups with 10 students per adult.3. Know the names of students in your group.4. Continually monitor and correct poor student behavior.5. No photography or cell phone use during the tour.

Preparing for the Gilcrease MuseumActivity 1 – Class Discussion

What is a museum?

Have you ever been to a museum? Which one(s)?

What did you see there?

What did you do there?

What do you like best about visiting museums?

What types of museums are there?

Ask your class to make a list of common characteristics of a museum.

Activity 1 – (Extended)

-Tell students they will be visiting Gilcrease Museum to learn about the Native American Artistic Traditions. Ask them what artifacts they expect to see during the visit.

Activity 2 – Student Art Survey

Survey your class to find out which type of art they prefer. Choices might include painting, drawing, clay, coloring, and paper mâché. What is the class’ favorite type of art? Create a data chart to display for the class showing their favorite art.

Activity 3 – Collections and counting

The Gilcrease Museum is a place where special objects and collections are on display. Thomas Gilcrease collected Native American artifacts such as pottery, paintings, maps, baskets and weavings. Ask students if they collect any special items such as rocks, coins, cars, stuffed animals, etc. Find out how many students collect items. Tell students that many people collect a variety of different items. Have students use the “My Collection” worksheet provided in the resource section to make discoveries with shapes, numbers, and colors.

Activity 3 – (Extended)

Thomas Gilcrease placed his collections in a museum. Ask students where they keep their collections. Allow students to bring a sample of their collections to school for show and tell. Have students give a description of their special item(s), explain how or why they started collecting and articulate how many items they have collected altogether.

Activity 4 – Bulletin Boards and Artifacts

Create a bulletin board in your classroom about your study of the Native American Traditions and the fieldtrip to Gilcrease Museum. Have students use library resources or the internet to research Native American art. Include student created work, brochures, and photos from Gilcrease Museum.

Activity 4 – (extended)

Create a bulletin board similar to the picture below – depicting all uses of a buffalo by the Native American people. Some of the items depicted in the illustration below will be on display in the museum.

Activity 5 – Preparing for a visit to Gilcrease Museum

In the Gilcrease Museum students will see signs that say “Please Do Not Touch.” Ask students - Why do you think that the museum would display this sign?

Demonstrate for students how fingerprints affect a work of art/artifact by using a mirror or piece of glass.Have your students take turns touching the mirror/glass/iPad.Have them view the fingerprints that are left behind.Discuss what creates that fingerprint?(Discuss how these same fingerprints if left on paintings and artifacts would ruin their value.)

Activity 6 –Use your senses when viewing art by seeing, thinking and feeling

Practice with these pictures before you go to the Gilcrease museum.

What are the main colors you see? Would this bag feel smooth, rough, soft, etc.?

Bandolier Bag Chippewa, Great lakes Region (ca. 1920)

Glass beads, Cotton, Velvet, YarnDo you see people, animals, places, shapes or patterns? Can you find similarities and differences in their dress?

James Auchiah, KiowaFour Dance Figurestempera on paper, 1939

If this Kachina figure could sing, what song would it choose? What instrument would it play?

Kachina – Mud HeadHopi (ca. 1900s)

Feathers, Wood, Cotton, PigmentWhat do you think is happening in the picture? What sounds do you hear? Can you pose like one of the people in the painting?

Paul J. Goodbear, CheyenneCheyenne War Dance

tempera on paper, 1939What would it feel like to be in this photo? What season do you think it is in the photo? What would the temperature be?

Autumn Leaves

Activity 7 – Design a Totem Pole

Totem poles are monumental sculptures carved from large trees by Native Americans from the Pacific Northwest Coast. The images on totem poles vary. Some totem poles represent historic persons, legends, family lines, or important events, but others are simply artistic.

Have students choose a historic person and design a totem pole for him/her. Students may research totem poles and/or they may use the web link found in the resource section.

Students will see this totem pole at Gilcrease. How big do you think it is? What do you think it represents? What animals do you see? Do you see any specific shapes or patterns?

Teacher OverviewFirst grade students will visit Gilcrease Museum’s The Enduring Spirit: Native American Artistic Traditions which houses Native American art and artifacts. Students will tour the exhibit and discuss art and artists from the Plains, the Southwest, the Northwest Coast, and the Arctic regions of North America. Major themes of this exhibition include change and continuity, cultural differences, and Native American expressions of self-identity.

Lesson Summary

This lesson will use primary resources, art and artifacts to create a deeper understanding of the native peoples from the Indian Territory, the Great Plains, the East, the Southwest and the Northwest Coast. Students will also increase their understanding of geographic regions and how those regions influenced Native American art.

Learning Objectives

Students will:

Use a map of the United States of America and point out regions where native peoples lived in the past.

Understand that art tells a story of the people/culture that made it. Recognize patterns and materials used in creating art.

Academic Vocabulary

SOCIAL STUDIES ELA SCIENCE MATH FINE ARTS

Atlantic Oceanatlasbuffalo hidecontinentcradleboardEasternencyclopediafeather bonnetGreat PlainsIndian TerritoryInuitkachina dollmapmoccasincommunityNorth AmericaNorthwest CoastPacific Oceanpast/present/futuresymbols/traditionsseasonsshieldSouthwesttimelinetotem pole

beginning characterconversationdate (written form)discussending illustratelanguagemiddlenounpoempredictsentencesettingverbvocabulary

animaldesertmoonnaturesafetyshelterskystarsun

chartcircledescribedirectionexplaingreater thanguessless thanlistpatternsizesquaretriangles

ancient artartifactbalanceceramicsclaycolordesign docentdrawingemphasisformlandscapeloommaterialspaintpatternportraitpotteryrepetitionsculptureshapesymboltexturetoolsweavingyarn

trade

Instruction

Gather examples of artifacts of major Native American tribal groups (Great Plains,

Northeast, Southeast, Southwest and Northwest Coast) for the students. Choose

examples from library books, encyclopedias, websites, and/or personal effects.

Have the students identify each example. Ask the students how they can "read"

or recognize each of the artifacts. What clues are they using? Many children

connect the words and patterns they see with a person, a place, an experience, or

a story.

Using each of the items gathered by the students, draw their attention to the fact

that information often appears in different ways. For example, sometimes a letter

might be written in cursive or in upper or lower case. Sometimes objects are big

or small and sometimes there are specific colors. The same object can look

different when it appears in different settings. For example, we wear clothing but

it looks different depending on the season. What are the differences?

Have students use different colors for coloring in the different regions of the

“Native American Tribal Regions Map.” Talk about the differences in each region

such as climate, animals, food, clothing and people. Next, students will write or

draw next to the region’s name to help them remember a specific fact about that

area.

Lesson Extension – Provide students with several examples of Native American

symbols (e.g., sun, moon). Discuss with them that symbols tell a story in different

cultures. Have students research symbols used by Native Americans. Using only

the symbols, have students create and tell a story.

Native American Tribal Regions Map

Post Gilcrease Museum Visit

Activity 1 – Thank You Post Card

Create a Post Card to send to the Gilcrease Museum guides thanking them for

sharing the stories and explaining the artifacts to the group. Include an illustration

of what the student remembers from the fieldtrip.

Activity 2 – Buffalo Hide Autobiography

The buffalo hide autobiography is a series of drawings on a buffalo robe which

tells about events of a person’s life from the previous year(s). Have students

draw on the buffalo hide outline to tell about their lives this past year. (Web link

below – Buffalo Hide outline)

http://americanhistory.si.edu/buffalo/files/pdf/buffalo_printOut.pdf

Activity 3 – Creating a Decorative Pattern

On strips of paper, have students use triangles, squares, circles, and other shapes

to create a pattern that repeats itself. This may be used as a border or a frame.

Ask students to explain what their pattern represents.

Resources

Tulsa Public Schools Library

Safari Montage Playlist of videos: Log into Safari Montage, click Playlist tab at top, scroll down to “Native American Culture,” (public playlist). Please preview before showing your class. (Teachers may log into safari with their username and password)

Britannica K-8 (TPS) database: Primary sources are brief, can be read aloud to students, and

include some good photos.

Children’s Library at Gilcrease Museum

A Braid of Lives, Native American Childhood edited by Neil Philip

Art Patrick McDonnell

Buffalo Hunt Russell Freedman

Coyote Gerald McDermott

Dancing With The Indians Angela Shelf Medearis

Gift Horse S.D. Nelson

HORSES! Gail Gibbons

If you lived with the Indians of the Northwest Coast Anne Kamma

Nations of the Northwest Coast K. Smithyman & B. Kalman

Native American Crafts Judith Hoffman Corwin

Northest Coast Indian Designs Madeleine Orban-Szontagh

Oklahoma Native Americans Carole Marsh

Places of Power Michael DeMunn

Polar Bear Night Lauren Thompson

Storm Boy Paul Owen Lewis

The Button Blanket Nan McNutt

The Flute Player Michael Lacapa

The Ledgerbook of Thomas Blue Eagle J. Grutman and Gay Matthau

Totem Poles of the Jamestown S'Klallam Tribe Dale Faulstich, Joan Worley

Why Buffalo Roam L. Michael Kershen

Where's the Me In Museum: Going to Museums

with Children Milde Waterfall, Sarah Grusin

Web Resources

Cherokee Heritage Center

http://www.cherokeeheritage.org/

Gilcrease Museum

http://gilcrease.utulsa.edu/Visit

Great Resource on Native American Tribes

http://www2.needham.k12.ma.us/eliot/technology/lessons/na_regions/index.htm

National Museum of the American Indian

http://nmai.si.edu/home/

National Museum of Natural History Website

http://wintercounts.si.edu/

Philbrook

http://philbrook.org/

Smithsonian - Buffalo Hide Outline

http://americanhistory.si.edu/buffalo/files/pdf/buffalo_printOut.pdf

Woolaroc

http://www.woolaroc.org/

Totem Pole Templates

http://www.papertotempoles.com/animals.htm

Additional Programs for 1st Graders

offered by Gilcrease

Mini Masters and Kids Dig Books - Both are hour long programs appropriate for

children 3-6 years old.

Kids Dig Books is a half hour of story time with a half hour of art making.

Mini Masters - Children will learn about art elements in the galleries with a

half hour of art making.

The Gilcrease classes have a 20 child limit. Classes may alternate with the Kravis

Discovery Center if larger groups come to the museum. Gilcrease also offers bus

reimbursement money for classes who visit.

The Kravis Discovery Center is for children 4 years old and older. There are

drawers of artifacts that children and teachers can open to learn more about

Native American life. This program offers children the opportunity to learn by

using computers with images, activity sheets, factual information, interactive

games and research.

**As a part of the Any Given Child program, Tulsa Public Schools’ 1st graders are

taking advantage of the Gilcrease Goes To School program (pre-visit

presentation), First Visit museum tour, and Art Sparks (post-visit art making).

My Collection Worksheet

My Collection

I collect blankets that have geometric shapes. What shapes and colors do you see? Describe each blanket buy the color, shapes and number of shapes.

My Collection p2/2

I collect old copper pennies. How many pennies do I have in my collection? _____

I have a vase collection that has 20 geometric shapes. The first vase has 6 blue rhombuses, second vase has 9 green triangles and the third vase has ______ yellow hexagons. Can you help draw my collection? (Use pattern blocks to help you if needed.

Standards

English Language Arts – Grade 1

WritingELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ReadingELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

Mathematics – Grade1

GeometryReason with shapes and their attributes

Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Science – Grade 1PHYSICAL SCIENCE Standard 1: Properties of Objects and Materials – Characteristics of objects can be described using physical properties such as size, shape, color, or texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Objects have properties that can be observed, described, and measured. 2. Using the five senses, objects can be grouped or ordered by physical properties.

EARTH/SPACE SCIENCE Standard 3: Changes of Earth and Sky – Observe natural changes of all kinds such as the movement of the sun and variable changes like the weather. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. The sun warms the land, air, and water. 2. Weather changes from day to day and over the seasons. Weather can be observed by measuring temperature and describing cloud formations.

Social Studies Process and Literacy Skills – Grade 1Skills Standard 1: The student will develop and demonstrate Common Core informational text reading literacy skills.B. Text and Structure 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Skills Standard 3: The student will develop and demonstrate Common Core speaking and listening skills. A. Comprehension and Collaboration 2. Ask and answer questions about key details in a social studies text read aloud or information presented orally or through other media. B. Presentation of Knowledge and Ideas 5. Add social studies focused drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Social Studies Content Skills – Grade 1

Citizenship Literacy Content Standard 1: The student will analyze his/her role as a citizen in a community. 4. Describe how historic figures display character traits of fairness, respect for others, stewardship of natural resources, courage, equality, hard work, self-discipline, and commitment to the common good.

Geography Literacy Content Standard 3: The student will demonstrate knowledge of basic geographic concepts. 2. Construct maps and identify cardinal directions of north, south, east, and west, and identify locations on the map of their community, Oklahoma, and the United States.

History Literacy Content Standard 4: The student will examine important events and historic figures in the nation’s past. 4. Commemorate the contributions to the American nation of significant groups including National Hispanic History Month, Native American Heritage Month, and Black History Month.

Visual Art - Grade 1

Standard 1: Language of Visual Art - The student will identify visual art terms (e.g., collage, design, original, portrait, paint, subject). 1. Use appropriate art vocabulary. 2. Name elements of art; line, color, form, shape, texture, value and space. 3. Name the principles of design; rhythm, balance, contrast, movement, center of interest (emphasis) and repetition. 4. Use the elements of art and principals of design.

Standard 2: Visual Art History and Culture - The student will recognize the development of visual art from an historical and cultural perspective. 1. Understand art reflects a culture. 2. Identify connections between visual art and other art disciplines. 3. Identify specific works of art produced by artists in different cultures.

Standard 3: Visual Art Expression - The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of visual art. 1. Experiment in color mixing with various media. 2. Use a variety of subjects, basic media and techniques in making original art including drawing, painting, and sculpture. 3. Demonstrate beginning skills of composition using the elements of art and principles of design. 4. Use art media and tools in a safe and responsible manner.

Standard 4: Visual Art Appreciation - The student will appreciate visual art as a vehicle of human expression. 1. Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery. 2. Demonstrate respect for their work and the work of others. 3. Demonstrate thoughtfulness and care in completion of artworks.