Virtual Learning By Grade Level
Virtual school content is aligned with FL standards and uses essential questions to explore themes suggested by artists in their work. Short videos explore a piece of art, zooming in to highlight techniques used by the artists. Teachers are encouraged to work with students to gather their own questions about the art, the artists, and the themes as they watch the recorded content. Live museum interaction is provided to schools who wish to find answers to student questions, and further investigate the art. Register your students for a live Q&A session with a docent from the museum for a follow-up conversation.
Where the Bison Roam
A series of videos examine the pivotal role bison play in interactions between the U.S. government and Native American tribes.
Essential Question
How did the U.S. government’s attempt to eradicate bison contribute to the tribulations of Plains Indians during the years of Westward Expansion? How is the status of bison changing today?
VA.912.C.1.4 Critical Thinking & Reflection
Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.3.3 Critical Thinking & Reflection
Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks.
SS.912.A.2.7 Review the Native American Experience
Students will identify settlement patterns in the American West, the reservation system, and /or the tribulations of the Native Americans from 1865-90.
SC.912.N.4.2 Science and Society
As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
One way to “handle the Indian problem”
David Yorke’s painting Dark Day on the Plains depicts a train steamrolling through a Western landscape. Men armed with rifles are on a mission to shoot as many bison as possible. Historical context provided by a James Museum docent. (11:06 min)Curated Content
Defenders of Wildlife conservationist Chamois Andersen discusses the reintroduction of bison to Fort Peck. (3:35 min)
Curated Content
Watch the return of the bison to Wanuskewin Heritage Park. (3:22 min)
Q & A with a docent
Schedule a 20-minute live, virtual meeting with a docent to discuss the artwork and themes explored in the videos. Please view the videos in advance and have your questions ready before the session begins. Docents will allow student questions to guide the conversation. A museum educator will be in touch before your session to work out technology access and to determine the artwork your students wish to discuss.
teacher resources
National Humanities Center – http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/buffalob.htm
Western Historical Quarterly, Utah State University and The Western History Association- https://history.msu.edu/hst321/files/2010/07/smits-on-bison.pdf
Kit Carson: American Hero or Villain?
Participate in a live, virtual program focusing on the complex life and legacy of frontiersman Kit Carson. Was he an American hero or villain? In this interactive program, students examine and discuss artwork and photographs that provide historical context about Carson’s life.
essential questions
How can art shape our ideas about the role of Kit Carson during Western Expansion? How do artist depictions affect attitudes and beliefs about the past? What actions, if any, should be taken when historical narratives are challenged by new and conflicting ideas?
VA.68.C.1.2 Critical Thinking & Reflection
Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
SS.5.A.6.2,4,6,7 American History
Growth and Westward Expansion
SS.7.C.2.13 Civics and Government
Examine multiple perspectives on public and current issues.
SS.8.A American History
SS.8.A.1.In.d Identify the difference between fact and opinion and use appropriate resources and support materials to gather information
SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American History
SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts
SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History
SS.8.A.1.Pa.g Recognize a well-known historical event shown in art or artifacts
SS.8.A.4.Pa.c Recognize a consequence of America’s westward expansion
Schedule a virtual visit to the James Museum where a docent will share images that tell the story of Carson’s involvement with major events during Westward Expansion and the influence of Manifest Destiny. Students will finish their look at Carson with a 1913 photograph that documents the unveiling of a bronze statue in his honor at Kit Carson Park in Colorado. In the Q&A session that follows, students will discuss whether Carson’s legacy justifies his statue’s presence in a public space.
Live (45 minutes)
teacher resource
An overview of the life of Kit Carson presented by PBS: https://www.pbs.org/weta/thewest/people/a_c/carson.htm
Andrea by Tammy Garcia
Take an up-close look at Andrea, a bronze sculpture depicting a Hopi Butterfly Dancer and watch a contemporary Hopi Butterfly Dance.
essential question
What can we learn from a contemporary artist’s depiction of a centuries old Pueblo Indian tradition?
VA.68.C.1.2 Critical thinking and Reflection
Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
VA.68.H.1.3 Historical & Global Connections
Analyze and describe the significance of artwork from a selected group or culture to explain its importance to the population.
SS.8.A.1.3 & 7 Use research and inquiry skills to analyze American History using primary and secondary sources.
Examine multiple perspectives on public and current issues.
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
A close-up look at the design details and symbolism found in the sculpture (7:31 min)
Curated Content
Watch a contemporary Hopi Butterfly Dance (the 4 minute dance video repeats at 2:13 min)
BUTTERFLY DANCE (Ohkay Owingeh Pueblo) H.H. SAKYA TRICHEN RINPOCHE / SANTA FE INDIAN SCHOOL (SFIS) CULTURAL EXCHANGE PROGRAMButterfly Dance (Ohkay Owingeh Pueblo) H.H. SAKYA TRICHEN RINPOCHE / SANTA FE INDIAN SCHOOL (SFIS) CULTURAL EXCHANGE PROGRAM "Prayers for Peace for all Traditions"Dear Friends:This past weekend we were blessed to be able to participate in a cultural exchange program at the Santa Fe Indian School between Native American and Tibetan Cultures.SFIS hosted H.H. Sakya Trichen Rinpoche, the throne holder of the Sakya Tradition of Tibetan Buddhism and one of the highest living lamas on our planet. The Ohkay Owingeh butterfly dancers perform a dance for HH Sakya Trechin Rinpoche The full cultural exchange program can viewed in our archives at:http://www.tibetmedianetwork.com/archive/To find out more on the similarities between the Native American and Tibetan Cultures please link into:http://www.clearlightbooks.com/shop/from-the-roof-of-the-world-to-the-land-of-enchantment/We will be posting H.H. Sakya Trichen Rinpoche’s teachings on “Freeing the Heart and Mind” from suffering and the “Empowerment of the Great Compassion” soon – Stay Tuned !!!Have a great Day Harmonwww.NativeMediaNetwork.com#NativeAmerican #IndianCountry #Indigenous #SakyaTrichenRincoche #tsechennamdrolling #OhkayOwingeh #ButterfyDance #NativeMediaNetwork
Posted by Native Media Network on Thursday, July 26, 2018
teacher resource
About the Hopi Butterfly Dance: https://americanindian.si.edu/static/exhibitions/circleofdance/hopi.html#essay
Q & A with a docent
Schedule a 20-minute live, virtual meeting with a docent to discuss the artwork and themes explored in the videos. Please view the videos in advance and have your questions ready before the session begins. Docents will allow student questions to guide the conversation. A museum educator will be in touch before your session to work out technology access and to determine the artwork your students wish to discuss.
The Navajo
View a series of videos that explore Navajo (Diné) culture.
Big Idea: Artists’ depictions of people, real or imagined, placed in a specific context, inform our understanding of how cultures emerge, grow, and change.
Essential Question
What can one learn about Navajo people by looking at art that depicts Navajo stories from the past and present?
SS.2.A.2 Historical Knowledge
SS.2.A.2.1 Recognize that Native Americans were the first inhabitants in North America
SS.2.A.2.In.b Identify practices of Native American tribes, such as clothing, housing, and food
SS.2.A.2.3 Describe the impact of immigrants on the Native Americans
VA2.H Historical and Global Connections
VA2.H.1.1 Through study in the arts, we learn about and honor others and the worlds in which they live(d)
VA2.H.1.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Landscape
Curtis Delano’s painting In Way Down Yonder Land (Canyon de Chelly) shows us the ancestral lands of the Navajo, pictograms, and petroglyphs from the Canyon de Chelly in Arizona.
(7:15 min)
Culture
Sheep and practices associated with wool gathering and weaving have supported the Navajo for generations. View Alfredo Rodriguez’s painting Sharing the Shearing to learn more. (5:04 min)Resilience
Rick Nez’s sculpture The Long Walk depicts the tragic loss of Diné land, homes, and way of life. (6 min)
Curated Content
Learn how Churro Sheep became a vital part of Navajo culture through food, weaving, and ceremony in the American Southwest. Produced by Peter Blystone and Margaret Chanler. (30 min)
Q & A with a docent
Schedule a 20-minute live, virtual meeting with a docent to discuss the artwork and themes explored in the videos. Please view the videos in advance and have your questions ready before the session begins. Docents will allow student questions to guide the conversation. A museum educator will be in touch before your session to work out technology access and to determine the artwork your students wish to discuss.
teacher resource
About the Navajo: http://navajopeople.org/blog/navajo-culture/
