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MISSOURI ART,ARTISTS, and ARTIFACTS MISSOURI ART,ARTISTS, And ARTIFACTS A Fourth Grade Social Studies Curricular Tour A Docent Guide to Selected Works from The Museum of Art and Archaeology University of Missouri-Columbia *Not all images are on display in the Museum* 2 Museum of Art and Archaeology University of Missouri-Columbia 1 Pickard Hall Columbia, MO 65211 Phone: 573-882-3591 Fax: 573-884-4039 Website http:/maa.missouri.edu/ Museum Hours Tuesday – Friday: 9 a.m. – 4 p.m. Saturday – Sunday: Noon – 4 p.m. Closed Mondays, University of Missouri-Columbia Holidays, and Christmas Day through New Year’s Day Admission is FREE and open to the public. The Museum is ADA accessible. The Museum is a member of AAM – American Association of Museums. 3 MISSOURI ART, ARTISTS, & ARTIFACTS A Fourth Grade Social Studies Curricular Tour Works from the Museum’s permanent collection along with items and works from relevant exhibitions have been organized into a resource book for a Docent tour focusing on Missouri Grade-Level Expectations for Fourth Grade Social Studies. What’s included in this guide? This guide includes images of the relevant art works for this tour. Teaching information includes detailed descriptions of the objects, background about their historical context, and discussions of their iconography (symbolic importance), as well as questions designed to encourage students to look more closely at the work of art and to share their responses. Tour Overview Students step back in time when they walk through the doors of the Museum of Art and Archaeology to take part in the Fourth Grade Curricular Tour. Students will be transported back to the world of Thomas Jefferson, the Lewis and Clark expedition, the Missouri frontier, and the ordeal of the Civil War in Missouri. While we don’t expect students to live in the past, we do want the past to live in our students. Statement of Purpose The purpose of the Fourth Grade Social Studies Curricular Tour is to help students analyze visual art as an artifact of Missouri life and history. Through careful observation, listening, and conversation, students will develop critical thinking skills, share observations, collaborate on multiple solutions to open-ended questions, and practice respectful sharing of differing opinions. As a result of this tour the students will be able to: 1. Identify works of art by famous Missouri artists 2. Identify works of art depicting famous Missourians 3. View genre paintings as historical resource material 4. Compare and contrast various landscapes, portraits, and artifacts. 4 Tour format Fourth Grade students from Missouri schools will visit the Museum of Art and Archaeology for a 30-45 minute tour. Tour stops include the Museum lobby entrance, European and American Art Gallery, and the Barton Gallery of Modern and Contemporary Art. They may also visit the Museum of Anthropology on campus. Grade-Level Expectations The Fourth Grade Social Studies Curricular Tour supports the Missouri Grade-Level Expectations by introducing and/or enhancing themes relevant to the Social Studies curriculum. Various grade-level expectations will be addressed through interaction with original works of art on display or possibly works pulled from storage. Key concepts have been highlighted below to demonstrate specific ways in which grade-level expectations for Fourth Grade Social Studies may be incorporated in a docent-led tour. Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States, such as the Declaration of Independence and the U.S. Constitution Missouri, United States and World History 2a. Knowledge of continuity and change in the history of Missouri, the United States and the world A. (1) Knowledge of the ways Missourians have interacted, survived and progressed from the distant past to present times * Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S. Truman, and Thomas Hart Benton * Locate and describe settlements in Missouri of people of European and African heritage * Summarize the events in westward expansion, including people’s motivation, their hardships and Missouri as a jumping-off point to the West B. (2) Knowledge of the contributions to Missouri history of non-Missourians * Evaluate the impact of westward expansion on Native Americans in Missouri * Describe the contributions of Thomas Jefferson 5 * Sequence and describe the importance of: (A) Louisiana Purchase, (B) Lewis and Clark Expedition; (C) University of Missouri Elements of Geographical Study and Analysis 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment A. (1) Reading and constructing maps B. (2) Geography of Missouri and the United States: Location C. (3) Geography of Missouri and the United States: Place D. (4) Relationships within places G. (7) Uses of geography to interpret, explain and predict * Use geography to interpret the past (e.g., why rivers have played an important role in human transportation) and predict future consequences (e.g., what will likely happen if the population of a city increases considerably) Tools of Social Science Inquiry 7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) A. (1) Identify, select, use and create appropriate resources for social science inquiry * Identify, select and use visual, graphic and auditory aids * Use and evaluate primary and secondary sources (diaries, letters, people, interviews, journals and photos) * Identify and use library and media resources (electronic resources, dictionaries, encyclopedias, videos, periodicals, atlases, almanacs, telephone directories, books, and cartoons) * Identify and create artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments) B. (2) Create maps, timelines, diagrams and cartoons * Create maps, timelines, diagrams and cartoons to enhance studies in civics, history, economics and geography 6 Suggested Activities Use the following questions to encourage student discussion about museums: 1) Have you been to a museum before? 2) If so, when and where? 3) What do you remember about it? 4) Why would someone want to visit a museum? 5) What do you think museums are for? 6) What kinds of jobs do people do at a museum? 7) What do you expect to see and do at a museum? 8) Would you ever go to a museum on your own? Why or why not? 9) What would make you want to go to a museum? 10) If you were taking a younger relative to the museum, what Museum Manners would you review with this person before going? WORD WALL Introduce and discuss vocabulary associated with the 4th Grade Social Studies Curricular Tour. If possible, have each student “claim” a word as their own. Write the words on index cards in large, legible print. On the back, have them write in the word’s definition. 7 K-W-L What do you KNOW about What do you WANT to What have you LEARNED museums (or the tour know about museums (or about museums (or the theme)? the tour theme)? tour theme)? I-Spy Test To appreciate art, you need to really observe the work. Are there details about an object someone else would miss because they are not taking time to look and observe? Have one student pick an object without identifying it. Using observation skills, the student should describe the object to the other students. Be sure to include color, size, texture, and shape. The other students should try to guess the object being observed. LITERATURE CONNECTION Suggest picture books or chapters of books related to the theme of your Museum tour. Don’t forget to discuss the book and its relationship to the art and artifacts visited. Timeline Activity for Missouri Scene Directly related to 4th Grade Curriculum (Timeline cards and rope are located in the storage area. Ask the guard for access) 1673 – French explorers Marquette and Jolliet were the first Europeans to reach the land that is now known as Missouri via the Mississippi River. 1803 – The Louisiana Purchase from France doubled the size of the United States. 1804 – May – Lewis and Clark started their journey from St. Louis on the Missouri River. 1805 – Missouri was officially incorporated as part of the Territory of Louisiana. The government began granting Land titles, and more settlers entered the state. 1806 – September – Lewis and Clark returned to St. Louis. 1812 – War of 1812 – Missouri becomes a territory and rapid settlement begins. 8 1815 – The treaty between the United States Government and the Osage people was signed in Portage Des Sioux on the Mississippi River. 1817 – The territory of Missouri applied to Congress for statehood. There was a heated debate about whether Missouri should join the Union as a slave state or a free state. 1819 – May – The Independence became the first steamer to navigate the Missouri River, from St. Louis to Chariton, carrying flour, sugar, whiskey, and iron. Thomas Hickman House built in Franklin, Missouri. 1820 – The Missouri Compromise, created by Henry Clay, allowed Maine to enter the Union as a free state, while Missouri entered as a slave state. 1821 – August 10 – Missouri became the 24th state in the union. 1822 – The Missouri state star was added to the United States flag. 1825 – The federal government forced western Missouri’s largest native group, the Osage, to relocate to western Kansas. Plat for the University of Missouri (1839) 1850’s – Businesses began transporting goods through Missouri by railway. 1857 – The Dred Scott Decision – The United States Supreme Court said Congress could not prevent slavery from any territory. 1861 – The Civil War (also known as The War between the States) began.
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