Yal+National+Initiative

Yale Tim's take on the seminar


 * Tim's Seminar Units 2014**

artstor art gallery Yale Center for British Art
 * v2**
 * Yale Library Orbis**
 * Yale edu**

jstor o0 6e

Met Mary Cassatt Link Americans in Paris link youtube YNI

The Feldman Approach


 * readings || [[file:9 July Reading.pdf]] ||
 * || [[file:10 July Reading.pdf]] ||
 * || [[file:11 July Reading.pdf]] ||
 * || [[file:14 July Reading.pdf]] ||
 * || [[file:16 July Reading.pdf]] ||
 * || [[file:16 July Reading.pdf]] ||





Understanding history and society through images, 1776-1914.
 * British Painting: From Hogarth **

You’ll already have received a copy of John Berger’s Ways of Seeing and I hope you have enjoyed reading this provocative book. Even though it is quite dated in some ways (and seems even more so when you see the original BBC TV programs, where Berger wears some amazing ‘70s clothes!), the book still makes you stop in your tracks and think about the relationship between art and society. Please be sure to read through the whole (very short) book before you arrive.

That’s really the key theme of our seminar. It will be very interesting for me to find out how, in your classrooms and with your students, you can use visual materials to make the past come alive, and to find ways to discuss the big issues that face us in today’s world. Art history has a reputation for being a very elitist discipline, with lots of technical terms, connected to rich collectors, big museums and all the rest of it. I hope we can dispense with that and find some clear, engaging language to talk about art with students of all ages – mine at Yale as well as yours, K through 12, in your classrooms.





= 7. Effective Use of Primary Documents in Middle School Social Studies = In this article in //AMLE Magazine//, Kenneth Anthony and Nicole Miller (Mississippi State University) say the Common Core ELA standards “provide a natural way for language arts and social studies teachers to collaborate through interdisciplinary teaching; the medium for collaboration can be primary sources.” Anthony and Miller suggest a three-pronged approach to using primary documents to deepen students’ understanding: • //Consider the context//. Students establish a baseline by answering questions such as, When was this document written? Why was it written? Who authored this document? What was the author’s point of view? (judged by the tone and the presence or absence of particular information) • //Consider the content//. What was said? What arguments were made? What supporting points or details were provided? These questions deepen students’ understanding of the document, key vocabulary, central ideas, text structure, and the topic being studied. • //Make connections//. Guiding questions include: What connections to your life and/or prior learning can you make? What connections to other events and people in history can you make? Anthony and Miller suggest the primary document “Rationale for Founding the Georgia Colony” for middle-school social studies classes, using it to find this information: - //Geography//: the location of Georgia in relation to existing colonies; the distance from England to Georgia; how long it took to travel; the boundaries of the colony; the location and significance of Great Britain, China, Persia, Bahamas, Palestine, Port Royal; - //People//: His majesty the king of England, James Oglethorpe, William Penn, Indians, Protestants, Saltzburghers, “the useless Poor in England.” - //Economics//: Money for passage, sustenance, revenue, duties on goods. - //Domain-specific vocabulary//: Colony, charter, persecution, trustees, incorporating, latitude. - //Domain-specific concepts//: Liberty of conscience, refuge from persecution. - //Time//: When was the Colony of Georgia established compared to the other British colonies in North America? - //Time, continuity, and change//: What events influenced the development of Georgia and the United States? - //Power, authority, and governance//: How and why do political systems protect individual rights? How does this document compare to the Mayflower Compact and the Declaration of Independence? - //Civic ideals//: How and why did the United States develop democratic ideas and practices? - //People, places, and environments//: Why did people leave Europe for America? How does the establishment of Georgia differ from other colonies?