1. The Armory Show at 100: Modern Art & Revolution Integrating History, Literacy, and the Visual Arts

2. Common Core Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects Reading complex informational text independently in a variety of content areas. Reading purposefully. Citing specific evidence when offering interpretations of text. Understanding other perspectives and cultures through reading and listening.

3. Marrying Informational Text and Art-Making Workshop Activity: “Close” Read of an informational text to identify big concept ideas. Using strategic coding techniques to guide reading. Scaffolding discussion to connect students’ learning. Creation of a visual art work based on the informational text.

4. Coding Informational Text Coding is a response-based strategy that requires students to mark down their reactions to reading. This can be done very simply. For example, a star might denote important information, while a question mark might denote confusing or difficult information. When these codes are used to organize multiple, lengthy, or difficult texts, they help students to organize the full range of their reactions, and to focus on the key issues and questions in their reading.

5. Coding Informational Text ★ - big ideas or concepts in each paragraph. ? – information you have questions about. ! – information you find surprising. U nderline – information you find important to the passage.

6. Coding Informational Text During a reception at the White House in the early 1900s, President Theodore Roosevelt’s daughter Alice, then about 20 years old, asked the U.S. Marine Band to play the new “jazz music.” The band responded with a song it had never played before, Scott Joplin’s “Maple Leaf Rag.” In 1906, the Marine Band made the earliest known recording of the song. The banjo version heard in this clip was recorded the following year by Vess Ossman’s Banjo Orchestra. Ossman (1868–1923) was a white musician and ragtime hit machine, popular in part because the banjo sounded better in early recordings than many other instruments.

7. Coding Informational Text During a reception at the White House in the early 1900s, President Theodore Roosevelt’s daughter Alice, then about 20 years old, asked the U.S. Marine Band to play the new “jazz music.” The band responded with a song it had never played before, Scott Joplin’s “Maple Leaf Rag.” In 1906, the Marine Band made the earliest known recording of the song. The banjo version heard in this clip was recorded the following year by Vess Ossman’s Banjo Orchestra. Ossman (1868–1923) was a white musician and ragtime hit machine, popular in part because the banjo sounded better in early recordings than many other instruments. ? ? ? ! ★

8. Marrying Informational Text and Art-Making How does my resource represent the “Spirit of the New” during 1913? Conduct a close read of your resource. Think about the question above as you read. Code the text using the four codes presented earlier.

9. Coding Informational Text How does my resource represent the “Spirit of the New” during 1913? ★ – big ideas or concepts in each paragraph ? – information you have questions about ! – information you find surprising U nderline – information you find important to the passage

10. Marrying Informational Text and Art-Making Pick one paragraph from your passage that you feel answers our guiding question “How does my resource represent the ‘Spirit of the New’ during 1913?” Pick one sentence within that paragraph that answers our guiding question. “The distinctive feature of all these songs was the ‘ragged’ beat – the uneven, syncopated tempo that gave the music its bounce.”

11. Marrying Informational Text and Art-Making Using your sentence as inspiration create a piece of art that encapsulates how your resource represents the spirit of the new.

12. Marrying Informational Text and Art-Making “The distinctive feature of all these songs was the ‘ragged’ beat – the uneven, syncopated tempo that gave the music its bounce.”

13. Back to the Essentials How do our resources reflect the “Spirit of the New” and changing American ideals in the 1910s? How can we translate what we learned today into our classrooms?

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