1. Washington Crossing the Delaware Social Studies and the Arts Grade 5 Natalie Mabile

2. Standards: Social Studies   USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to   identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865   USI.2 The student will use maps, globes, photographs, pictures, or tables to   recognize key geographic features on maps, diagrams, and/or photographs.   USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by   describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry

3. Standards: Art   Art 5.12The student will examine the influence of historic events on works of art.   Art 5.18The student will analyze and interpret works of art based on visual properties and context.   Art 5.19The student will analyze an artist’s point of view based on contextual information.

4. Objectives   Given a copy of Emanuel Luetze’s painting “Washington Crossing the Delaware,” students will use art vocabulary to describe its composition and make inferences about Luetze’s intentions in creating it.   Given a map of the East Coast, students will locate the Delaware River and Trenton   Given oil pastels, students will draw themselves with a famous person from history   Given both a pre- and post- assessment, students will demonstrate on the post-assessment a heightened awareness of both George Washington’s role in the Revolution and the ways in which art can influence perceptions of historical events.

5. Washington Crossing the Delaware, Emanuel Leutze

6. Procedure  Pre-Assessment  Remind students of the book “George Washington’s Socks” they have read previously  Present painting, compare to book cover  Present map and discuss the Battle of Trenton  Art critique (questions on later slide)  Written reflections  Art production  Post-Assessment

7. Pre/Post Assessment   Name an important leader of the American Revolution.   Describe turning points in the American Revolution.   Name one artist who depicted scenes of the American Revolution.

8. Pre-Assessment Analysis   On a scale of 5-10:   Mean = 7   Median = 7.5   Mode = 7   Most common answer for an important leader of the American Revolution: George Washington (21/24)   Most common answer for turning point: General Lafayette of France spying for the Continental Army (5/24)   Only 2 students mentioned Washington’s crossing of the Delaware River   Only 1 attempt to answer artist question (“Thomas Jefferson”)

9. Art Criticism Questions   Objective Questions:   What are each of the people doing? How do the people react to the weather conditions?   What colors do you see in the painting?   Reflective Questions:   What does this painting make you think of?   How would you feel if you were in the same situation as these people?   Interpretive Questions:   How has Luetze used artistic techniques to draw your attention the characters at the front of the boat?   What message about George Washington does the painting convey?   Why did Luetze include such a variety of people in the boat?   Decisional Questions:   How might the Revolutionary War have turned out differently if this event had not occurred?   Why might it be important to note that this painting was created in 1851?

10. Post-Assessment Analysis   18 students completed the post-assessment   Social Studies:   On a scale of 5-10:   Mean = 8.3   Median = 8   Mode = 9.   All students named George Washington as an important leader of the American Revolution.   16 of the 18 students made reference to the Battle of Trenton, Washington’s army crossing the Delaware River, or both in describing turning points of the American Revolution.   Four students correctly named Emanuel Leutze as an artist who depicted scenes of the American Revolution

11. Art Production  “Using the oil pastels provided, draw a picture of yourself meeting the famous person from history you admire. Include the object you would like to receive from him or her, and make use of artistic techniques that relate to Leutze’s romantic style.”

12. Rubric Art ProductionThe student demonstrates refined motor skills. Student uses tools appropriately. (9-10 pts.) The student demonstrates control of tools consistent with age level. Student mostly uses tools appropriately. (7-8 pts.) The student does not use tools, or uses tools inappropriately. (5-6 pts.) CreativityThe student includes advanced artistic details that make his or her art interesting to look at; the student makes a creative choice of character to depict as a leader. (9-10 pts.) The student includes details that make his or her art interesting to look at; the student selects a character to depict as a leader who is not George Washington. (7-8 pts.) The student includes minimal or no details. The student either does not depict a leader or depicts George Washington. (5-6 pts.)

13. Below Expectations

14. Meets Expectations

15. Exceeds Expectations

16. What Worked  Student discussion in groups prior to responding to the art criticism questions  Review of plot of “George Washington’s Socks” book at the beginning of the lesson  Providing students with table copies of the painting, as well as projecting it on the front screen

17. What I Would Change  Have students map out the travel route to the Battle of Trenton themselves  Enable students to explore the romantic style of Leutze’s artwork and pull out its features prior to providing background information  Explore the inaccuracies in Leutze’s work  Better clarify expectations for artwork