A close study of the poetry of contemporary Hopi artist and poet, Ramson Lomatewama. Students analyze Lomatewama’s masterful use of figurative language that creates a sense of place and describes his intimate relationship with the land and his experience of corn.
The historian and literary critic Paul Fussell has noted in The Great War and Modern Memory that, "Dawn has never recovered from what the Great War did to it." With dawn as a common symbol in poetry, it is no wonder that, like a new understanding of dawn itself, a comprehensive body of "World War I Poetry" emerged from the trenches as well.
This lesson gives students the opportunity to explore oceans and ocean life. Students will listen to stories and poems with oceanic settings and learn about the forms of sea life featured in each.
A guided exploration of “Hopitutskwa,” the Hopi homeland, through maps and place names. Using English translations, students make inferences about the Hopi cultural relationship to landscape and place. They examine regional place names of their own home communities and create personal maps by identifying and naming places of importance in their lives.
An exploration of the symbolism and imagery of corn and environment as manifested in Hopi song and traditional dances. Students analyze examples of historical and contemporary Hopi song and examine images of Hopi dance in order to expand cultural awareness.
This lesson provides students with tools to analyze primary source newspaper articles about the Great War (1914–1917) in order to understand public opinion regarding the U.S. entry into the war from multiple perspectives.
In this lesson, students reflect on the Holocaust from the point of view of those who actively resisted Nazi persecution. Weigh the choices faced by those for whom resistance seemed both futile and the essence of survival.
Students study the interaction between environment and culture as they learn about three vastly different indigenous groups in a game-like activity that uses vintage photographs, traditional stories, photos of artifacts, and recipes.
In this lesson, students analyze Jacob Lawrence’s The Migration of the Negro Panel no. 57 (1940-41), Helene Johnson’s Harlem Renaissance poem “Sonnet to a Negro in Harlem” (1927), and Paul Laurence Dunbar’s late-nineteenth-century poem “We Wear the Mask” (1896), considering how each work represents the life and changing roles of African Americans from the late nineteenth century to the Harlem Renaissance and The Great Migration.
Help clarify the nature of symbols for your students as they study the Statue of Liberty, complete research on a national symbol, and use their research to communicate a message of their own.