Social:
Author: Tia D. Larese
School/Organization:
Penn Alexander School
Seminar: Social Justice, Monuments, Museums, and Heritage
Keywords: Cultural, Digital Learning, diversity, elementary, ELL, English language learners, heritage, Immigrant, Indigenous Voices, Misrepresentation, Monument, Mural, Representation
This curriculum will focus on how English Language teachers can use media and diverse texts to explore representation and identity. Studying murals and monuments can help English Language Learners thrive in a few different ways. First, these types of visual arts often depict historical events or cultural stories, which can provide context and background knowledge for students. This can help them understand and engage with the material they are learning in class. Also, studying murals and monuments can expose English Language Learners to new vocabulary words and phrases, which can help them expand their language skills. Finally, analyzing and discussing the content of murals and monuments can provide English Language Learners with opportunities to practice and improve their speaking and writing skills as they describe and explain the significance of these works.
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When faced with the ever-growing pressure of meeting Common Core Standards in literacy and math, how can teachers find ways to empower their students to voice their concerns and use their creativity to improve the world? More importantly, how can educators create space in their everyday classrooms (in person or virtually) for authentic conversations surrounding identity, race, and cultural norms? This curriculum uses art to fuel complex and meaningful instruction for English Language Learners by exploring identity, immigration, and social justice themes. Educators are responsible for preparing students for academic success but also engage in the discourse surrounding the social inequalities and discrimination their students face. Specifically, there is a need to be conscious about confronting intersectionality in the education of English Language Learners. There also demands a constant examination of policies, curricula, and teaching practices and how they impact students’ identities and performance in the current structures of our educational system. Students need safe spaces to examine who they are, where they have come from, and whom they envision becoming while also challenging systemic racism and xenophobia. More so, students can learn about the immigration or migration narratives of their peers and their community. During our studies in the seminar, “Social Justice, Monuments, Museums, and Heritage” with Dr. Richard Leventhal and Ph.D. student Charlotte Williams of the University of Pennsylvania, we explored the idea of the American immigration narrative, what it means to be American, and how that is represented through monuments, museums, and cultural artifacts in our country. Through videos, artwork, artifacts, articles, and literature, we explored the ideas of shared heritage, land rights, ownership, and collective memory. Dr. Leventhal shared that “There are a series of narratives that exist around us at all times… the real question is 1) How do we change those narratives and 2) What brings memories together… What is collective memory?” (9/28/2022). Our class pondered what it means to be American, how stories are passed down through generations as truth, how figures are memorialized despite having committed heinous crimes, and what our roles as educators are in continuing or breaking the cycle of institutionalized indoctrination. How can we offer counter-narratives and diversify the voices and stories we share in the classrooms to get a more accurate picture of the greater American narrative? Dr. Leventhal further explained the work of Maurice Halbwachs, an expert on collective memory. He proposes that “We all have individual memories, but we are part of groups – each group sells a story about who is in and who is out.” As teachers, we are not only teaching narratives, but we are also controlling the narratives. Every day, we can introduce new or different voices… or not. Based on one of our class readings by author Michel-Rolph Trouillot, we discussed who controls the power to shape history. Trouillot (1996) described that “Each historical narrative renews a claim to truth” (6). Those in positions of power, such as teachers, may select certain events or sources to highlight while downplaying or ignoring others. Power shapes the narrative of history in a way that supports the agendas of those in power. Our class discussed the importance of being critical of the histories that we are presented with and those we present. Our students require us to seek out alternative perspectives and voices. Professor Leventhal emphasized this idea by describing how “Narratives can change… if communities step up.” We investigated this further when we explored the creation of public art as a reflection of various accounts and identities. The Monument Lab is an organization that aims to challenge traditional notions of what a monument should be and to create a more inclusive and diverse public realm. It encourages the creation of monuments that celebrate underrepresented groups, such as women, people of color, and LGBTQ+ individuals, and that address controversial narratives. In general, the monuments of Philadelphia tend to focus on the stories of key historical figures and events rather than on the experiences and perspectives of everyday people. Still, the Mural Arts program and other organizations in the city are trying to change that and are working towards shaping a more diverse and inclusive public art scene. During our term together, we also further discussed the importance of land rights and discussions surrounding who owns the culture and heritage of a people. During one of our sessions, we had the opportunity to meet with Maya Land Activists Christina Coc, Pablo Mis, and Filiberto Penados. Coc described how “ Heritage, practices, and people change with time… we create our heritage in our present realities and express our culture through our art and craft… we can’t do that with the absence of our land… it’s our inspiration.” She further explained that the Maya people were denied the right to shape their heritage and regain agency. Her colleague Pablo Mis connected these ideals with Philadelphia’s narrative, “These monuments (in Philadelphia) tell a story… We share the journey we all live. There is trauma in Philadelphia’s story. There is also a story that comes from it.” The children of Philadelphia have their individual stories and heritages, but they also share a common history and narrative. But whose voices are featured in that narrative, and whose are missing? For example, few murals or monuments acknowledge the history and cultural heritage of the Lenape people in Philadelphia. This group was forcibly removed from their ancestral lands in the 18th century. However, in South Philadelphia, the Columbus statue at Marconi Plaza has been a focus of heated debates. Some people called for its removal or replacement because Columbus exploited Indigenous groups, and others argued for its retention or restoration. A leader in our class, Ph.D. candidate Charlotte Williams, described a growing debate “over what we want to memorialize & commemorate.” Educators have the opportunity to discuss the importance of decolonizing public art and cultural institutions to create a more inclusive and accurate representation of history and culture so that their students can be represented and seen. Many K-3 students are taught about American symbols with little debate about what should be memorialized. Like many other US monuments, statues, and artifacts, the Statue of Liberty is a universal symbol of freedom and hope that has cultivated a story passed down through generations through history books and a nationwide curriculum. As the daughter of an immigrant and the teacher of many first- and second-generation Americans, immigration narratives and experiences have always had a compelling interest to me as a source of analyzing one’s identity. My father often talked of the Statue of Liberty and Ellis Island as symbols of hope to the United States, retelling how my aunt inscribed our family name on the Wall of Honor in the back of the museum. Even the statue’s inscription, “Give me your tired, your poor, your huddled masses yearning to breathe free,” has become a powerful and enduring symbol of the country’s history of immigration. To this day, the Statue of Liberty’s promise of a better life resonates with many Americans of European descent. Ellis Island was a major entry point for European immigrants during the late 19th century. Sadly, it is often the only place mentioned in elementary school curricula regarding immigration. This Eurocentric perspective negates other immigrant narratives and furthers the implicit bias that European heritage is superior. Since this narrative is pervasive, as educators, we have a responsibility to develop curricula that engage students with authentic conversations about the impact of immigration on our identities, as well as the social contexts of our futures. However, not everyone’s immigration or migration story is a positive one. What about Angel Island on the West Coast? Or even our own local Washington Avenue Immigration Station? Or African Americans who migrated north for work or to escape slavery? What about the voices of the Native American Tribes that lived on the land before us? Students need to learn about the difference between individuals who travel to a location and are considered outsiders versus those who have always lived in a region with a new border imposed, thus becoming outsiders. Native North Americans had deep historical ties to the land and were suddenly perceived as foreigners. Today, immigration has become a contentious issue, with various groups advocating for stricter or more lenient policies. This is especially heated in regard to the US-Mexican border, illegal immigration, and the often-inhumane treatment of asylum seekers. It made me consider whether our city reflects the diversity of immigrants and provides a voice to the often voiceless. It raises the question of whose stories are being valued or erased. Even within our city walls, monuments and murals can illuminate the often-perilous experiences of immigrants. How can we use them to think critically about what is collective heritage while also finding space for our own narratives? This proposed unit will work with third graders and seeks to explore Immigration & Migration history through the lens of the symbols, monuments, and murals used to tell the narrative of Philadelphia. We will accomplish this through… By the end of the unit, students will be able to…
As a Teacher of English for Speakers of Other Languages (TESOL), it is my responsibility to instruct English Learners based on the WIDA Standards in Reading, Writing, Listening, and Speaking goals, as well as support classroom teachers with content instruction. The following units are designed primarily to support English Language Learners in grades 2-5, although student resources and content would be best geared for any ELP level with scaffolding and support. In many instances, ESL teachers use both push-in and pull-out models for instruction during the school day; however, this curriculum would work best in a co-teaching model that could be integrated into existing units of study. Collaboration with the classroom literacy and social studies teachers is also essential to address the specific academic goals for each grade level. Cultural artifacts, such as art, literature, music, and more, can help us understand our collective heritage by providing a window into the beliefs, values, and experiences of people from different cultures and historical periods. These artifacts can also help us understand the complexity of our own city’s heritage. They can provide insight into the perspectives of immigrants and other groups that may not be represented in mainstream histories. Including migrant and immigrant experiences can help us appreciate these groups’ contributions to the city of Philadelphia and acknowledge the challenges they have faced. One way to include a broader range of voices is by seeking out sources not traditionally included in mainstream narratives, such as personal accounts and non-traditional public art. Alternatively, in the case of our seminar, the monuments and murals adorning our city of Philadelphia. It also involves critically analyzing public artwork to identify biases or decide whose voices are elevated or left out. By doing so, we can work to create a more accurate understanding of our collective heritage and who controls the narrative. While the following unit is developed to feature Philadelphia, the structure of the curriculum can be used to think critically about the purpose of statues, memorials, and public art across our country and the world. Many teaching strategies will be useful when working within this unit or developing additional activities. Some highlighted strategies include: Direct Instruction: This strategy involves educators providing a clear explanation or demonstration of a concept or skill to the students. This could involve showing images of murals, memorials, and statues, explaining the artwork’s history and purpose, and discussing different techniques and styles used by artists. Inquiry-Based Learning: This strategy involves posing a question or problem to students and allowing them to explore and discover the answer or solution through their research and investigation. Students will be asked to research and analyze a particular mural or memorial, debate its importance in our city and create their own museum inspired by a particular theme or issue. Collaborative Learning: This strategy involves students working in small groups to solve a problem or complete a task. Students will work together or independently to create an artifact, memorial, or mural as a group project and discuss the meaning and significance of a particular symbol or public artwork in the city. Case-Based Learning: This strategy involves presenting students with a real-world problem or situation and asking them to apply their knowledge and skills to analyze and solve the problem. Students will be asked to consider the social and political context of a particular mural or memorial and to think about how it reflects or challenges dominant narratives or values. Project-Based Learning: This strategy involves students completing a long-term project that requires them to apply their knowledge and skills to a real-world problem or challenge. Students will be asked to propose a new museum and design inclusive artifacts. Gallery Walk: This strategy involves students exploring multiple texts or images in places around the room. When using this activity, students should work with partners or small groups to examine documents, images, quotes, or more to think critically about a topic. This could be used to introduce background information at the beginning of the unit, even draw out connections mid-unit, or highlight student performances at the end of the unit.
This curricular unit could be split into four bends, taught in sequence, or broken into four sections (bends) taught at various points in the year. While each bend has a featured lesson, additional lesson ideas can be developed based on grade level and student population. Each bend could last about two to three weeks, depending on the number of lessons developed. Immigration and migration are integral to the American experience, shaping the country’s history and contributing to its diverse culture. In this curricular unit, students will delve into the narratives behind immigration and migration within the U.S., exploring why people have chosen to leave their homes and relocate to a new country. Through various texts, including primary source documents and personal accounts, students will learn about the experiences of immigrants and, more so, the challenges they faced as they sought to build new lives in America. The unit will also consider the social and political contexts in which immigration and migration have occurred, examining how economic, social, and political forces have shaped these movements. Overall, this unit gives students a deeper understanding of the complex histories of immigration and migration to the United States. Objective: Students will be able to understand the role of immigration as it influences the history and culture of Philadelphia, and will be able to reflect on the diverse experiences of immigrants in the city. Materials: Hook: Lesson: Discussion Questions: Sentence Starters Supports & Modifications For students with ELP Levels 1-3, offer a graphic organizer or template with transitional phrases to help guide their understanding. Beginner English Language Learners work best with sentence frames and simple sentences to guide their speaking and writing. It supports them to then focus on building vocabulary about the content. To help support students in their native language, you can utilize Google Translate. Evaluation Tools Additional Lesson Ideas: The second bend of the unit focuses not on the immigrants who traveled to Philadelphia, but rather the Indigenous tribes that were already there. Specifically, students will learn more about the Lenape, a Native American tribe with a long and rich history in the Delaware Valley region of the United States. Through studying Lenape art and artifacts, students will explore the culture and traditions of this Indigenous group and gain a deeper understanding of their unique perspective on the world. These lessons will begin by introducing students to the Lenape people and their history in the Delaware Valley, including their relationships with European settlers and the impact of colonization on their way of life. Students will then have the opportunity to examine a variety of Lenape art and artifacts, including pottery, baskets, and carvings, and consider the cultural and artistic significance of these objects during visits to the Penn Museum and exploration of online exhibits and resources created by Indigenous groups. The unit will also include a focus on contemporary Native American communities and how they are working to preserve and revitalize their cultural traditions, while also giving voice to their histories and current realities. Overall, this bend aims to provide students with a well-rounded understanding of the Indigenous Tribes from our area. Objective: Students will be able to understand the importance of including Indigenous voices in the representation of native history and culture, and will be able to reflect on their own role in creating a more inclusive and respectful society. Materials: Hook: Lesson: Article Background for Teachers: “Native People Have a Story to Tell – Their Own” is an article that discusses the importance of Indigenous voices in the representation of native history and culture. The article argues that Indigenous people have been historically marginalized and their stories and perspectives have been largely absent from mainstream narratives about native history. The article calls for the inclusion of Indigenous voices in the creation of public art and memorials and in the interpretation of historical events and cultural practices. It also highlights the importance of respecting the rights of Indigenous people to control the representation of their own history and culture and the need for non-Indigenous people to listen to and learn from Indigenous perspectives. Discussion Questions: Conclusion: Supports & Modifications For students with ELP Levels 1-3, offer a graphic organizer or template with transitional phrases to help guide their understanding. Beginner English Language Learners work best with sentence frames and simple sentences to guide their speaking and writing. It supports them to then focus on building vocabulary about the content. To help support students in their native language, you can utilize Google Translate. Evaluation Tools Additional Lesson Ideas: This bend seeks to engage students in critical thinking about the role of public art in shaping our understanding of immigration and migration. The unit will begin by introducing students to a variety of public artworks, some controversial, that address these themes, including murals, sculptures, and places named after individuals. Students will then have the opportunity to analyze and interpret the artwork, considering the messages they convey and the perspectives they represent, and debate their existence. As part of this process, students will also learn about the artists who created these works and the contexts in which they were produced. The unit will also focus on how public art can be used to promote social justice and inspire change, encouraging students to think about the power of art to influence public discourse and shape our understanding of the world. Objective: Students will be able to understand the role of monuments in shaping the collective memory and identity of a community and will be able to engage in a respectful and informed debate about the existence of a particular monument. Materials: Hook: Show students an image of the monument, “Monument in Waiting” by Theaster Gates. Have them work with partners to talk about what they notice (especially about the inscription) and what they wonder about why there is no person or symbol represented on the stand. Have students share their responses or collect them on a digital note catcher. Lesson: The teacher will model debating the pros & cons of a monument in the community. Introduce the topic of controversial monuments and explain that these public artworks often spark debate about their significance and appropriateness. Example – The Christopher Columbus statue in Philadelphia has been the subject of controversy due to the complex history and legacy of Columbus and his impact on Indigenous people. Here are some potential pros and cons for the statue: Pros: Cons: Guiding Questions: By considering these factors, you can better understand how a piece of art represents diverse heritages and whether or not it is a positive and respectful representation. Conclusion: Supports & Modifications For students with ELP Levels 1-3, offer a graphic organizer or template with transitional phrases to help guide their understanding. Beginner English Language Learners work best with sentence frames and simple sentences to guide their speaking and writing. It supports them to then focus on building vocabulary about the content. To help support students in their native language, you can utilize Google Translate. Another strategy for Level 1-3 ESL students would be to debate the monument or statue modeled by the teacher so that they have been exposed to vocabulary and sentence frames for the assignment. Evaluation Tools: EE: exceeds expectations ME: meets expectations PME: partially meets expectations DNME: does not yet meet expectations Additional Lesson Ideas: This bend encourages students to think about how public art can promote inclusivity and diversity. Begin by allowing students to analyze and interpret the process through which museums and artwork are created, considering the messages they convey and the perspectives they represent. As part of this process, students will be challenged to propose a new, inclusive immigration museum for the city. They will also create public artworks that celebrate diversity and inclusivity, encouraging them to think about how art can promote social justice and create positive change in the world. Objective: Materials: Vocabulary Development: Curator, Exhibition, Gallery, Display Case, Immigration, Migration, Institution, Museum, Collection, Proposal, Ideation Hook: Lesson: Small Group: Independent Work or Partnerships: Extension: Conclusion: Evaluative Tools: Bend 1: Immigration & Migration: Narratives Behind Our Nation
Featured Lesson 1: Gallery Walk – “Immigration and the City: An Introduction to Analyzing Immigrant Monuments and Murals in Philadelphia”
Bend 2 – Indigenous Voices
Featured Lesson #2 – Article Deep Dive – “Native Voices and the Representation of Native History and Culture”
Bend 3 – Up for Debate: Critical Thinking
Featured Lesson #3: “Monuments and Memory: Debating the Existence of Public Art”
Bend 4 – Taking a Stand – Creating Inclusive Public Art
Featured Lesson #4: “Creating a New Immigration Museum”
Campfens, E. Whose Cultural Objects? Introducing Heritage Title for Cross-Border Cultural Property Claims. Neth Int Law Rev 67, 257–295 (2020). https://doi.org/10.1007/s40802-020-00174-3 Erika Doss, 2010, “Statue Mania to Memorial Mania: Scope of the Subject,” in Memorial Mania: Public Feeling in America, pages 17 – 60 Horse Capture, Joe : ‘Native People Have a Story to Tell – Their Own,’ Indian Country Today, April 25, 2015 https://indiancountrytoday.com/archive/horse-capture-native-people-have-a-story-to-tell-their-own Amy Lonetree (2021). Decolonizing Museums, Memorials, and Monuments. The Public Historian, 43(4), 21-27. Lowenthal, D. (2015) Knowing the Past. In The Past is a Foreign Country-Revisited (pp. 289-302) Merry, Michael. What is an appropriate educational response to controversial historical monuments? https://doi.org/10.1111/1467-9752.12562 Philippe de Montebello, “Whose Culture Is It? Museums and the collection of antiquities,” The Berlin Journal, Fall 2007, No. 15, pages 33 – 37 Smithsonian Magazine. https://www.smithsonianmag.com/smart-news/endangered-cultural-heritage-sites-world-monuments-fund-2022-180979665/ Sypnowich, Christine. Monuments and monsters: Education, cultural heritage and sites of conscience. https://doi.org/10.1111/1467-9752.12578 Trouillot, Michel-Rolph, 1996, “The Power in the Story,” in Silencing the Past: Power and the Production of History, pages 1-30 https://www.associationforpublicart.org/explore/ A site that provides visual resources for public art around Philadelphia, as well as explains issues and controversies that are debated. http://www.artsobserver.com/2012/02/26/philadelphia-mural-program-features-narrative-installation-on-immigration-to-u-s/ The article is titled “Philadelphia Mural Program Features Narrative Installation on Immigration to the U.S.” and describes in-depth the History of Immigration mural. http://explorepahistory.com/displaygallery.php?gallery_id=1-7-3C&bcolor=ggreen&showimage=10 This site offers images of the History of immigration mural to be used for educational purposes. https://hiddencityphila.org/2019/08/philadelphias-forgotten-forebears-how-pennsylvania-erased-the-lenape-from-local-history/ The article is titled “Philadelphia’s Forgotten Forebears: How Pennsylvania Erased the Lenape from Local History.” The article is about the Lenape, a Native American tribe that lived in the region now known as Philadelphia and discusses the Lenape’s history, culture, and role in the area, as well as how they were erased from local history by settler colonialism and other forces. ttps://hsp.org/history-online/digital-history-projects A digital resource that provides students with oral histories, maps, and digital exhibits that are Philadelphia-based. https://monumentlab.com/ Monument Lab, based in Philadelphia, Pennsylvania is known for producing public art installations, completing research projects, and developing educational programs that explore the meanings and histories of monuments and memorials. https://data.monumentlab.com/monument-lab/assets/nvlgmdztz5cowgcg This resource from Monument Lab is a tool that can be used by students when preparing for field trips to museums. This can also be an asset for students when evaluating and designing their own museum. https://whyy.org/articles/we-just-want-to-be-welcomed-back-the-lenape-seek-a-return-home/ This article published by WHYY, is titled “We Just Want to be Welcomed Back’: The Lenape Seek a Return Home.” The article concerns their efforts to reclaim and revitalize their ancestral lands and cultural traditions. It discusses the history of the Lenape, their displacement, and their ongoing struggles to reclaim their art, music, dance, and other aspects of their cultural heritage. https://time.com/3665776/immigration-how-to-talk-to-your-kids-about-it/ The article “Immigration: How to Talk to Your Kids About It,” is about how to approach the topic of immigration with children and young people. https://upfront.scholastic.com/issues/2021-22/011022/monumental-decisions.html Upfront Magazine is a current events magazine for high school students published by Scholastic. The article “Monumental Decisions” is about the ongoing debates and discussions surrounding the removal or preservation of historical monuments and memorials. https://sn56.scholastic.com/issues/2020-21/100520.html The website is a part of Scholastic News, a weekly news magazine for students. The article “Why was this statue removed?” could be a great conversation starter for students to debate the purpose behind public art. http://explorepahistory.com/imagegallery.php?gallery_id=1-7-3C&bcolor=ggreen&display_image=1&imgId=1-2-37F This website is a part of ExplorePAHistory, a digital platform that aims to provide information about the history and culture of the Commonwealth of Pennsylvania. https://americanindian.si.edu/online-resources This website provides resources developed in conjunction with the National Museum of the American Indian. A is for Art Museum, This book features the different types of artwork that is on display at the Philadelphia Museum of Art. “Untitled Photograph of Evacuees Seeing the Statue of Liberty,” History Extra: This photograph portrays the iconic Statue of Liberty greeting immigrants as they arrive in the United States. Liberty Enlightening the World, Frédéric Auguste Bartholdi: The Statue of Liberty famously symbolizes America’s immigration story. Hedy’s Journey by Michelle Bisson Hedy’s Journey is a picture book about a young girl named Hedy who flees Nazi-occupied Austria with her family and travels to America. How to Build a Museum, Tonya Bolden: The first national museum whose mission is to illuminate for all people, the rich, diverse, complicated, and important experiences and contributions of African Americans in America is opening. And the history of NMAAHC–the last museum to be built on the National Mall–is the history of America. Dumpling Dreams by Carrie Clickard Dumpling Dreams is a picture book about a young girl who immigrated to America with her family and the difficulties they face, but also the comfort and joy that food brings to their new life. Island Born by Junot Diaz Island Born is a picture book about a young boy named Yunior who immigrated to America with his family and the challenges and joys they experience in their new home. Her Right Foot by Dave Eggers Her Right Foot is a nonfiction picture book about the Statue of Liberty and its history as a symbol of freedom and immigration. I’m an Immigrant Too by Mem Fox I’m an Immigrant Too is a picture book that celebrates the diversity and experiences of immigrants. Family Pictures, Carmen Lomas Garza: Garza, a renowned Mexican American artist, combines text and images to depict the warmth and dignity of her childhood home in Kingsville, Texas. O, Say Can You See? America’s Symbols, Landmarks, and Important Words by Sheila Keenan: The book gives background to many of the symbols we see representing our country. Here I am by Patti Kim Here I Am is a picture book about a young child who immigrated to America with their family and their challenges in adjusting to a new culture. Paper Son by Julie Leung Paper Son is a picture book about a boy named Chang who immigrated to America with his family and their experiences adapting to a new place. Coming to America: The Story of Immigration, Betsy Maestro: Maestro’s informational book provides an overview of immigration to America through sophisticated writing and vivid, detailed illustrations. La Frontera By Deborah Mills La Frontera is a picture book about a young girl named Maria who immigrated to America with her family and the struggles and triumphs they face as they adjust to a new culture. “Visiting the Washington Monument,” Robert Mills: This important piece of American public art honors George Washington and the promise of the American dream. Dreamers by Yuyi Morales Dreamers is a picture book about a young boy and his mother who are immigrants and their experiences in America. A Different Pond by Bao Phi A Different Pond is a picture book about a boy and his father fishing in a pond in Minneapolis and reflecting on the boy’s immigrant father’s experiences in Vietnam. The Keeping Quilt, Patricia Polacco: A family is linked to its past through a quilt created from the well-loved clothing of the author’s great-grandmother and passed on through several generations. My Name is Yoon by Helen Recorvits My Name is Yoon is a picture book about a young girl named Yoon who immigrated to America with her family and the challenges she faces in adjusting to a new culture and language. Gateway Arch, Eero Saarinen: Saarinen created his architectural monument to recall the westward expansion of the United States. Tea with Milk, Allen Say: Masako returns with her parents to their homeland in Japan but misses the freedom women in the United States enjoy. Grandfather’s Journey, Allen Say: By using exquisite, photo-realistic watercolor paintings and simple, lyrical text, Say tells the story of a grandfather who travels from Japan to the United States and who develops a love for both countries. Four Feet, Two Sandals by Karen Lynn Williams Four Feet, Two Sandals is a picture book about two refugee girls who share a pair of sandals on their journey to find a new home.Educator Mentor Texts & Online Resources
Student Texts
The unit’s objectives will include the following key skills outlined in the WIDA English Language Development Standards and grade-appropriate Common Core Standards. Reading: RL.3.1, RL.3.6, RL.3.9 Writing: W.3.3, W.3.4 Speaking and Listening: SL.3.1.a, SL.3.1.c, SL.3.3 Language: L.3.1.b, L.3.1.c, L.3.1.d, L.3.1.e, L.3.1.f, L.3.2.b, L.3.2.c, L.3.2.d, L.3.4.c, L.3.5.b Photographs by Tia Larese Post-it Note Catcher I notice… I wonder… Speaking or Writing Frames Bookmark NAME:_________________ Sentence Starters Pros/Cons 4-Square Description of Public Artwork: Image: Pros: Cons: Museum Proposal Ideation
English language learners communicate for social and instructional purposes within the school setting.
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts.
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.Focus Standards
“Monument in Waiting” by Theaster Gates
