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CP United States History I: O’NeillClose Reading: Annotation of a 19th or early 20th century work of artrevised: November 2014The New Among the Old: An Annotation“How I have walked… day after day, and all alone, to see if there was not something among the old things which was new!”—Thomas ColeCommon Core Standards: HYPERLINK "" CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. HYPERLINK "" CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.Targeted Historical Thinking Skills (College Board):Contextualization Historical thinking involves the ability to connect historical developments to specific circumstances in time and place, and to broader regional, national or global processes. Appropriate use of relevant historical evidence Historical thinking involves the ability to identify, describe, and evaluate evidence about the past from diverse sources (written documents, works of art, archaeological artifacts, oral traditions, and other primary sources), with respect to content, authorship, purpose, format, and audience. Historical thinking involves the ability to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence. Historical thinking involves the ability to understand such evidence in its context, recognize its limitations, and assess the points of view that it reflects. Purpose: How does art reflect a changing society? What can it tells us about social, political, and economic developments in history? We’ll continue to hone our historical thinking skills by conducting close readings of selected art from the 19th, and in a few cases, 20th centuries.Mentor texts:for the “look” you’re going for (i.e., how to arrange the image and your annotations, approximate length of annotations, etc.): an annotation from Harper’s magazine: the process of drafting, revising, and drafting again: I will share my drafts with youSteps in the assignment:Browse: Wonder through the paintings (and a few photographs) listed in the Resources section. Look for something you can spend some time with, dig into, and unpack. Which one do you want to take out for a long lunch?Interrogate: Ask a bunch of impertinent questions of your work of art. Suggestions are listed below, in the Resources section. Note that, while some research may be useful, the purpose here is for YOU to interpret the piece, not to look for someone else to TELL you what the piece is supposed to be about. As always, if you do use others’ ideas or words, you must cite them.Craft: Begin to craft some annotations that help to elucidate the painting and put it into its historical context, considering these central questions: How does art reflect a changing society? What can it tells us about social, political, and economic developments in history? Be sure to review the rubric in this stage.Revise: Focus first on global revisions (dealing with substance); when you feel satisfied with the content, move on to local revisions (dealing with grammar and mechanics). Review the rubric in this stage, too.Reflect: How did this go for you? What was especially challenging? What came easily? What frustrated you or surprised you? What did you find purposeful and useful, and what less so?CP United States History I: O’NeillName: _______________________Close Reading: Annotation of a 19th or early 20th century work of art Blk: ______The New Among the Old: An AnnotationCriteriaPointsFocus document 1 primary source of historical importsources: those listed in Resources section of the assignment sheetWorthy of discussion/explanation (contradictions among sources or between what is stated and the reality; controversial; further explanation warranted; full story is not told; reveal historical insights, etc.) ________ / 5Annotations: Skilled analysis and critique of focus document Criteria include:focus points for annotations are well-chosen and discussed in fluid, thoughtful proseannotations add pertinent information (e.g., important historical background information)annotations call into question information that is provided by offering counterevidence annotations comment on the relevant historical events or processes that eventually played out or that the piece is depictingannotations identify historical parallels that help to illuminate the document or explain its importanceadditional questions, noted on assignment sheet, considered ________ / 30Quantity of annotations 3 substantial annotations = 10 points 2 substantial annotation = 7 points ________ / 10Professional quality final product attractive, well-formatted appearancefree of mechanical and grammatical errors ________ / 5TOTAL ______ / 50CP United States History I: O’NeillClose Reading: Annotation of a 19th or early 20th century work of artThe New Among the Old: An AnnotationResources: Browse: Here are your options for images. If you have another suggestion, please see me, and be sure to provide source information.“Drawing of a Raft” (David Gordon, 1818) “View of New York” (Frances Flora Bond Palmer, 1849) "View on the Erie Canal" (John William Hill, 1830-1832) “Lake George” (John Frederick Kensett, 1869) “View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm—The Oxbow” (Thomas Cole, 1836) “Lowell Offering” (December 1845) “Under My Wings, Everything Prospers” (Boqueto de Woiserie, 1803) Lagonda Agricultural Works (Edwin Forbes, c. 1859) ? “Across the Continent. ?‘Westward the course of Empire Takes Its Way’” (Frances F. Palmer, 1868) “American Progress” (John Gast, 1872) “The March of Destiny” (Frank Triplett, 1883) “Cider Making” (William Sidney Mount, 1840-41) “The Third Avenue Railroad Depot” (William H. Schenck, 1859-60) “The Champions of the Mississippi.” ?“A Race for the Buckhorns” (Frances Flora Bond Palmer, 1866) “The North Dutch Church, Fulton and William Streets, New York” (Edward Lamson Henry, 1869) “House by the Railroad” (Edward Hopper, 1925) “American Landscape” (Charles Sheeler, 1930) “Brooklyn Bridge” (Walker Evans, 1929) (over)Resources, con’t:Interrogate: Here are some suggested questions to ask as you analyze the image, adapted from ?“Visual Rhetoric/Visual Literacy: Writing About Paintings” () and “Writing a Critical Analysis of a Painting” ()Who is the artist (if known)? ?When was it created?What is the title of the painting?What was the original purpose of the painting?Who was the intended audience?Where was the painting originally created and located? Where is it now?What is the subject of the painting?Who or what can we identify in the painting? Where are the subjects located in relation to each other?Does the painting (or the artist) belong to any particular school or style?Are there symbols at work in the painting?What is your impression of the mood the painting is trying to convey?Is the painting telling a story of some sort? ?If so, what is it?Does the painting have any connections with history? (i.e., does it depict a historical event, or have its own history surrounding it?)Sample annotation: from Harper’s: ................
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