Lesson Plan Table of Contents

Connecting with the Past: Making a Memory Box Lesson Plan

Content Introduction

Artists across cultures and throughout time have sought to incorporate the multifaceted connections between past and present in their artworks. In many ways, Catlin's lifelong quest and the eventual creation of his "Indian Gallery" can be seen as an attempt to connect what he felt to be the "past" of American Indian society to the "present" of nineteenth-century westward expansion by European Americans. As is evident today, Native American culture is very much alive and present in the fabric of America. Catlin, however, made it clear that he viewed his subjects as a "vanishing race" and sought to preserve their images for future generations. In this activity, students will create their own memory box, linking the past and the present, and in doing so examine Catlin's ideas and motives.

Guided Practice

Acquaint students with artworks that have dealt with issues of memory and the connection of the past and present. Review of resources available from the Artifacts and Memory—For Students page will assist you guide the activity. Begin a discussion of the ways in which these artworks make an effort to connect elements of the past and present.

Independent Practice

Ask students to create their own memory box using objects that hold personal significance. The box can be based on a memory, achievement, idea, event, or emotion of the student's choice. The piece need not be a literal box, but should act as a container (a decorated shoe box, a woven basket, a wire container, ceramic vessel, wooden box, or a found object). Students should make their memory boxes unique to their own experience, incorporating objects of personal significance. Upon completion of the project, have students present their boxes to other class members for constructive feedback on the project.

Vocabulary

relic, reliquary, altar, ancestor.

Standards

National Center for History in the Schools—Historical Thinking (5–12):

• Standard 2: Historical Comprehension
  E. Students should be able to read historical narratives imaginatively, taking into account (a) the historical context in which the event unfolded-the values, outlook, options, and contingencies of that time and place; and (b) what the narrative reveals of the humanity of the individuals involved-their probable motives, hopes, fears, strengths, and weaknesses.
  I. Students should be able to draw upon visual sources to clarify, illustrate, or elaborate upon information presented in the historical narrative.

National Council of Teachers of English:

• Standard 1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  
  
• Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Lesson Plan Table of Contents

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