Download Washington Crossing the Delaware

Washington Crossing
the Delaware
Social Studies and the Arts
Grade 5
Natalie Mabile
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
Standards: Art
 Art 5.12
The student will examine the influence of
historic events on works of art.
 Art 5.18
The student will analyze and interpret
works of art based on visual properties and context.
The student will analyze an artist’s point
of view based on contextual information.
 Art 5.19
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.
Washington Crossing the
Delaware,
Emanuel Leutze
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
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.
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”)
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?
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
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.”
Rubric
Art Production
Creativity
The student
demonstrates
refined motor
skills. Student
uses tools
appropriately.
The student
demonstrates
control of tools
consistent with
age level. Student
mostly uses tools
appropriately.
The student does
not use tools, or
uses tools
inappropriately.
(9-10 pts.)
The 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.)
(7-8 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.
(5-6 pts.)
The student
includes minimal or
no details. The
student either does
not depict a leader
or depicts George
Washington.
(5-6 pts.)
(7-8 pts.)
Below Expectations
Meets Expectations
Exceeds Expectations
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
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