First Semester

Visual Arts

AH-HS-2.4.1

Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art.

DOK 3

 

Middle Eastern and Asian temple architecture, characteristics of temples (Islamic – e.g., Dome of the Rock - geometric patterns for decoration such as arabesques, minaret tower to call Muslims to prayer, Hindu – e.g., Pampapati Temple– temple city complex with towers, Buddhist – e.g., Liurong Temple/pagoda or called a stupa in India, part of a temple city complex)

Unique visual arts in Asian cultures (Japanese printmaking, Chinese and Japanese ink and brush paintings, calligraphy)

Historical Periods and Styles: (in chronological order)

(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)

Renaissance (Leonardo Da Vinci - painting, Michelangelo – sculpture, painting, architecture – build on the innovative architectural techniques of Ancient Greece and Rome ([e.g., the arch, vault, dome, principles of stress and counter stress, atrium-style houses, etc.])
Baroque (Rembrandt – Dutch Baroque, use of chiaroscuro, a bold contrast of light and dark, Caravaggio – Italian Baroque painter, captured realistic depictions using chiaroscuro)

Neo-Classical (Jacques-Louis David – distinctive Neo-Classical style associated with French revolution, Jefferson –Neo-Classical architecture with Ancient Greek and Roman architectural influences, reflects ideas of newly independent United States)
Romantic (John Constable – British landscapes, Francisco Goya – Spanish Court painter examined violence, greed and foolishness of society)
Realism - (Gustave Courbet – attention on the common man, Edouard Manet – focused on industrial-age city and people, bridged the gap between Realism and Impressionism)

Impressionism/Post-Impressionism (Claude Monet - tried to capture light as a moment of time, Vincent Van Gogh – used bright colors and line to express emotion, Mary Cassatt – domestic social scenes of women and children, Auguste Rodin – sculptor who used impressionistic style in his work)

Modern and Contemporary European (Salvador Dali – surrealism, Pablo Picasso – multiple styles including cubism)

Modern & Contemporary American (Andy Warhol – Pop Art, focused on celebrities and everyday objects of mass production, Georgia O’Keeffe – large scale abstraction of natural form, Frank Lloyd Wright – American architecture, Dorothea Lange – photography of the Depression era, Jacob Lawrence – reflects the African American experience)

Surrealism

Cubism

Societal statements

(violence, greed, sexism)

Review art and period of selected artists

Open-Response

Create art in similar forms

Second Semester

Historical Perspective

SS-HS-5.1.1

Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).

DOK 3

Quixote

Hispanic holidays

Review major literary figures and movements which have influenced current cultural norms.

Open-Response

Portfolio Piece

Hispanic Geography

SS-HS-4.1.1

Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface.

DOK 3

Maps

Globes

Topographical features

Settlement patterns

Military conflicts

Regional viewing

Different cultures, perspectives

Map testing

Country presentation

Open-Response

Portfolio piece

SS-HS-4.2.1

Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

SS-HS-4.2.2

Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place.

DOK 2

SS-HS-4.2.3

Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).

SS-HS-4.2.4

Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

SS-HS-4.3.1

Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 3