2. Songye Power Figure: Male (Nkisi)

3. Link to piece of art http://www.metmuseum.org/Collections/search-the- collections/50003033#fullscreen http://www.metmuseum.org/Collections/search-the- collections/50003033#fullscreen

4. I see…Observations Songye ________ Figure- African Art from the Congo 1. What do you notice? I see…. Observations, comments. -Look at the materials

5. I think.- Building Inferences. B. What might this piece be reflecting/mean? I think… Look at the materials this piece is made of. What attributes come from these materials? What is the figure’s role? This is where students will be making inferences about the piece of art and what it means. Students must support their inferences with their initial observations and textual evidence from the piece or their prior knowledge.

6. Synthesizing/Evaluating Why is this piece important? How would it be used in the community? Connect your observations, inferences, and prior knowledge to evaluate

7. Graphic Organizer I see…I think…Textual EvidenceI wonder…

8. Woman with a Cat- Fernand Leger

9. Link to Women with a Cat http://www.metmuseum.org/Collections/search-the- collections/210006638#fullscreen http://www.metmuseum.org/Collections/search-the- collections/210006638#fullscreen

10. Activity 2- Debate 1. Provide some Information about the piece first. 2. Think of a word that comes to mind when you see the piece of work… 3. Elaborate on why you selected that word. What did you notice in the work of art that made you think about this word? 4. Provide more information on the artist and work of art.

11. Information on the Artist He was trained as an architect Enlisted in the army in WWII- he was a soldier with the medical unit. What influenced him was the machines that he constantly saw all around him in the war.

12. Debate 1. Have students form into a debate and half of the students will be one side and the other will be on the other side. A. One side of the class will take the position that Leger is celebrating the machine- He has a positive feeling towards machines B. The other side of the class will take the position that Leger has negative feelings towards the machine.

13. Debate Activity 1. Start with the positive side. “The artist is celebrating the machine because…” You can even use the transition “For Example,” to defend your argument with evidence from the text. A. 2. Next, go to the negative side. Have students use the topic sentence, “It may be argued that Leger is celebrating the machine because…However, he is actually highlighting the negative because… (This is great practice for students in writing a topic sentence that introduces the counter- argument and refutation necessary to do for an argument paper). A.

14. Debate Activity Next, you can start with the negative side and go to the positive side. Continue to use the transitional phrases to introduce your side and evidence from the text to support it. Finally, provide more info on the painter and his feelings. A. He was celebrating the machine. He believed that machines in this new, industrial world would be great because it would create new solutions to problems.

15. Non-Fiction Article by Fernand Leger While reading article, please draw out phrases/words that connect to his work of art.

16. The Palace of the King-King Ashurnasirpal II

17. http://www.metmuseum.org/Collections/search-the- collections/30001260 http://www.metmuseum.org/Collections/search-the- collections/30001260

18. Activity- Drawing Details 1. What are your initial impressions/reactions to this place/designs? 2. Tell students that the palace evokes and communicates power.

19. Drawing Details What visual evidence did you find that communicates power?

20. Drawing Details For this activity, students will sketch 2-3 thumbnail images that communicate power and then annotate these sketches with words to clarify the images and add more information. The goal is for students to defend the inference that this work of art communicates power through sketches they gather from the work of art and annotate.

21. The Third-Class Carriage by Honoré Daumier

22. http://www.metmuseum.org/Collections/search-the- collections/110000533#fullscreen http://www.metmuseum.org/Collections/search-the- collections/110000533#fullscreen

23. Activity- Thought Bubbles A. Get into the mind of the characters in the painting. B. Put yourselves into the shoes of a character and write in the bubble what you think that person might be saying if they could speak. C. Students will write what they think the character is saying and underneath support these thoughts with evidence from the painting.

24. Character Thought Bubble http://vector.me/files/images/1/6/165268/character_th inking_cartoon_book_balloon_speech_bubbles_line_ bubble_quote_talk_comic_talking.jpg http://vector.me/files/images/1/6/165268/character_th inking_cartoon_book_balloon_speech_bubbles_line_ bubble_quote_talk_comic_talking.jpg