Students analyze a portrait of a Choctaw chief to predict how the artist felt about the chief. Then they view paintings from the Hudson River School and describe how they all celebrate the beauty of America’s landscape. Next they examine drawings from Audubon’s Birds of America project and draw a conclusion about how the art of the period reflected the national spirit. Finally, they listen to a vintage recording of “Home, Sweet Home” and compare the lyrics to the visual art of the period.
Students read an introduction explaining that they will learn about 19th-century U.S. culture by examining art and music. They view the portrait Mó-sho-la-túb-bee, Chief of the Choctaw Tribe and respond to a prompt describing the painting and inferring how the artist may have felt about the chief.
Teacher MovesReview the lesson objectives and clarify key vocabulary (portrait, realistic, landscape, scenery, prominent). Facilitate discussion of student responses, emphasizing that interpretations of the artist’s feelings are subjective and should be supported with visual evidence. Provide background on George Catlin and his efforts to document Native cultures for future generations.
Students view Thomas Cole’s painting View on the Catskill, Early Autumn and contribute to a word cloud with words or short phrases that describe their reactions to the scene. They then examine a gallery of Hudson River School paintings and post a written response explaining what the paintings have in common.
Teacher MovesDiscuss selected word-cloud responses, highlighting ideas about unspoiled nature, dramatic lighting, and realistic landscapes. Introduce Thomas Cole and the Hudson River School, and, as appropriate, explain romanticism as an art movement that emphasized emotion and glorified nature. Guide students in identifying common features of the gallery paintings, such as their celebration of America’s natural beauty and resources.
Students view John James Audubon’s Northern Gannet and read background text about Audubon’s life, his Birds of America project, and his concern for the environment. Drawing on the artworks they have seen, they respond to a prompt inferring what the art of the early 19th century suggests about the national spirit of that time.
Teacher MovesClarify key points about Audubon’s prominence, his focus on lifelike bird paintings, and his environmental concerns, including the legacy of the National Audubon Society. Share and discuss an exemplary student inference, guiding the class to see how romantic-era American art appealed to emotions, glorified nature, and reflected a period of growth and pride in the nation’s land and wildlife.
Students listen to the song “Home, Sweet Home” while reading its lyrics, then contribute to a word cloud by posting at least three words from the song that reflect the same mood they observed in the paintings earlier in the lesson.
Teacher MovesLead a discussion connecting the song’s imagery and mood—such as roaming among pleasures and palaces, charms from the skies, and birds singing gaily—to the themes in the visual art. Help students interpret “home” both as a personal place and as a symbol for the United States, reinforcing how music and art of the period expressed similar feelings about home, nature, and national identity.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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