Invisible Cities: The Arts and Renewable Community

Weeks 7 – 10 : New Haven Museum Excursion, 2 nd Map-making Activity, Follow –Follow-Up Lessons (Day 1 for the excursion; Days 2 through 4 for follow up activities)

Reading Selections: Patricia McKissack's Amistad: A Slaveship Journey

Inform students that they are about to visit another New Haven landmark founded in 1862. Note that while visiting the museum, they will experience artifacts representative of life during the 19 ^th and early 20 ^th centuries. Look closely at the artifacts, and keep a mental note of the location of depicted landscapes. Have students take in the images— landmark locations and key images therein, the dress and style of the time. Ask, "Based on the portrayed images, how has the New Haven Green changed since colonial times? Explain. What landmark changes did you observe?" Have students record their findings. We will revisit them upon returning to our classroom.

Additionally note that during this excursion, students will observe pictorial images and view a brief documentary regarding the Amistad Rebellion. While experiencing the story, urge them to remember the image of Sengbe Pieh situated near City Hall. They will learn that in 1839, Sengbe and his countrymen were imprisoned in the New Haven jail which was originally located on the site where the statue now stands.

Follow-Up Lesson #1 - Required Reading: Amistad – A Slaveship Journey. (Note: I have a set of these books to accommodate my entire Lesson class for whole group instruction. Copy of the work can be uploaded via Amazon Kindle for shared reading purposes for ENNO Board display.)

Have students respond to key questions regarding Cinque's experience on board the Amistad vessel and during and post the trial. Have students write journal entry in the first-person voice to provide descriptive, snapshot account of Sengbe's experience. Students will be required to craft and edit their responses, sharing them aloud among classroom peers. Finished work can be placed on display on classroom or school-corridor bulletin board.

Culminating Whole Group Activity – "Downtown New Haven – A Collaborative Poster."

(For supplemental assistance, coordinate this Math/Geography/Language Arts activity can with instructors in your school's Art Department.) Have students create an oversized poster representing their view of the New Haven Green and surrounding cross streets today. Children will be required to make use of pre-cut out 5" x 7" polygons, markers, crayons, and tempura paints to design buildings and key landmarks. Photos can be incorporated into the landscapes, with images of diverse groups of people depicted in the area. Students are to create accompanying captions to describe the region, making note of important events that took place therein during New Haven's formative years. (As an extra-credit complement, have students look up street names to determine the historic or local figure for which select streets were named.) Take photos of this work in progress. Showcase final student creation, along with select snapshots for display in the classroom or select school bulletin board.

Conclusion

Via the implementation of this curriculum unit, students will be immersed in a study of their city, drawn into the multi-disciplinary learning experience through collaborative, interactive instruction. They will come to understand the concept of time and place, and its impact on physical and human characteristics and interactions. Students will experience themselves and diverse cultures as part of community. Invisible cities will be made visible, revealing realms of possibility to be embraced from within.