Themes: Historical Figures, Describing Artworks
Title: Painting History: Portraits of Notable Figures
Skills: Vocabulary enrichment, reading, writing, speaking, and listening

General Goals
The goal of this lesson is to acquaint students with historical portraiture. In particular, students will examine and discuss John Singleton Copley’s painting Paul Revere. In doing so, they will learn about Paul Revere and his role in the American Revolution. Additionally, students will learn about portraiture throughout the ages. Finally, the students will practice describing portraits of Russian and American historical figures.

Specific Objectives
After this lesson, the students will be able to:

Materials/Visual Aids

Warm-up Activity: Introduction to historical portraiture

The images and information about the historical figures are in Appendix A

Activity 1: Vocabulary exploration and production
1. Introduce that following twelve words to the students—some of these words will be used for description; others will be used for understanding the reading text.

2. Once you have introduced the words, have the students play the vocabulary matching game. The directions for the game are printed on the worksheet (Appendix B).

3. When the students have finished playing the matching game. Put them in small groups Give each group a different image (from the warm-up activity; Appendix A). Ask them to write a short, one paragraph description of the portrait, using the new words. Have representatives of some of the groups share their descriptions with the class.

Activity 2: Making Predictions about Paul Revere.

Activity 3: Learning about Paul Revere

Activity 4: Jigsaw Reading—Learning about Portraiture Throughout History

Select four time periods that you would like to investigate. There are eight short texts about portraiture from the Prehistoric Era to Postmodernism. You could either have the class pick or you can select the time periods yourself. The text can be found at http://www.family-portrait.net/portraithistory.php (or in Appendix D)

Jigsaw—Jigsaw is a useful technique for creating an interactive reading activity.
To do a jigsaw reading, follow these steps:
Part I
Form four groups---Group A, Group B, Group C, Group D
Each group will get a different text. So Group A will have one text, Group B another text, and so on.
The members in each group will all read the same text. So all of Group A will read the Group A text, all of Group B will read the Group B text, and so on.
Once the group members have all read the texts, they will meet to discuss the reading. They will make sure that they all understand the text.
Part II
When all the groups have finished reading and discussing their texts, new groups will be formed. The new groups will be called Group 1, Group 2, Group 3, Group 4.  One member of each of the old groups will go to a new group. In other words, the new groups should look like this:
Group 1, A member, B member, C member, D member
Group 2, A member, B member, C member, D member
Group 3, A member, B member, C member, D member
Group 4, A member, B member, C member, D member
In the new groups, each member will tell the other about the text he/she read. Thus, member A will talk about the A text, B will talk about the B text, and so on.

Activity 5: Buying and Selling Historic Portraits

Rules
** A team cannot buy their own painting.
** A team can put all their money one painting.
** A team can divide their money between different paintings.

Homework
Have the students select a historical portrait of a Russian figure to compare with Copley’s Paul Revere. Have them write a comparative analysis.

Alternatively, the students could compare Copley’s Paul Reverewith Grant Wood’s, The Midnight Ride of Paul Revere, 1931. The students can consider how each artist captured different aspects of Revere’s personality.

Extensions
Have the students investigate Revere’s silver production. Such an investigation could result in an oral or written production. For more information on this topic, you can visit The Paul Revere House at: http://www.paulreverehouse.org/bio/silvershop.shtml

Have the students read and comment on Longfellow’s poem “Paul Revere’s Poem.”
Such commentary could be written or delivered orally. For more information on this topic, you can visit The Paul Revere House at: http://www.paulreverehouse.org/ride/poem.shtml

References

NEH Edusite
http://edsitement.neh.gov/

Family Portraits—Historical Portraits
http://www.family-portrait.net/portraithistory.php

Olga’s Gallery
http://www.abcgallery.com/S/sargent/sargentbio.htmlwas

Picturing America
http://picturingamerica.neh.gov/

The Paul Revere House
http://www.paulreverehouse.org/ride/poem.shtml

Wikapedia
http://www.wikipedia.org/

Appendix A
Information about historical figures and links to their portraits

Benjamin Franklin (January 17, 1706 [O.S. January 6, 1705[1]] – April 17, 1790) was one of the Founding Fathers of the United States. A noted polymath, Franklin was a leading author and printer, satirist, political theorist, politician, postmaster, scientist, inventor, civic activist, statesman, and diplomat. As a scientist, he was a major figure in the American Enlightenment and the history of physics for his discoveries and theories regarding electricity. He invented the lightning rod, bifocals, the Franklin stove, a carriage odometer, and the glass 'armonica'. He formed both the first public lending library in America and the first fire department in Pennsylvania.

From: Wikapedia
http://en.wikipedia.org/wiki/Benjamin_Franklin

Portrait
Benjamin Franklin, by Joseph Wright of Derby, oil on canvas, 1782

http://www.allposters.com/-sp/Benjamin-Franklin-1782-Posters_i1348202_.htm

George Washington (February 22, 1732 [O.S. February 11, 1731] – December 14, 1799) [1][2][3] was the dominant military and political leader of the new United States of America from 1775–1797, leading the American victory over Britain in the American Revolutionary War as commander in chief of the Continental Army, 1775–1783, and presiding over the writing of the Constitution in 1787. As the unanimous choice to serve as the first president (1789-97)[4], he developed the forms and rituals of government that have been used ever since, and built a strong, well-financed national government that avoided war, suppressed rebellion and won acceptance among Americans of all types. Acclaimed ever since as the "Father of his country," Washington, along with Abraham Lincoln (1809-65), has become a central icon of champion of republican values, self sacrifice in the name of the nation, American nationalism and the ideal union of civic and military leadership.

From: Wikapedia
http://en.wikipedia.org/wiki/George_Washington

Portrait
George Washington (Lansdowne portrait) by Gilbert Stuart, oil on canvas, 1796

http://www.georgewashington.si.edu/portrait/index.html

John Adams (October 30, 1735 – July 4, 1826) was an American statesman, diplomat and political theorist. A leading champion of independence in 1776, he was the second President of the United States (1797–1801). A New England Yankee, he was deeply read and represented Enlightenment values promoting republicanism. A conservative Federalist, he was one of the most influential Founding Fathers of the United States.

From Wikipedia
http://en.wikipedia.org/wiki/John_adams

Portrait
John Adams by Gilbert Stuart, oil on canvas, 1798

http://www.americanheritage.com/places/articles/web/20080319-Adams_National_Historical_Park_John_Adams_Historica_Houses_Travel_Tourism_Boston.shtml

Appendix B

Object of the Game
The object of this game is to get as many vocabulary words correct as possible. You will need to use your memory and your knowledge of the words.

Directions
Mix up all the cards. Set the cards face down on a flat surface. Turn over one card. Then try turn over another card. See if the word and the definition match. If they do match, you can keep the cards and have another turn. If not, give your partner a turn.

Rules

• Only turn over two cards at a time.

Post-game activity
When you have finished playing the vocabulary game, get into groups. Your teacher will give you on of the portraits of historical figures that you looked at during the warm-up activity. Using the new words that you have just learned, write a short paragraph description of your image. Share your description with the class when you have finished.

Appendix C
Portrait of Paul Revere

Portrait
Paul Revere, by John Singleton Copley, oil on canvas, 1768
Museum of Fine Arts Boston
This image can be found at:
http://en.wikipedia.org/wiki/File:J_S_Copley_-_Paul_Revere.jpg

Appendix D
Text and Post-reading Questions

Text—A Brief Biography of Paul Revere
The text can be found at:
http://www.paulreverehouse.org/bio/bio.shtml

Overview

The purpose of this activity is to help you learn more about Paul Revere.

Directions

1. Read the text.
2. Answer the questions below.

Post-Reading Questions

1. Describe Revere’s family history and early education.
2. What was Paul Revere’s primary occupation?
3. How did Revere get information about the British soldiers?
4. How did he participate in the American Revolution?
5. How does the author describe Revere’s military career?
6. What was Revere’s post-war business?
7. How was Revere involved in the community?
8. What surprised you about Revere?
9. What part of Revere’s life would you like to know more about?
10. How does this biography compare to the one you wrote in your team? What are the similarities? What are the differences?

Appendix E
Jigsaw Reading Text and Directions

The text. Portrait History can be found at:
http://www.family-portrait.net/portraithistory.php

Jigsaw
Jigsaw is a useful technique for creating an interactive reading activity.
To do a jigsaw reading, follow these steps:

Part I
Form four groups---Group A, Group B, Group C, Group D
Each group will get a different text. So Group A will have one text, Group B another text, and so on.
The members in each group will all read the same text. So all of Group A will read the Group A text, all of Group B will read the Group B text, and so on.
Once the group members have all read the texts, they will meet to discuss the reading. They will make sure that they all understand the text.

Part II
When all the groups have finished reading and discussing their texts, new groups will be formed. The new groups will be called Group 1, Group 2, Group 3, Group 4.  One member of each of the old groups will go to a new group. In other words, the new groups should look like this:
Group 1, A member, B member, C member, D member
Group 2, A member, B member, C member, D member
Group 3, A member, B member, C member, D member
Group 4, A member, B member, C member, D member
In the new groups, each member will tell the other about the text he/she read. Thus, member A will talk about the A text, B will talk about the B text, and so on.

Appendix F

Images and Information for this activity can be found at the following sites

Catherine the Great
Portraits
Catherine II by Fyodor Rokotov, oil on canvas, 1763
This image can be found at:
http://en.wikipedia.org/wiki/File:Rokotov_Portrait_Catherine_II.jpg

Information
Information about Catherine the Great can be found at:
http://en.wikipedia.org/wiki/Catherine_II_of_Russia

Information about Fyodor Rokotov can be found at:
http://en.wikipedia.org/wiki/Fyodor_Rokotov

Napoleon
Portraits
Bonaparte at the Bridge of Arcole by Antonie-Jean Gros, oil on canvas, 1801
This image can be found at:
http://en.wikipedia.org/wiki/File:1801_Antoine-Jean_Gros_-_Bonaparte_on_the_Bridge_at_Arcole.jpg

Information
Information about Napoleon can be found at:
http://en.wikipedia.org/wiki/Napoleon_I

Information about Antonie-Jean Gros can be found at:
http://commons.wikimedia.org/wiki/Antoine-Jean_Gros

George Washington
Portrait
George Washington (Lansdowne portrait) by Gilbert Stuart, oil on canvas, 1796
This Image can be found at:
http://www.georgewashington.si.edu/portrait/index.html

Information
Information about George Washington can be found at:
http://en.wikipedia.org/wiki/George_Washington

Information about Gilbert Stuart can be found at:
http://en.wikipedia.org/wiki/Gilbert_Stuart

Philip IV of Spain
Portrait
Philip IV of Spain in army dress, so called "La Fraga" by Diego Valazquez, oil and canvas, 1644
This image can be found at:
http://en.wikipedia.org/wiki/File:Philippe_IV_espagne.jpg

Information
Information about Philip IV of Spain can be found at:
http://en.wikipedia.org/wiki/Philip_IV_of_Spain

Information about Diego Velazquez can be found at:
http://en.wikipedia.org/wiki/Diego_Vel%C3%A1zquez

Marie Antoinette
Portrait
Queen Marie Antoinette of France by Elisabeth Vigee Le Brun, oil on canvas,  1783
This image can be found at:
http://en.wikipedia.org/wiki/File:Marie167.jpg

Information
Information about Marie Antoinette can be found at:
http://en.wikipedia.org/wiki/Marie_Antoinette

Information about Elisabeth Vigee Le Brun can be found at:
http://en.wikipedia.org/wiki/%C3%89lisabeth-Louise_Vig%C3%A9e-Le_Brun

 Queen Victoria
Portrait
The Young Queen Victoria by Franz Xavier Winterhalter,oil on canvas, 1842
This image can be found at:
http://en.wikipedia.org/wiki/File:The_Young_Queen_Victoria.jpg

Information
Information about Queen Victoria can be found at:
http://en.wikipedia.org/wiki/Victoria_of_the_United_Kingdom

Information about Franz Xavier Winterhalter can be found at:
http://en.wikipedia.org/wiki/Franz_Xaver_Winterhalter

Overview: There are two main purposes of this activity: 1. To review the new information about portraiturethat you have learned. 2. To practice persuasive speaking about art.

Directions

1. Get into teams.
2. Get a painting and information about the historical figure and the artist from your teacher.
3. Get money from your teacher.
4. Write a convincing description about the painting; be sure to include biographical information about the author.
5. Present your painting to the class.
6. Listen to all the presentations and buy your favorite painting. Note: see the rules about buying painting.

Rules
** A team cannot buy their own painting.
** A team can put all their money one painting.
** A team can divide their money between different paintings.

Useful Phrases
This painting is (amazing, fantastic, unique, special, one of a kind, a masterpiece).
The artist has expressed. . .
The artist has captured. . .
The colors in this painting are unusual, bright, attractive, interesting.
The combination of colors is.. . .
The subject of this painting is. . .

This painting will make a(n) (great, wonderful, excellent, etc.) addition to your collection.
You cannot live without this painting.
Without this painting life would be sad.
Just imagine having this painting on your wall.
Don’t miss this opportunity to buy this painting!
When you see this painting you will be (astonished, excited, thrilled)