Sully Plantation
3601 Sully Road
Chantilly, VA

Instructional Unit:
This trip to the Sully Plantation is to expose students to the differences in lifestyles during the 18th century and today.

Curriculum Unit:
Grade 4
Social Studies

Objectives:
Students will do an activity which was part of everyday 18th century life so they will be able to compare 18th century life with everyday life.

Pre-Visit Activities:
There will be a discussion in attempt to have students knowledgeable about the Sully Plantation.
1. Who built Sully, and when?
2. Who was Mr. Lee, and what did he do?
3. What was grown at Sully?
4. Who worked there, and what were their jobs?
Finally, students will handle a piece of wool, rose head nail, and a bag of spices. They will speculate on what, how or where these items were used.

On-Site Activities:
After a brief welcome, children are divided into four groups: textiles, teaching, architecture and food preparation. They will spend approximately 90 minutes at one of the learning centers with a docent.

Follow-Up Activities:
Each group will tell how their activity illustrates how 18th century life was the same and how it was different from today. The students will make a visual dictionary of objects they was at Sully. Each item could have a picture and explanation of use and materials. Finally, the students will create a time capsule from 1989, which if opened 100 years from now would show something of how we live today. Possible items could include package wrappings, small toys, and whatever the children suggest. What would these objects tell a person 100 years from now about our life and culture?

Worksheets:
None

Bibliography:
None

National Gallery of Art
4th Street and Constitution Ave., N.W.
Washington , D.C. 20565

Instructional Unit:
Vivee el Arte y los Pintores de Espana en la Galeria Nacional del Arte (Long live the art and painters of Spain in the National Gallery of Art)

Curriculum Unit:
Grade 9, 10,11, 12
General, Spanish

These will be upper level high school students who have mini-courses throughout the school year on different aspects of the culture and country of Spain. This mini-course will be on the art of Spain.

Objectives:
1. The student will speak in Spanish while discussing the Spanish painting and painters in the National Gallery of Art.
2. The students will correctly identify seven out of ten painters from the Spanish art when shown one of their paintings at the museum.
3. The students will identify particular characteristics of a Spanish painter when shown one of his paintings.
4. The student will describe a painting in Spanish when shown the original work.
5. The student will point to the correct painting when given a title in Spanish.
6. After a guided tour of the Spanish paintings, the students will answer in written form the questions concerning the paintings.

Pre-Visit Activities:
The Spanish classes have been preparing for this trip for a month while they have been taking their mini-course in Spanish art. They have studied about he Spanish painters and their paintings by means of classroom discussions. They have learned new vocabulary words dealing with art, so they can discuss it in Spanish. By means of plates and slides and Spanish art books, the students have come to appreciate the Spanish art.

On-Site Activities:
Students will complete a worksheet.

Follow-Up Activities:
1. Students will talk in Spanish the next day in class about their trip to the Gallery of Art. Each student was to have brought a postcard of a Spanish painting that they had bought at the museum. They will describe it to the class as well as tell about the painter and his characteristics while painting.
2. Slides of the paintings seen at the museum will be shown, and each student will make a contribution in Spanish as we complete our unit on Spanish art.

Worksheets:
None

Bibliography:
None

The National Museum of Natural History
Smithsonian Institution
Washington, DC

Instructional Unit:
The title of this project will be
which is Spanish for Seeds of Change. The students will have studied in depth the Inca, Aztec and Maya civilizations. Following the study and examinations on the material, we will then begin a unification study on the existing civilizations in the western hemisphere in 1492 as well as a brief overview of Europe’s emergence from the Middle Ages and its voyages of discovery to the New World. This will take approximately two-three days of classroom instruction. The day prior to the exhibition will be spent discussing the exhibit itself.

Curriculum Unit:
General, Spanish
Grades 9, 10, 11, 12

The tour of the Seeds of Change will be incorporated into the cultural unit of my upper level Spanish classes. The students in my AP Spanish class will study culture in depth (and all instruction will be in Spanish as no English is permitted in this course). Due to the wealth of information available because of the 500 year anniversary of Columbus’s voyage to the Americas, this particular exhibit is exceptional for students to study. Culture in the curriculum is divided into Spain, Latin America, South America, Incas, Aztecs and Mayans as well as artists, novelists and other art areas.

Objectives:
The students will be able to:
1. Evaluate the global consequences of the encounter and exchange of plants that resulted from Columbus’s voyages.
2. Identify the five “seeds” and appropriately evaluate each.
3. Understand what scholars call The Colombian Exchange .

In general, my overall goal and objective for the students is that they come away with a broad based appreciation and understanding of The Colombian Exchange . As Newsweek Magazine stated “The true story of Christopher Columbus is not the encounter of the Old World with the New; it is the story of how two old worlds were linked and made one.” This crucial intermingling of peoples, animals, plants and diseases between Europe, Africa and the Americas is the theme of Seeds of Changes and this is the concept that i want my students to the

Pre-Visit Activities:
I have already toured the exhibit and have assembled my information for use in the classroom. Vocabulary will be studied as necessary, readings and lectures will be given.

On-Site Activities:
The students will organize into small groups with written questioners to be completed during the tour and turned in the following day.

Follow-Up Activities:
The students will engage in conversations in the classroom on what they have seen, how it has effected the Americas, and specific factual information.

Worksheets:
Questionnaire for Students

During your visit to Seeds of Change, analyze and evaluate the following and be prepared to discuss in class the following:

disease
maize
potato
caballo
azucar

Be sure to include specific references to the exhibitions and artifacts that you see.

Bibliography:
Newsweek,When Worlds Collide .Fall/Winter 1991.Special Issue
Seeds of Change, The Story of Cultural Exchange after 1492 . Sharryl Davis Hawke and James E. Davis. Addison-Wesley Publishers, 1992