Reinforcing+Activity+for+Where+In+the+World?+Around+The+Globe+in+13+Works+of+Art

**__Materials:__** __**Procedures:**__ After reading //Where In The World?// aloud to the students, teacher divides the class into four different groups. The groups are assigned specific continents that the artworks from the book are portraying. Group one is Europe (four artworks), Group 2 is North America (3 artworks), Group 3 is Australia (3 artworks), and Group 4 is Asia, South America and Africa (3 artworks). The teacher may divide the class into six different groups making each group focus on one continent of the world that is represented in the book (all but Antarctica).
 * __Objective:__** Students will be able to create maps of where pieces of art work are from using all appropriate map elements.
 * Book, //Where in the World?//
 * Copies of the art work for each group
 * Poster board cut in the shape of continents
 * Markers

Once students know their assigned continent(s), the teacher hands out copies of each painting from the book to the group in which continent the work of art came from. The copies should be organized and separated by their groups ahead of time. The division of the artworks should be as follows:

· Europe Group- //Coming from the Mill// (Lowry), //Paris Street; Rainy Day// (Caillebotte), //A View of Delft with a Musical Instrument Seller’s Stall// (Fabritius), //View of the Ducal Palace, Venice// (Canaletto)s · North America Group- //Moon and Mount McKinley// (Adams), //The Great City of Tenochtitlan// (Rivera), //The Block// (Bearden) · Australia Group- //Wrapped Coast// (Jeanne-Claude), //Thitian Landscape// (Gaugin), //Mappa Del Mondo// (Boetti) · Asia, South America, & Africa Group- //Thirty-Six Views of Fuji// (Hokusai), //Cotopaxi// (Church), //Temple Gardens// (Klee)

Atlas’s and maps should be provided by the teacher—enough so that each group can have at least 3 atlases. Teacher also gives each group a large poster board already cut out in the shape of each group’s continent.

The groups are to find where specifically their pieces of art are portraying and locate them using the maps, atlases and other resources. The Australia group will have a small branch coming off their poster board to represent Tahiti and small outline of the world to be used as a “key.” The Key should have each continent labeled and then colored. The students should be provided markers, colored pencils or other art supplies and can use their own materials if desired. While creating the maps, students need to make sure that it has all necessary map elements such as the title, grid, key, and cardinal directions.

Teacher should walk around being available to assist students in locating their artworks’ locations. Students should label the location on the poster board, stating the place, artwork that represents its title, and it’s artist. Students should also draw a small flag of the country by the label. The rest of the map can be decorated and should display items students feel like the continent represents. For example, the Australia Group might draw a kangaroo. Once complete, the teacher uses tape to place on the back of each poster board. Each group’s board should be placed on a wall or chalkboard in accordance to the key, showing a surfaced view of the world. Students can present their posters if teacher’s feel there is enough time. The posters should hang for a long period of time, for students to observe and admire.

__**Other Ohio Standards:**__ Grade 3: History Strand, Historical Thinking and Skills 2. Primary sources such as artifacts, maps, and photographs can be used to show change over time.