Animals of the Westward
Expansion
Students learn to research historical and scientific elements and make connections
between disciplines.
Curriculum/State Standards
This project meets New York City
standards as outlined in the Blueprint for
Teaching and Learning in the Arts. The
Blueprint provides a standards-based,
rigorous approach to teaching the arts.
Animals of the Westward Expansion
enables students to draw historical
connections, create an art piece, and take
advantage of a local cultural resource by
photographing their models in New York
City’s Central Park (Blueprint Standards 1,
3, and 4).
In compliance with No Child Left Behind,
this project also meets New York State
Learning Standards. These standards
include: the use of scientific inquiry
to pose questions and seek answers
(Mathematics, Science, & Technology:
Standard 1); understanding and
applying scientific concepts, principles,
and theories (Mathematics, Science,
& Technology: Standard 4); making
connections to understand larger
concepts (Social Studies: Standard 1);
demonstrating an understanding of this
era (Social Studies: Standard 2); and the
use of a variety of skills to show they
understand the geography of the regions
(Social Studies: Standard 3). Students
will also use art to demonstrate their
understanding of animals encountered
during the westward expansion (The
Arts: Standards 1 and 4). Ultimately,
students will have an opportunity to use
knowledge acquired from a variety of
sources, critically analyze and evaluate
that information, and practice effective
social communication with a variety of
people (English Language Arts: Standards
1,3, and 4).
GRADE LEVEL
To support No Child Left Behind’s
mandate to narrow the achievement
gap, this project allows for academicallychallenged students to express their
understanding of the unit’s lessons
through three different methods: visually,
in writing, and orally.
Overview
As they study the westward expansion in
their science and social studies classes,
students keep a journal of the different
animals settlers would encounter on their
travels. Students then use observations
and drawings to create models of these
animals and to later photograph the
animal models in nature.
Objectives
The student will gain knowledge of North
American history, geography, indigenous
animals and environments, as they relate
to the westward expansion.
The student will learn how to creatively
interpret academic studies and research.
The student will learn how to keep
journals and develop writing skills.
The student will develop artistic skills,
especially sketching, painting, and basic
photography.
The student will develop speaking and
presentation skills.
Materials
reference books: science and social
studies
sketchbooks
scissors, brushes
colored pencils, paints
cardboard, tape, glue
art smocks
THIS WINNING PROJECT IDEA SUBMITTED BY:
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Jeannie Herlihy
New York City Public School for Dancel
New York, NY
6-7
HOURS
$500
TOTAL BUDGET
Animals of the Westward
Expansion
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photo processing materials
Readiness Activity
Students begin this project by
studying the westward expansion
in their science and social studies
classes. They cover topics that
include: the daily life of the
pioneers (diet, travel, family,
health, motivations, hardships,
etc.); navigation (constellation/
lunar observations, tools such
as a compass); environmental
changes over distance; and
animals (habitat, diet, breeding,
size, lifespan, place in the food
chain, interaction with humans,
etc.).
Strategies/Activities
Assuming the role of westwardtraveling pioneers, students keep
a journal for sketches, drawings,
observations, etc., on different
animals and their habitats
encountered along the way.
From their journals, students
select one animal to recreate in
art class. This process begins by
creating detailed observational
sketches of the animal, including
scenery and related wildlife, as
well as shadowing, highlighting,
and adding texture. For
example, a student who chooses
a bison might add important
elements such as a cowbird
(to demonstrate the symbiotic
relationship with bison), other
bison (to emphasize that they
live in herds), and grasslands to
complete the sketch.
From these sketches, students
construct cardboard models of
their animals. Using painting skills
learned from previous art lessons,
students work on creating
realistic replicas. Once the models
are completed, students work
in groups to identify suitable
habitats in Central Park for their
animals. Students are grouped
according to the shared habitats
of their chosen animals. On
a class trip to Central Park,
students take turns arranging and
photographing their animals in
their natural habitats.
Culminating Activity
To complete the unit on
westward expansion, students
individually prepare and deliver
oral presentations on their
chosen animals. Presentations
cover students’ journal entries,
sketches, animal models,
and photographs taken in
Central Park. Students practice
articulating their thoughts
and speaking in public as they
present first to their classmates
and then to their parents and
school staff at the end of the
year. Oral presentations provide
students with a mechanism to
express what they’ve learned
while effectively demonstrating
their ability to synthesize,
highlight, and outline information.
Presenting their work to
classmates allows for students
to learn from each other and
provides exposure to a variety of
different animals of the westward
expansion, rather than an indepth study of a single animal.
Presentations to family and staff
members strengthen the learning
community by enabling students
to show-off what they’ve learned
and create a platform for students
to discuss their work at home.
Evaluation Method
In compliance with state and city
learning standards, students will
be assessed based on the quality
of their final projects and their
demonstrated progress toward
project objectives. Artistically,
students will be evaluated based
on the growth of their skills
from sketches through to the
final product, progression from
painting in two dimensions to
adding a third dimension, and
developing camera skills to
effectively portray the animal in
its habitat.
The social studies, science,
and English language arts
components will be evaluated
through observation of the animal
and its habitat, journals, and oral
presentations for evidence of an
understanding of basic concepts:
sharing, applying, and defending
information. The use of content
specific language, showing and
creating interest, and improving
effort are also vital elements.
Students will be held accountable
for their artistic work (growth)
as well as academic (factual
accuracy). They must
demonstrate that they have
made both an individual effort
and worked with classmates as
part of an artistic community.
The animals they choose must
have existed and been known
to the settlers at the time of the
westward expansion. The habitat
these animals live in must also be
accurately portrayed.