Migrations to Chicago

Summary These theme-related lessons explore the motivating forces, expectations, and realities found by Eastern European, Mexican, and African American immigrants and migrants who moved to Chicago from 1890 through 1950, and examine the ways these newcomers adapted to their new home. Students closely examine various works of art, including paintings, photographs, a lithograph, and a […]

Identity: The Art of Losing

Authors: Jennifer Barron, Kennedy High School Melissa Covington Tanner, Art Institute of Chicago With contributions from: Laura Lang, PhD, University of Wisconsin—Madison, Literacy Consultant Mary Hawley, Literacy Consultant Summary: In this lesson, students will explore how works of art and literature can help us understand how certain belongings can strengthen our sense of identity and […]

Journeys: Exploring Inner Journeys in Art and Text

Authors: Sara Jatcko, Terra Foundation for American Art Manuel Valderrama, Lane Tech College Prep High School Summary: By conducting close readings of works of visual art and poetry, students will explore how artists connect physical journeys with inner journeys of human experience. Students will also write narratives that depict real and imagined journeys. Lesson Overview […]

Identity

Summary The theme of identity is explored in these two lessons by examining how one’s identity can be forged and how it can be remade after a devastating loss. Students look closely a serigraph print, photographs, and a sculpture to analyze how elements of one’s identity can be expressed. They analyze related informational texts and […]

Journeys

Authors: Jennifer Barron, Kennedy High School Melissa Covington Tanner, Art Institute of Chicago Sara Jatcko, Terra Foundation for American Art Joel Javier, Intuit: The Center for Intuitive and Outsider Art Sheri Snopek, Columbus Elementary School Lauren C. Watkins, Museum of Contemporary Art Chicago Manuel Valderrama, Lane Tech College Prep High School With contributions from: Mary […]

Journeys: Moving Forward, Looking Back

Authors: Jennifer Barron, Kennedy High School Melissa Covington Tanner, Art Institute of Chicago With contributions from: Laura Lang, PhD, University of Wisconsin—Madison, Literacy Consultant Mary Hawley, Literacy Consultant Summary: In this lesson, students will explore works of art and literature to better understand the impact of forced journeys on individuals and their families, especially when […]

Migrations to Chicago: Cultural Adaptation and the Process of Assimilation in Chicago

Author: Nevada Montgomery, The DuSable Museum of African American History Summary: People who migrated or immigrated to Chicago in the late 1800s and early 1900s encountered many challenges and opportunities.  Through the artwork and primary sources presented in this lesson, students will analyze how these newcomers adapted to their new environments and went through a […]

Migrations to Chicago: Housing Conditions for New Arrivals in Chicago

Author: Jessica Marshall, Chicago Public Schools Summary: This lesson explores the experience of immigrants in Chicago from 1890–1950.  Students will use artworks, primary sources, literary texts, and maps to address the following question: “What was the reality of life in Chicago for newly arrived immigrants and migrants during the early 1900s?” The lesson asks students […]

Migrations to Chicago: Push and Pull Factors for Chicago Immigrants, 1890 – 1950

Author: Rick Cardis, Evanston Township High School Summary: This lesson will deal with the experience of immigrants in Chicago from 1890-1950.  Students will analyze artwork and primary sources to compare and contrast the way various texts address the factors that pushed and pulled immigrants and migrants to Chicago and other U.S. cities in the late […]

Migrations to Chicago: The Great Migration and Walter Ellison’s Train Station

Authors: Irina Zadov, Jane Addams Hull-House Museum With contributions from: Jennifer Siegenthaler, Terra Foundation for American Art Dr. Donna Ogle, National Louis University Summary: Students will practice art interpretation by examining Walter Ellison’s Train Station, 1935. In doing so they will connect close examination and interpretation of art with the practice of close reading. Students […]