Lesson 1 - LearningThroughMuseums
Lesson 1 - LearningThroughMuseums
Lesson 1 - LearningThroughMuseums
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● Advance Preparation<br />
• Keep the reproduction of Train Station on display in the classroom for student viewing.<br />
• Preview “One Way Ticket” by Langston Hughes, and identify sections you want to highlight<br />
with students. Plan to read the poem aloud.<br />
● Vocabulary<br />
change<br />
destination<br />
journey<br />
sequence<br />
theme<br />
● Procedure<br />
Part 1: Illustrating a Journey<br />
1. Explain that the people traveling north in the painting did not just make a trip. They were<br />
making a journey. Emphasize that this journey is about change, that when the travelers reach<br />
the destination their life is different.<br />
2. Ask students to choose one person from the painting and draw a picture of where they think<br />
s/he will be going and how their life will be there. Give them the Art Planner to prepare their<br />
drawing.<br />
3. Ask them to write a caption for their artwork.<br />
Part 2: Communicating in a Poem<br />
1. Read the poem “One Way Ticket” aloud. Ask how it is like the painting Train Station. (You<br />
might explain that the artist who painted Train Station also illustrated works by the poet<br />
Langston Hughes, who wrote about the Great Migration and other important themes and events<br />
in African American history.) List ideas that the painting and the poem both communicate.<br />
2. Ask students to write a letter that the person they have chosen in the painting might have written<br />
to relatives after they reached their destination. They can use the Letter Writing organizer to<br />
plan their letter.<br />
● Home Connection<br />
Ask students to interview family members about journeys they have made or know about in which<br />
people migrated. Students can write narratives and illustrate those family journeys.<br />
● Assessment<br />
Ask students to write an extended response about what they have learned from this lesson. Ask<br />
them to respond to this question:<br />
• Based on what you learned and your own ideas, why was the Great Migration important to<br />
many people in the United States?<br />
Ask students to write a guide to interpreting a painting. Ask them to use the following questions to<br />
help develop the contents of their guide:<br />
86 • <strong>Lesson</strong> 5: Choices
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