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Contextualizing Hoyt Sherman Place

General Information
Grade 3rd Grade, 4th Grade, 5th Grade Class Length of Lesson 60-90 minutes
Lesson Title Contextualizing Hoyt Sherman Place
Unit Title Hoyt Sherman: Venturing into the Unknown
Unit Compelling Question

Why did Hoyt Sherman decide to leave his home in Ohio and venture West?
Historical Context:

When Hoyt Sherman arrived in Des Moines in 1848 the population was only 127. He took on many jobs and roles that helped Des Moines become a business and cultural center. He studied law and passed the Iowa Bar in 1849. He worked with other community leaders to establish post offices, schools, waterworks, banks, and railways. This gave Des Moines a strong infrastructure for increasing the population rapidly. The population increased to 22,000 in 1880 and 50,000 in 1890. His business and law background gave him the knowledge to create Equitable Life Insurance Company. This was a huge boost to the economy of Des Moines and helped to establish it as one of the insurance capitals of the world, which it remains to be to this day.

The Sherman family had a big impact on the United States during the mid-1800s. Other family members, besides Hoyt, include General William Tecumseh Sherman (Civil War General), John Sherman (Sherman Anti-Trust Act, Ohio Senator and Secretary of Treasury), Charles Sherman (Ohio Supreme Court), Lampson Sherman (newspaper owner and mayor of Des Moines), and more.

Emily Roeder, Education Program Coordinator
Lesson Supporting Question

How do the history, people, and art of Hoyt Sherman Place help us understand its importance to Des Moines and the Victorian era?
Lesson Overview

Students will explore Hoyt Sherman Place, its history, and the people connected to it. They will research family members and create Victorian-inspired artwork.
Primary Sources Used
Lithograph 2018.003.005
Photograph 2018.003.006
Photograph 2018.003.007
Photograph 2018.003.008
Photograph 2018.003.009
Resources Needed

Resources Needed: Powerpoint, Curriculum Guide, research materials, and historic places video, art supplies.
Standard
Lesson Target

Students will explore the history and development of Hoyt Sherman Place and study the family tree, historical context, and artistic features.
Lesson Themes Settlers / Pioneers, Performing Arts, Visual Arts, Cities, Early Business and Industry
Lesson Procedure
StepProcedureTimeDifferentiation plan / Additional Information
1Introduction: Students will share their prior knowledge and learn about the history of Hoyt Sherman Place.15 min.

Historical Overview: provide a simplified history of Hoyt Sherman Place, highlighting its transformation from a family home to a theater and art gallery.  use images and a timeline to illustrate key events, overlapping with worldly events. Use Power Point, website, and/or video to guide overview.

Discussion:  Full class, pairs or small groups:  Why is Hoyt Sherman Place important to Des Moines? How has Hoyt Sherman Place changed over time? What did you notice about the art?

2Research a Family Member Project: Students will research and present information about a Sherman family member, focusing on their background and connection Hoyt Sherman Place.40 min.

Choose a Subject: A member of the Sherman family (e.g., Major Hoyt Sherman, Helen Sherman, General Tecumseh Sherman).  Other options can be found in the powerpoint.

Research: Use the materials provided to find information about the chosen subject.  Focus on their background, achievements, and connection to Hoyt Sherman Place.

Worksheet: Collect information on the name, key facts, connections to Hoyt Sherman Place, and interesting facts.

Create a Presentation: Draw a picture of the artist or family member and include information from the worksheet.

Presentation or Gallery Walk:  Have each student briefly share their project with the class or organize a gallery walk.  Save time for feedback.

3Creating an Art Inspired by the Victorian Era 

Introduction to Art Styles: Discuss key features of American and European Victorian art. Highlight common themes, techniques, and styles. Show examples.

Art Project: Using the provided materials, students create artwork reflecting their chosen style of American or European Victorian art. Encourage attention to detail and stylistic elements from the examples shown.

Sharing: Present artwork to the class, explaining how they incorporated Victorian or American art styles into their piece.  Encourage students to reflect on how the piece demonstrates understanding of time and place to enhance their knowledge for their visit

4Closure5 min

Quick write: Jot down lingering questions on history and discuss as a class.

Recap: Review what students now know.  Emphasize the importance of understanding historical and artistic contexts.  Review the museum guide.

Extra time: Explore the student supplemental materials at the back of the guide.
Assessment
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)

Questions, reflections, research, and presentation.
Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)

N/A
Author Information
Author Emily Roeder Created Last Edited
Reviewer: Emily Roeder, Hoyt Sherman Place, Des Moines
Lesson Plan Development Notes: Use the curriculum guide for extensions as well as opportunities to engage with the museum and incorporate visual arts.
Lithograph
2018.003.005 [Lithograph]
Photograph
2018.003.006 [Photograph]
Photograph
2018.003.007 [Photograph]
Photograph
2018.003.008 [Photograph]
Photograph
2018.003.009 [Photograph]