A Virtual Field Trip highlighting Haggin Museum

1.
Art and Identity
A Virtual Field Lesson in Partnership with the Haggin Museum
Haggin Museum Address:
Haggin Museum
201 N. Pershing Ave
Stockton, CA 95203
Website​:​ ​https://hagginmuseum.org/ Phone: ​(209) 940-6300​ ​Email:​ ​info@hagginmuseum.com
K-12 Standards:
● CCSS.ELA-LITERACY.W.5.1.A:
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer's purpose
● California Arts Standards for Visual Arts 5.VA:Cr2.3:
Identify, describe, and visually document places and/or objects of personal significance.
● Teaching Tolerance ID.3-5.4:
I can feel good about my identity without making someone else feel badly about who they
are.
Learning Objectives:
● Students will be able to use artistic and/or written media to present their identity within the
context of their community.
Materials:
● Les Halles​, Jean Beraud, scan (attached)
● Wallachian Horses and Cart​, scan (attached)
● Stockton Channel​, JD Peters, scan (attached)
● Stockton Channel, 2020​, modern photo, (attached)
● Pre-planned slides
● Students will need paper and writing/drawing utensils
Considerations for Learner Variability:
In any identity-oriented exercise, students bring the rich assets of personal experience to the lesson.
However, due to the broad variations in human experience from student to student, as well as how
those experiences impact individual assertiveness, different students will have different comfort
levels with self-expression.
Some developmental considerations that need to be considered are:
● Variable access to resources outside the classroom

2. ● Any IEPs or 504 documents affecting an individual students approach to learning
● The potential for a student to feel uncomfortable with self-expression due to personal
experiences or fear of bullying
Appropriate scaffolding of the engagement activity should be allowed on a case-by-case basis for all
students.
Potential Barriers to Overcome:
● Language access – students should be allowed to express themselves in any language they
feel comfortable with
● Access to resources for arts activities, over Zoom – students should be allowed to use any
writing utensils at their disposal and there should be no requirement or special favoritism for
products with color.
● Lack of interest over Zoom – teachers should continuously ask students to think about the
world around them as they encourage identity development work, so as to increase the
relevance of the material.
Total Time : 60 minutes
Beginning of the Lesson:
Time Teacher Actions and Pre-Planned Questions Student Actions/Learning Activities
5 minutes Intro –
Academic Language has been pre-written on
a slide that can be shown at the beginning of
the lesson, or potentially pre-assigned.
Present these questions with the Yosemite
paintings, images of Stockton
What is a museum?
What is the Haggin Museum?
How does art “capture” a moment in time?
(use Yosemite paintings, images of Stockton)
● Students are expected to
write down key academic
vocabulary, and respond to
questions either in written or
oral formats.
8 minutes Hook: place ​Les Halles ​slide on the share
screen. Ask the questions:
What does shopping look like in this painting
look like?
What does shopping look like for you now?
Direct students to write down their thoughts
in their notebook.
● Students will view the
paintings, and answer
formative assessment
questions orally as prompted
by the teacher. For the
questions, students are
expected to engage either in a
think-pair-share activity (if
remote learning software
allows), or write down their

3. responses in their notes.
During the Lesson:
5 minutes Content Delivery:
Teacher places pre-planned slides on their
remote-learning software’s share-screen,
explaining what Museums are in society, and
how they function as spaces that preserve the
“identity” of a community or space over time.
Teacher then explains to students using
pre-made slides with ​Carriage Parade ​people
used to move around, and asks students (with
expectation of response), “how do you move
around?” “Is this part of your identity? as
places where people can observe nature.
● Students are expected to take
active notes and ask
questions, when necessary.
20 minutes Engagement:
Direct students to use art supplies and writing
utensils to develop a “poster,” using both
artistic elements and written elements, that
expresses their identity, in (location) and
during the time of COVID-19.
Utilize various remote learning tools to ask
formative assessment questions, such as:
what places in your life make you feel “at
home?” Or, what “groups” or “places” do you
feel that you are a part of? How can you
express these thoughts on the page?
● Students will use art supplies
and writing utensils to develop
a poster, which will use written
and visual elements to
express their identity as they
see it.
Closing the Lesson:
15 minutes Sharing & Discussion:
In a Socratic discussion, the teacher will direct
students to show their posters and describe
them to the class. Depending on class size,
this can vary from an “all student” activity to
selecting students randomly, or by asking for
volunteers. Signpost this section with a call for
positive reinforcement comments from the
class. Teacher should evaluate students
based on their active participation in the
process of self-expression, and not on any
scale concerning artistic or literary quality. as
● Students will be asked to
share their identity posters, as
pieces of art, to the class.
Students should be asked to
share and explain the
meanings behind various
written and visual elements in
their poster.

4.
photos on the teacher’s remote education
software (google classroom, etc).
7 minutes Reflection: using a slide, direct students to
write in their notes (or discuss in groups, if
remote learning tools allow), a response to this
question:
“How would people looking at my poster in the
future think about my identity?”
● Students write a response to
the question in the prompt.
This is also appropriate for a
think-pair-share activity with a
fellow student.

5.
Organizational Information Sheet: The Haggin Museum One Pager
Haggin Museum
201 N. Pershing Ave
Stockton, CA 95203
(209) 940-6300
Description:
Housed in an early-19th-century
brick building, this handsome art
and history museum is the
centerpiece of Stockton’s stately
Victory Park. The 34,000 square
feet of gallery space showcases
masterpieces, including the
unforgettable works of Albert
Bierstadt, whose wall-size
paintings of Yosemite Valley are
the closest thing to being there. In fact, the Haggin has more Bierstadts than any other
museum—worthy of a trip just to see these iconic works—but there’s plenty more to discover.
History galleries include the California Room, which delves into the state’s Spanish and Mexican
heritage. Turn-of-the-century storefronts have been reassembled to help chronicle the history of
Stockton and the surrounding San Joaquin Valley. Check the schedule before you plan your trip;
the calendar is filled with family programs, lectures, and musical performances year-round.
Collections Summary:
The Haggin Museum’s art collection features fascinating works of art from late 19th and early
20th-century masters to “Golden Age” illustrator J.C. Leyendecker, while our history collection
offers visitors a glimpse into the past—from the Central Valley and beyond.
The museum’s extensive history galleries offer families a chance to travel back in time to learn
more about Stockton and California history. Exhibits focus on area Native Americans, the Gold
Rush, agriculture in the San Joaquin Valley, historic firefighting equipment, as well as shipbuilding
and other Stockton industries. Visitors will see Victorian-era rooms from a San Joaquin Valley
ranch home, a recreated local flour mill, and a turn-of-the-last-century California town that includes
a one-room schoolhouse and a Chinese herb shop. Beautiful American Indian baskets, a Holt
Caterpillar tractor, the infamous trunk of Emma LeDoux, and a World War II jeep are among the
thousands of historical treasures permanently on display.
Learn More: Contact:
https://hagginmuseum.org/ info@hagginmuseum.com