Transcript Chapter 5 - UCFEDE4223

Chapter 5
The Voices of Humanity: History, Social
Studies, Geography, & the Arts
Introduction
History is a documentation and retelling
of the past in some manner or form.
 This chapter is about how history and
art can be integrates into social studies
subject matter.

The Arts Functions in
History & Social Studies




They are documents to the past which serve
as voices of a people and images of their
lives.
They are a powerful tool for social change.
For example, a concert can bring a group of
people together in song. A song can be
informational and have historical meaning at
the same time, giving everyone a powerful
message that could impact a change.
The arts are meant to raise questions about
the past. (p. 101)
Learning With the Arts
Students can learn with the by looking
at primary sources like music, visual art,
poetry, sculptures, drama, and
photography
 Different forms of art can get the
students more engaged in their work
than just a text. (targets a visual or
auditory learner)

Poetry



Historical poetry book: Hand in Hand: An
American History Through Poetry by Lee
Bennett Hopkins- based on subject matter
rather than a strict chronological framework
Represent aspects of experiences from
multiple perspectives and with multiple voices
Purpose is to get students thinking about the
time period, but they also act as a tool to
involve the students in questioning
Visual Arts



Allows students to see into
that time period and get a real
understanding of what things
were like.
Example, Mine Eyes Have
Seen the Glory: The Civil War
in Art by Harold Holzer and
Mark Neely Jr.
Viewer can see the clothes
the soldiers wore, the manner
in which they marched, the
look and size of the guns they
carried, the vastness of the
fields they traveled through,
the look of the camp along
the Potomac, etc.
Photography
Provides a rich arena for integrating
arts, social studies & language arts
 Capture events & stories and prove an
engaging medium for students
 Offers students another venue for
studying
 Gives teachers an insight to the student
taking the pictures and the subject
matter they understand

Music
Encourages students to use critical
listening skills
 “John Brown’s Body”
 Students compile journal responses
 Present responses to class as
represented through songs and artwork
 Students may feel more connected to
time period, the people, and their
struggles

Drama






Drama, dances, & literature from various
periods give a “feel” for the time
Teachers can become a historical character
(James Madison)
Incorporate concepts of plot and character
from children’s lit
Role-playing forces the player to consider the
thoughts & words in a meaningful, diligent
manner.
Great assessment of understanding
Pablo Tac
Example of Learning
through the Arts







Prepares students to be social scientists & historians
Students more likely to stay interested
Students read their choice of biography 3 times
Take notes on: Family, Childhood, School, Talent,
Job, Interesting & Important Facts
Students present to class something that represented
their character
Costume, creating a picture, poem, diorama, or song,
re-create an art form etc.
Students became more in touch with their subject
and made spectator students more attentive and
engaged in presentations
Presidential Puppetry





Picture on page 109
Class made puppets of past presidents
Goal was to have the puppets “talk” to each
other enabling students to get into “historical
characters”
Teacher was pleasantly surprised how each
question led to a new one and then on to
unscripted discussions
Puppets were made out of plastic bags,
masking tape, and runner bands with paper
mache added to form the skin
Mural Making and History



Relates well to math lessons concerning
proportion and math.
Provides opportunity for students to develop and
carry through on a timeline.
Red clay brick project.
– Students learned to make decorative bricks.
– Learned how clay used to make bricks to line steel ovens and
18th century Wedgewood pots. Which, led into learning the
scientific background of clay, glazes and firing techniques, and
Josiah Wedgewood, including his role as an opponent to
slavery.
– Through the project students learned more about Wedgewood
and the Industrial Revolution and can relate the knowledge back
to Birmingham and its history as a steel town.
Quilting and History



Provides another wonderful entry into the
world of history.
Used as a form of expression
– Symbols from tribes
– Designs of local plants
Specific purposes
– Patterns the instructed slaves to follow
crooked routes.
– Indicated path to underground railroads
– Signed a safe house.

Natural tie into mathematics and social
studies.
Geography and Papier Mâché

Creating papier mâché globes from
balloons.
– Allowed students to transfer knowledge from a
flat map onto a globe.
– Developed new ways for students to think
about geography.

Exercise directly involved students with
subject matter and provided teacher with
their understanding and interests.