1. Chapter 5 The Voices of Humanity: History, Social Studies, Geography, & the Arts

2. Introduction n n History is a documentation and retelling of the past in some manner or form. n n This chapter is about how history and art can be integrates into social studies subject matter.

3. The Arts Functions in History & Social Studies n n They are documents to the past which serve as voices of a people and images of their lives. n n They are a powerful tool for social change. n n 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. n n The arts are meant to raise questions about the past. (p. 101)

4. Learning With the Arts n n Students can learn with the by looking at primary sources like music, visual art, poetry, sculptures, drama, and photography n n Different forms of art can get the students more engaged in their work than just a text. (targets a visual or auditory learner)

5. Poetry n n 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 n n Represent aspects of experiences from multiple perspectives and with multiple voices n n Purpose is to get students thinking about the time period, but they also act as a tool to involve the students in questioning

6. 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.

7. Photography n Provides a rich arena for integrating arts, social studies & language arts n Capture events & stories and prove an engaging medium for students n Offers students another venue for studying n Gives teachers an insight to the student taking the pictures and the subject matter they understand

8. Music n Encourages students to use critical listening skills n “John Brown’s Body” “John Brown’s Body” “John Brown’s Body” n Students compile journal responses n Present responses to class as represented through songs and artwork n Students may feel more connected to time period, the people, and their struggles

9. Drama n Drama, dances, & literature from various periods give a “feel” for the time n Teachers can become a historical character (James Madison) n Incorporate concepts of plot and character from children’s lit n Role-playing forces the player to consider the thoughts & words in a meaningful, diligent manner. n Great assessment of understanding n Pablo Tac Pablo Tac Pablo Tac

10. Example of Learning through the Arts n Prepares students to be social scientists & historians n Students more likely to stay interested n Students read their choice of biography 3 times n Take notes on: Family, Childhood, School, Talent, Job, Interesting & Important Facts n Students present to class something that represented their character n Costume, creating a picture, poem, diorama, or song, re-create an art form etc. n Students became more in touch with their subject and made spectator students more attentive and engaged in presentations

11. Presidential Puppetry n Picture on page 109 n Class made puppets of past presidents n Goal was to have the puppets “talk” to each other enabling students to get into “historical characters” n Teacher was pleasantly surprised how each question led to a new one and then on to unscripted discussions n Puppets were made out of plastic bags, masking tape, and runner bands with paper mache added to form the skin

12. Mural Making and History n Relates well to math lessons concerning proportion and math. n Provides opportunity for students to develop and carry through on a timeline. n Red clay brick project. –Students learned to make decorative bricks. –Learned how clay used to make bricks to line steel ovens and 18 th 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.

13. Quilting and History n Provides another wonderful entry into the world of history. n Used as a form of expression –Symbols from tribes –Designs of local plants n Specific purposes –Patterns the instructed slaves to follow crooked routes. –Indicated path to underground railroads –Signed a safe house.

14. n Natural tie into mathematics and social studies.

15. Geography and Papier Mâché n 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. n Exercise directly involved students with subject matter and provided teacher with their understanding and interests.