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HELP! DON’T KNOW MUCH ABOUT INVOLVING STUDENTS IN….
NCSS 2014Dr. Susan SantoliDr. Paige Vitulli
Susan P. Santoli, Ph.D.
Susan is a professor in the Department
of Leadership and Teacher Education at
the University of South Alabama.
She teaches undergraduate and graduate
secondary social studies methods, foundations
of education courses, and graduate research
courses.
Her research interests are teacher
preparation, social studies and art integration,
and the infusion of technology into social studies
education.
Paige Vitulli, [email protected]
Paige is an associate professor in the Department of Leadership and Teacher Education at the University of South Alabama and director for the art education graduate program.
She teaches art education courses for elementary and special education majors as well as all art education graduate courses in the college.
She is the Visual Arts Coordinator and Assistant Director for the Arts in Education Grant at USA.
Analyzing & Synthesizing
Observing & Describing
Making Connections
Creating/Producing
Questioning & Investigating
Exploring Perspective/
Point of View
Observing and Describing
5
Observing & Describing
Observation and DescriptionAs a group, observe and describe several different sections of an image. One person identifies a
specific section of the image and describes what he or she sees.
Another person elaborates on the first person’s observations by adding more detail about the section. A third person elaborates further by adding yet more detail, and a fourth person adds yet more.
Observers: Only describe what you see. Hold off giving your ideas about the image until the last step of the routine.
Tweet About It Read an article from /about… or read a
section from your text…or view an image
Write a TWEET telling someone else about it.
REMEMBER, you only have 140 characters!
Voice Thread and Padlet Responding to
Images http://voicethread.com/#home
http://padlet.com/
Describe It…Post-it…. Brainstorming with Post-it Notes Students will provide single words to describe selected or
assigned images. No repetition of words!
The words may be dictated and recorded by the teacher on Post-it Notes or written by the students on Post-it Notes.
Students will stick Post-it Notes to the laminated image to for all to view, respond to, and reflect upon.
More than one image may be described at a time.
Students may be divided into teams for cooperative work and may compete for the quantity and/or quality of responses.
Using Images to Inspire Writing in Social Studies
Give a title to an photograph or image. Write why you would call it this.
If the photographer were in the room, what questions would you ask him/her?
Write a letter to an photographer, asking questions about the image.
Look at a photograph or painting and write about the “sounds” you might hear in the background or the smells that might present.
Tell what you think it would be like to live in this image. Write a conversation between characters seen in an
image.
Geography and Artfrom Project Zero
What landforms can you identify?
What would it be like to walk through this picture?
What would you see and hear?
What would the weather be like in this picture?
Questioning and Investigating
12
Questioning & Investigating
Learning to Look Integrating Social Studies and the Visual Arts
from the Smithsonian Institute:
Observation vs. Interpretation Dividing up the artwork 5 W’s and an H:
Who, What, When, Where, Why, How Matching Text and an Image
http://americanart.si.edu/education/pdf/learning_to_look.pdf
What’s in your pocket or purse or backpack??? What could we learn about you from the
items you have with you? Things we carry often old clues to who
we are and what’s important to us. What can we learn about the person
whose pocket items we’ll be examining?
Pocket Items 1. Each group will be given a paper
copy of an item or items that were in a pocket.
2. Identify what the item(s) is(are). 3. Identify the owner of the item(s), if
you can. 4. Discuss why that person or a person
might have these items.
Contents of Abraham Lincoln’s pockets the night he was killed Given to his son, Robert Now in the possession of the Library of
Congress
What are the items? Why, do you think, Lincoln had these
items? http://
www.eastconn.org/tah/1112KB2_LincolnPocketsLesson.pdf
Hashtag History Write a Hashtag that could be used for
this image.
Beginning, Middle, End?
~If this photograph is the beginning of a story, what might happen next?
~If it this photograph is the middle of a story, what might have happened before? What might be about to happen?
~If this photograph is the end of a story, what might the story be?
~Use your imagination
http://www.loc.gov/pictures/resource/fsa.8a31170/
Historical Scenes Investigation
Making Connections
20
Making Connections
ABC Books:ABCs for Baby Patriots
http://digilib.usm.edu/cdm/ref/collection/dgbooks/id/2738
Already made ABC books, such as Baby Patriots, are a great way for students to connect with a time period, but an even deeper connection can be made if students actually CREATE their own ABC books.
ABC Assignment
This project is an opportunity for you to express your creativity while researching some aspect of the culture, politics or economy of World War and Its Aftermath. It covers the years 1914-1929. You may make some references to the war, but do not make that the primary focus of your book. Instead focus on the home front and the period of the 1920s. We viewed a primary document titled, ABCs for Baby Patriots, a story book for British children that glorified the British Empire. Your assignment is to produce a similar ABC book focusing on this era. Have fun with this. Let your imagination run wild!
Specifics:Your book may be a hard copy or in digital formatYou must select an aspect of European life or a particular country as a
focus for the bookYou must have one page per letter of the alphabet.There must be at least one visual on the page for each letter.Your book must have a cover with the title and your name as author.Your book must be attractive and free of spelling and grammar errors.Additional points may be earned for rhyming, original art work, special
effects, or especially creative additions to be the basis book format.Your book is due to the T drive if digital, or in hard copy, at the beginning
of class on Thursday, April 1, 2010.
Visual Literacy Strategiesfrom Project Zero Visual Thinking Websitehttp://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html
Use 10 x 2 process Look at image quietly for 30 seconds List 10 words or phrases that come to mind Repeat
Headlines for any work of art or visual image If you were to write a headline that captures the
most important aspect that should be remembered, what would the headline be?
Set Induction Activity
Find an image from each of the panels and write what you see.
Discuss as a class or in student groups. Tell students that the painting imaginatively
depicts a real event and ask if they know what it may be. If they say “Black Death,” ask them some things they know or believe they know about the plague.
After studying the Black Death, use the painting again and ask students how the painting relates to what they’ve learned
And what questions they still have about the Black Death or the painting.
Exploring Perspective/Point of View
27
Exploring Perspective/
Point of View
Political Cartoons
Cartoon Analysis Worksheets Can Guide Student Analysis National Archives and Records
Administration http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
Editorial Cartoon Analysis http://politicalcartoonanalysis.wikispaces.com/Analysis+Tool
It’s No Laughing Matter (LOC) http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/
Interpreting Political Cartoons in a History Class http://teachinghistory.org/teaching-materials/teaching-guides/21733
Zoom In Inquiry http://www.youtube.com/watch?v=BDjzeS6jZqY
More Cartoon Tools and Activities
And still more… The Political Dr. Seuss
http://tfaoi.com/aa/1aa/1aa291.htm Harper’s Weekly http://www.harpweek.com Dr. Seuss and World War II http://
www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/dr-seuss-lesson-plan.pdf
The Art of Editorial Cartoons & Political Caricatures
http://youra.net/pdf/books/politicalcartoons.pdf
American Political History Online http://tigger.uic.edu/~rjensen/pol-gl.htm
British Cartoon Archive http://www.cartoons.ac.uk/
Daryl Cagle’s Professional Cartoonists Index http://cagle.com
Political Cartoons in U.S. History http://www.loc.gov/teachers/classroommaterials/primarysourcesets/political-cartoons
Convey or Infer Meaning
Westward Expansion-Students examine documents, images, photographs in order to summarize the experience of moving west
http://www.archives.gov/education/lessons/homestead-act/images/homesteading-family.gif
Library of CongressCall number Portfolio 134,Folder 13
http://www.loc.gov/pictures/resource/ppmsca.09855/
From the Diary of Mrs. Amelia Steward Knight (1853) on the way to Oregon Territory
Tuesday, June 28th—Still in camp waiting to cross. Nothing for the stock to eat. As far as the eye can reach it is nothing but a sandy desert and the road is strewn with dead cattle and the stench is awful. One of our best oxen is too lame to travel; have to see him for what we can get, to a natives for 15 dollars (all along this road we see white men living with Indians; many of them have trading posts; they are mostly French and have squaw wives). Have to yoke up our muleycow in the ox’s place.
Reminiscence of Sarah Sprenger, Ohio to Oregon, 1852
There was a great deal of cholera that year. So many people had started without any tools to do anything with, and without enough food to eat…As we traveled, we met a great many people who were sick and dying. Often there was nothing to dig a grave with, and the dead had to be wrapped in quilts and blankets, and laid on the ground with stones piled over them. In spite of these precautions we saw many graves that had been invaded by wolves.
Reminiscences of A.H. Garrison (account of 1846 migration to Oregon, written in 1906)
That night we camped at rockey point, an Indian shot Miss Leland Crowley with a poisoned arrow, Mrs. Crowley was sitting by the fire baking bread when shot, the Indian must [have]shot from the Mountain side which was close by, as we had out a stray guard. The arrow was extracted, but no precautions were taken in regard to the poison as we did not know at the time, that poisoned arrows was used…From here to Grave Creek Miss Cowley died from the affects of the poisoned arrow…
After all items are viewed, students are asked to complete the following questions:What conflicting messages did you find?Why do you think these occurred?If you were summarizing, in one sentence, what westward expansion was like, what would you say?
Extend assignment by having students read the Homestead Act, examine homestead applications, design their own ad encouraging or discouraging settlers from moving west.
Analyzing and Synthesizing
Analyzing & Synthesizing
The following websites have fabulous activities all ready for use.
Reading Like a Historian:http://sheg.stanford.edu/rlh
Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities.
Historical Thinking Mattershttp://historicalthinkingmatters.org/
STUDENT INVESTIGATIONS focus on five central topics from the post-Civil War U.S. history curriculum. Each investigation includes:
•An introductory movie framing a question of historical debate; •Ten historical sources; •Guided questioning that fosters historical thinking skills such as
sourcing, contextualization, close reading, and corroboration; •Text annotations and audio and video clips that provide additional
commentary; •An assignment that asks students to respond to the investigative
question by drawing on their previous engagement with the sources;
•Directed explorations of virtual archives.
TEACHER MATERIALS offers instructors, pre-service teachers and teacher-educators classroom materials and strategies, examples of student and teacher work, and supplementary resources
Creating/Producing
Creating/Producing
Student created newspapers and diaries
American Revolution Newspaper
http://bg016.k12.sd.us/rev_war_newspaper.htm
Civil War Newspaper
http://www.civilwar.org/education/teachers/lesson-plans/civil-war-newspaper-lesson-plan/creating-a-civil-war.html
Haiku
Haiku is a poetic form and a type of poetry from the Japanese culture. Haiku combines form, content, and language in a meaningful, yet compact form. Haiku poets, write about everyday things. Many themes include nature, feelings, or experiences. Usually they use simple words and grammar. The most common form for Haiku is three short lines.
• The first line usually contains five (5) syllables; • The second line seven (7) syllables; • The third line contains five (5) syllables. Haiku doesn't rhyme. A Haiku must "paint" a mental image in the
reader's mind. This is the challenge of Haiku - to put the poem's meaning and imagery in the reader's mind in ONLY 17 syllables over just three (3) lines of poetry!
Place students in groups of four. Give each group of students a photograph from the time period that they are studying. Using index cards or post-its, ask each student to write each of the following on a separate card or post-it: a noun, a verb, and two adjectives. (Each student should have four [4] cards or post-its.) Working as a group, the students will construct a haiku using the parts of speech that their members have submitted. The only requirement is that at least one word from each of the students must be used.
Word CloudsTagxedohttp://www.tagxedo.com/Tagxedo turns words -- famous speeches, news articles, slogans and even themes, -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.
Wordle: http://www.wordle.net/
Word Clouds for Kids http://www.abcya.com/word_clouds.htmABCya! word clouds for kids! A word cloud is graphical representation of words allowing for creativity, expression and imagination beyond that of lists or graphic organizers. This application was designed specifically for primary grade children. The navigation and controls are simple and easy to learn. Saving and printing a word cloud is only one click away!
Neoformixhttp://www.neoformix.com/index.htmlDiscovering and illustrating patterns in data
Document Wordle: What do certain words mean?
Document Wordle What document is this?
Using Tagxedo to describe characteristics of a country
Word Cloud Resources
The Official Blog of Tagxedo - 101 Ways to Use Tagxedo
http://blog.tagxedo.com/101-ways-to-use-tagxedo-completed
The Whiteboard Blog Word Cloud Makers for Teachers http://www.whiteboardblog.co.uk/2011/09/8-wor
d-cloud-makers-for-teachers/
Additional RESOURCES
http://picturingamerica.neh.gov/
Picturing America : Resource from National Endowment for the Humanities
Posters to Go! From Smithsonian
http://www.npg.si.edu/docs/ptgapplication.pdf
National Archives and Records Administration http://archives.gov/education
Library of Congress http://www.loc.gov/teachers/
Smithsonian http://www.smithsonianeducation.org/educators/index.html
Great Government Sites
SAAMSmithsonian American Art Museum
Education Resources
http://americanart.si.edu/education/
http://americanart.si.edu/
More Image Resources Google Image:
http://images.google.com/ Images, Clip Art, Pictures, Image
Search, News Photo Galleries: www.libraryspot.com/images.htm
Life Magazine: http://www.life.com/ Online Image Resources:
http://copyright.columbia.edu/copyright/special-topics/art-and-other-images/online-image-resources/
25,000 Images of Art that you can re-use for free: http://www.freetech4teachers.com/2013/06/25000-images-of-art-that-you-can-re-use.html
Related Publications
Vitulli, P., Santoli, S. P., Fresne, J. (2013). Arts in Education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45-52.
Santoli, S. P., Vitulli, P. (2013). Picture this: The integration of social studies and visual arts. In T. Lintner (Ed.), Integrative strategies for the k-12 social studies classroom. Charlotte, NC: Information Age Publishing. www.infoagepub.com/products/Integrative-Strategies-for-the-K-12-Social-Studies-Classroom
Vitulli, P., Santoli, S. P. (2013). Visual arts and social studies: Powerful partners in promoting critical thinking skills. Social Studies Research and Practice, 8(1), 18 pages. www.socstrpr.org
Santoli, S. P., Vitulli, P. (2012). Examining the 1963 March on Washington for Jobs and Freedom through primary sources. Black History Bulletin/Association for the Study of African American Life and History, 75(2), 7-15. www.asalh.org/bhb.html
