History's Canvas: Painting Perspectives

Middle School, High School Grades Project 3 weeks

History's Canvas: Painting Perspectives

Cesar A

D2.His.6.9-12

D4.3.9-12

D4.3.6-8

Self Directed Learning

Academic Mindset

+ 1 more

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Purpose

The purpose of this learning experience is to engage students in a hands-on exploration of history through diverse perspectives, fostering critical thinking and self-directed learning. By analyzing primary and secondary sources, students will uncover marginalized voices and construct a more inclusive historical narrative. This project-based approach encourages students to connect personal and community stories to broader historical contexts, enhancing their sense of identity and belonging. Through creative expression, including art and multimedia components, and collaborative projects with student choice for their final timeline, students will develop skills to critically evaluate sources and present their findings to varied audiences, both in and beyond the classroom.

Learning goals

Students will analyze primary and secondary sources to identify bias and perspective, using historical documents from Washington State's history. They will develop research questions to explore marginalized voices and evaluate the credibility of sources. Through art and multimedia projects, students will creatively express their interpretations of historical events, highlighting diverse perspectives. Students will have the choice to incorporate various art forms in their final timeline project, allowing for personalized expression. They will engage in group discussions to connect personal experiences to broader historical narratives and construct a more inclusive timeline of history.

Standards

[National Council for the Social Studies] D2.His.6.9-12 - Analyze the ways in which the perspectives of those writing history shaped the history that they produced.
[National Council for the Social Studies] D4.3.9-12 - Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
[National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Competencies

Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will collaboratively create a multimedia timeline that highlights diverse perspectives and marginalized voices in Washington State history, with the option to include an art component of their choice. Each student will contribute to a 'History Quilt,' crafting a fabric square that symbolizes a unique story or perspective they've researched. Additionally, students will produce a multimedia presentation that showcases their findings on a marginalized group, incorporating art and digital elements to convey their interpretations. These projects will culminate in a 'History Fair,' where students present their timelines and quilt to peers, teachers, and community members, fostering a broader dialogue on inclusive historical narratives.

Launch

Begin the learning experience with a dynamic 'Historical Perspectives Gallery Walk,' where students explore stations featuring curated primary and secondary sources, art, and multimedia presentations about marginalized groups in Washington State history. Encourage students to engage with diverse narratives and perspectives, sparking curiosity and setting the stage for deeper exploration. Conclude the launch with a reflective discussion, allowing students to share initial insights and questions, and introduce the option for students to choose an art component for their final timeline project, promoting creativity and personal expression.

Exhibition

Students will showcase their collaborative timelines and multimedia presentations at a 'History Fair' open to peers, teachers, and community members. This event will feature interactive stations where students explain the historical significance and diverse perspectives they uncovered, with an emphasis on student choice in their final timeline project. Attendees will engage with the 'History Quilt' display, appreciating the collective artwork that symbolizes the varied stories and perspectives from Washington State history, and explore an art component where students express their interpretations through visual media.

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