Teaching using graphic representations
As noted previously in this module, the difficulty in presenting a teaching strategy(ies) related to graphic or visual representations in history is that there are so many different types of graphic/visual representations.
Some of the most widely available, yet often underused, forms of graphic representations in social studies are infographics. Infographics are visual representations of information and include visuals like charts, graphs and maps. For ideas on how to teach using infographics, check out "The Learning Network" post here.
For a comprehensive look at how to use maps in your teaching check out this link from LEARN NC. For particular ideas for how to use old maps in your teaching, see this link from the National History Education Clearinghouse.
Check here for an interesting blog on how to help students extract information from infographics, particularly charts and graphs.
Political cartoons are a very popular teaching device used by many social studies/history teachers. They often present complex ideas and concepts in seemingly simple ways, yet provide depth to historical events or social phenomena. Since they are so popular, there are a number of helpful resources available today to help teachers to use political cartoons in the classroom. Here are three links that you might find especially helpful: (1) National History Education Clearinghouse; (2) Library of Congress; (3) Colonial Williamsburg.
One of the most misused visual representations in social studies/history classrooms is the historical film. Although many historical films might be used as historical narratives (see Historical Narrative module), the site linked here provides an alternate way to use films as historical accounts.
For historical topics within the last 150 years, you will want to certainly use historical photographs in your teaching. The Virginia Historical Society has some excellent ideas and resources for teaching using photographs linked here.
One area teacher, Mr. Steve Hill at JH Rose High School, has been using an engaging strategy called Visual Thinking Strategies (VTS) in his classroom for helping students learn through historical visuals (particularly works of art). Remember from our earlier module, “instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. Instructional strategies can:
Mr. Hill has presented his work throughout the state including at the NC Social Studies Conference and at the NC Museum of Art. According to the creators of VTS, "In VTS discussions, teachers support student growth by facilitating discussions of carefully selected works of visual art.
Teachers are asked to use three open-ended questions:
Below are links to a presentation Mr. Hill gave to teachers at the NC Museum of Art in summer 2014. Be sure to click on the links within Mr. Hill's presentations to see examples of the strategy in action through documents, lesson ideas, and actual lesson video clips of Mr. Hill teaching various levels of students using VTS. The presentation and the videos included within it are being used here with permission from Mr. Hill.
Some of the most widely available, yet often underused, forms of graphic representations in social studies are infographics. Infographics are visual representations of information and include visuals like charts, graphs and maps. For ideas on how to teach using infographics, check out "The Learning Network" post here.
For a comprehensive look at how to use maps in your teaching check out this link from LEARN NC. For particular ideas for how to use old maps in your teaching, see this link from the National History Education Clearinghouse.
Check here for an interesting blog on how to help students extract information from infographics, particularly charts and graphs.
Political cartoons are a very popular teaching device used by many social studies/history teachers. They often present complex ideas and concepts in seemingly simple ways, yet provide depth to historical events or social phenomena. Since they are so popular, there are a number of helpful resources available today to help teachers to use political cartoons in the classroom. Here are three links that you might find especially helpful: (1) National History Education Clearinghouse; (2) Library of Congress; (3) Colonial Williamsburg.
One of the most misused visual representations in social studies/history classrooms is the historical film. Although many historical films might be used as historical narratives (see Historical Narrative module), the site linked here provides an alternate way to use films as historical accounts.
For historical topics within the last 150 years, you will want to certainly use historical photographs in your teaching. The Virginia Historical Society has some excellent ideas and resources for teaching using photographs linked here.
One area teacher, Mr. Steve Hill at JH Rose High School, has been using an engaging strategy called Visual Thinking Strategies (VTS) in his classroom for helping students learn through historical visuals (particularly works of art). Remember from our earlier module, “instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. Instructional strategies can:
- motivate students and help them focus attention
- organize information for understanding and remembering
- monitor and assess learning.” (quote taken from https://education.alberta.ca/media/352984/is.pdf).
Mr. Hill has presented his work throughout the state including at the NC Social Studies Conference and at the NC Museum of Art. According to the creators of VTS, "In VTS discussions, teachers support student growth by facilitating discussions of carefully selected works of visual art.
Teachers are asked to use three open-ended questions:
- What's going on in this picture?
- What do you see that makes you say that?
- What more can we find?
- Paraphrase comments neutrally
- Point at the area being discussed
- Linking and framing student comments
- Look carefully at works of art
- Talk about what they observe
- Back up their ideas with evidence
- Listen to and consider the views of others
- Discuss many possible interpretations" (see VTS method)
Below are links to a presentation Mr. Hill gave to teachers at the NC Museum of Art in summer 2014. Be sure to click on the links within Mr. Hill's presentations to see examples of the strategy in action through documents, lesson ideas, and actual lesson video clips of Mr. Hill teaching various levels of students using VTS. The presentation and the videos included within it are being used here with permission from Mr. Hill.
Closing thoughts on using graphic representations in social studies/history
Although there are multiple types of graphic representations that teachers might use in teaching social studies and history, and there are a variety of ways to approach that teaching, there are some common elements that can be taken away from the links and resources provided above. When using graphic/visual representations in teaching social studies/history be sure to:
- Carefully choose the graphic/visual representation. Be sure that your choice extends students' prior knowledge, provides adequate context to understand the graphic/visual, yet leaves the students enough room to draw conclusions themselves.
- Situate the graphic or visual in some relevant context to the material that you've been teaching. Remember, you want to use the graphic or visual to extend their understanding of historic events or social studies phenomena.
- Use a strategic process for analyzing the graphic or visual. Here is where you build their analytical skills and by having a strategic approach, you enhance the likelihood that they will use the skills later when viewing similar sources.
- Have the students extract themes from the graphics or visuals. It is not enough to simply have them identify basic elements of the graphic or visual. Use this as an opportunity to have them situate the representation in a broader context, to derive meaning from the information before them, and to create context around historic events or social studies phenomena that will enhance their understanding.