Teaching most kinds of historical events, it’s important to ask the kids the following:
- Who wrote it?
- Why did they write it?
- Who was the audience?
There’s a great picture book (yes, it’s a picture book) on the revolutionary war titled George Vs. George and it attempts to describe the events from two perspectives: that of the British, and that of the Colonists.
Last Friday, after the children read two different accounts of the event and viewed a 4 minute online video, they were asked to examine Paul Revere’s illustration below.
During our discussion the following questions were asked: Who looks innocent in this picture? One of the men killed, Crispus Attucks, was an African American, yet he is not portrayed here – why do you think that is? The British soldiers are all standing in a straight line with their weapons all aimed the same way. Did the illustration match the descriptions you read? Why or why not?
With todays image rich world, it’s important for kids (yes, even 2nd graders) to be able to analyze, think critically, and discern for themselves what’s going on beyond the story. The children looked up the words ‘massacre’ and ‘riot’ and they had to decide for themselves if one word fit the situation better based on the multiple sources they were exposed to.
Another project the kids did with their first grade buddies this week was to look at a Picasso work from the exhibit here at the Seattle Art Museum which we will visit in January. The Picasso piece was this one here:
Before giving the children the title of the piece, we asked them what they thought they saw. Some mentioned color. Other’s mentioned shape (we threw in some math terms where we could). A few mentioned texture. I told them that this hangs on a wall and we may see it on our visit. We then discussed whether they thought this was a painting or a sculpture – or both.
We then told them the title of the piece was Violin and asked them if they saw any elements of a violin. We then showed them an image of our new school and asked them to deconstruct it and build shapes that reminded them of our school building.
This is what they came up with:
When we first thought of taking a field trip to the exhibit, we thought it would be an excellent opportunity, but didn’t really see how it fit into the curriculum or our schoolwide theme of sustainability. Nonetheless, we discovered that using recycled magazines and using the school as the subject, we fulfilled two of the three subtopics of that theme: sense of place, and reduction of paper. Our objectives also included collaboration and the sharing of ideas. If you look closely, you might see elements of a solar panel, native plants, a green roof, and a sundial.
Whether it be a history lesson, or an art lesson, seeing things from multiple perspectives often leads to new insights both for the kids and the teachers.