Incorporating visual and performing arts into instruction helps students to relate personally to academic subject matter, broadens the range of modes of expression, and empowers student voice. Philadelphia's University of the Arts has posted many guides to using the arts in instruction with primary sources.

Selected guides - go to the University of the Arts website for more: 

Culturally relevant pedagogy (CRP) as developed by Dr. Gloria Gladson-Billings, offers an invaluable set of strategies to engage and support diverse learners. 

View five instructional videos examine culturally relevant pedagogy using primary sources.

The first video, a webinar from the Minnesota Historical Society, presents an overview of CRP. 

Emerging America's lesson plan template features a Universal Design for Learning (UDL) grid borrowed from Social Studies & Exceptional Learners (see below). It is designed to support teaching of Social Studies. Three columns call for strategies that support the UDL instructional framework (see description in Accessing Inquiry clearinghouse). 

Who gets accepted as a citizen or as an immigrant?  Who is considered a desirable immigrant? Students will work in small groups to examine a primary source text and image set about immigrants at the turn of the 20th century.  They will use the sources to develop a deeper understanding of the hurdles and discrimination many immigrant groups faced. In addition to learning about race-based entry policies, students will observe that many types of disabilities were considered undesirable and would keep an immigrant out.

The story of the American West is the story of the meeting of French fur traders and a variety of Indian communities, of American settlers and soldiers and Mexican families, of black miners and Chinese laborers. The creation of the continental United States was made possible through the acquisition of vast tracts of land that were not, contrary to the opinions of many, simply an empty wilderness. Thus, the history of westward expansion is a history of accommodation and adaptation, of conquest and colonialism.

The Bloody Massacre–Or Was It?

Performance assessments require students to demonstrate what they know and can do. Often expressed as “authentic”–mostly meaning as much like the real world as possible. In this performance task, fifth graders compare three pieces of evidence from a key event in American History.

Civil Rights During WWII

Performance assessments require students to demonstrate what they know and can do. Often expressed as “authentic” (as much like the real world as possible). In this performance task, high school students compare several pieces of evidence from the Civil Rights Movement during WWII.

A model district-determined measure for 7th grade Geography, developed by the Collaborative in 2015 for the Massachusetts Department of Elementary and Secondary Education. A pre-assessment utilizes documents on the building of the Quabbin Dam in Central Massachusetts in the 1930s. The post-assessment utilizes documents on the building of the Aswan Dam in Egypt in the 1960s. Students use graphic organizers to prepare and then write a short essay on the costs and benefits of large water management projects.

Geography DDM Directions:

The following 5 day unit plan uses primary source images of the National Mall and a modern tourist primary source map to observe, reflect, and explain some the varied historical sites available to students, educators, and travelers alike. In particular, students will explore three of the following sites:

Visually rich history published by Guy McLain, Director of the Lyman and Merrie Wood Museum of Springfield History. Provides a rare glimpse into the evolution and history of western Massachusetts. Topics explored include European Settlement of the Valley, the Revolution and Shays’ Rebellion, Development of Transportation and Trade in the Valley, and Expansion of Business and Industry.