ABSTRACT
In the second part of History as Art, Art as History, we move from theory to practice, offering a set of pedagogical tools for teaching standards-aligned historical content in a way that is meant to draw upon and deepen students’ visual literacies and critical thinking skills. These strategies are the product of several years of research and experimentation, and they are intended to provide-even for history teachers who have little experience teaching with visual art, or art teachers who have limited historical knowledge-a set of structures for teaching visual and historical thinking skills in secondary classrooms. We do not believe that introducing students to either visual or historical literacies requires teachers to learn entirely new pedagogical skills; rather, we have designed instructional suggestions that are meant to build upon the critical strategies that many teachers already employ.
