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ERIC Number: EJ897405
Record Type: Journal
Publication Date: 2010-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0004-3125
Art in Social Studies Assessments: An Untapped Resource for Social Justice Education
Zwirn, Susan; Libresco, Andrea
Art Education, v63 n5 p30-35 Sep 2010
This article discusses a relatively new trend in assessment in American history education which offers interesting opportunities to inject the arts into mainstream education in ways that could provide a catalyst for engagement with social justice issues. Document-based questions (DBQs) on statewide social studies assessments afford art and social studies teachers interested in social justice issues such opportunities. Long a staple of Advanced Placement exams, DBQs are turning up on statewide elementary, middle, and high school social studies assessments and have become an integral part of social studies curricula and tests in New York. These types of questions represent an authentic assessment, in that students read and analyze passages and visual images and then synthesize the information into a coherent essay. A pioneer in creating DBQs, New York state suggests that documents should include graphs, charts, maps, cartoons, photographs, artwork, eyewitness accounts, and historical passages and requires that its social studies assessment contain at least 2-3 visual documents per DBQ (NYS Social Studies). The input of art teachers in the creation and analysis of these exams (which are not constructed by a corporation but by New York teachers) is desirable if the assessments are to realize their potential for fostering social justice curriculum and instruction. (Contains 5 figures.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York