Few U.S. high school students know art or music history, but the languages of the arts should not be foreign to anyone. History should be taught as an exploration of human endeavors and expressions. History provides the framework to help people learn the changing forms, styles, and functions of the arts, religion, philosophy, and other humanistic endeavors. The study of history enhances the study of the arts and vice versa. A curriculum should impose an order that will help students find patterns in the categories and chronologies of the humanities without sacrificing their own emotional, aesthetic, and intellectual responses to each work they encounter. By viewing history as a pattern, as a series of interrelated cycles repeated in a variety of ways, educators help to prepare students for new experiences and equip them to understand the past and the present and to be ready for the future. Chapter 1 presents a rationale for integrating the arts into secondary education. Chapter 2 discusses teaching students how to respond to the arts through subject, function, and form. Chapter 3 is a case study of an interdisciplinary humanities course for high school seniors taught in Needham High School (Massachusetts). The organization of the course is discussed and sample activities are presented. Chapter 4 discusses student reactions to the course. A 10-item bibliography concludes the document. (JB)