Segregation in Schools-Analyzing Social Progress with Pictures from LOC
|Overview:||Using primary source pictures to persuade.|
|Objective:||After completing this activity students will be able to:
|Time Required:||1 class period of 80 minutes|
|Topic/Subject:||African American History/Government Law|
|Era:||Post War United States, 1945-1968|
|Illinois Learning Standards:||
16.A.5a-Analyze historical and contemporary developments using methods of historical inquiry (pose Questions, collect and anlayze data, make and support inferences, report findings.)
|1.||Review Brown v. Board decision before starting this lesson.
Starter question: post the following picture on the overhead, Smartboard or distribute. Mrs. Nettie hunt and daughter Nikie on the steps of the Supreme Court, 1954
Have students answer the following questions:
|3.||As a class, discuss the answers students provided and discuss search terms that could be used.|
|4.||Distribute the LOC primary sources or port links to the following information for them to analyze on a computer.|
|5.||Divide students into small groups. Have one person volunteer to be the recorder.|
|6.||Each group should write the answers to the following questions for each primary source:
a. Why do you feel this picture was taken?
b. What message are they trying to communicate in this picture?
c. Who do you think the photographer meant to be the "main character" in the pictures? Why do you think so?
d. Who is supposed to be the "hero" in this picture? Why do you think so?
e. Where do you think the picture was taken? Why?
|7.||Come together as a group and discuss answers.|
|8.||Explain that all pictures have a point of view, many are meant to persuade you of something, often times to think like the photographer/author thinks of the situation or event.|
|9.||Using newspapers or news website on the computer have students find interesting pictures from the news site to clip and analyze.|
|10.||Each student should collect at least five pictures to analyze. Have students answer the same questions that they did for the school integration pictures.|
Have a classroom discussion in order to ascertain student understanding. Rotate to groups to clarify questions and listen to small group discussions. Collect answers to give feedback both written and through discussion. Collect and analyze work for understanding. Collect and grade persuasive essays using a persuasive essay rubric, like the one posted at Read, Write, Think form The National Council of Teachers of English.
Once students have analyzed their pictures, have them write a persuasive essay as to what they feel the website's/newspaper's perspective is, how they "see" the town, world event, etc. Students should utilize evidence from their pictures to support their opinions. Distribute Persuasive Essay Rubric from Read, Write, Think (National Council of Teachers of English).
Jefferson Middle School