Introduction. Table of Contents. Dear Educator,

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2 Introduction Dear Educator, Thank you for choosing Images in the Classroom. This easy to incorporate activity will inspire inquiry-based learning that will teach your students how to analyze and interpret images, and bring the museum experience to your classroom! As educators, we at the ITC understand that you may need to adapt these lessons to fit the constructs of your classroom and the needs of your students. Please feel free to copy the handouts included or create your own! We hope that you will visit us at the Institute of Texan Cultures, and continue to use our classroom resources to promote your students learning experiences. If you have any questions before your visit, please do not hesitate to contact us. Best, The Institute of Texan Cultures Education and Interpretation Table of Contents Images in the Classroom: Tips for Using Interpretation to Support Your Curriculum 3 Image Analysis Activity Instructions 4 Image Analysis Activity Reproducible Worksheet THE INSTITUTE OF TEXAN CULTURES Image Analysis 2

3 Artifacts in the Classroom: Tips for Using Interpretation to Support Your Curriculum 1. Use images to make the intangible tangible. In social studies, as well as other subjects, some concepts may seem easy to define in words but difficult to visualize, especially to students that may have limited experiences with which to make connections. Using images, such as photographs and art, help to make concepts such as cultures, war, poverty, and even peace more relatable. 2. Less is more. Americans are inundated by images! Whether during the average of 4 hours of television most Americans watch per day, or the time spent on the internet, we are becoming an increasingly visual society. Pictures are not new to students, but slowing down to really look at an image may be a new and difficult task. To help develop this skill in your classroom, choose 2-3 rich images to examine critically. Encourage students to look carefully at different aspects of the image. 3. Give the image context. Build on your students prior knowledge when introducing images you hope to analyze. Ask them to identify the era of history that the image represents and brainstorm what they already know about that period. 4. Inspire inquiry-based learning. Allow students to discover the meaning of the images. Encourage them to examine the entire image and consider why it is relevant to the subject and how it may compare or contrast to something they are already familiar with. 5. Use strategies to encourage visual literacy. To build students analytical and interpretive skills, establish procedures for reading images. Just as students learn how to identify the main idea and themes while reading, they should learn to identify and understand the parts of an image and what messages the image is attempting to convey. 6. Know your audience. Before selecting images, identify the strengths and weaknesses of your students. When teaching particularly difficult or emotional content, such as that related to war or violence, it is important to know the maturity level of your students and prepare them for what they will see. Avoid selecting an image purely for shock value, but instead use graphic images sparingly and with appropriate warnings. 7. Remember the big picture. A great way to end any image analysis activity is to relate it back to the big picture, or the theme, you are teaching. A simple, open-ended question such as How does this image reflect the era/culture/topic? can help students synthesize their observations and relate it back to the context you previously established THE INSTITUTE OF TEXAN CULTURES Image Analysis 3

4 Image Analysis Activity Estimated Time: 15 minutes Social Studies Standards: 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;(B) analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) use social studies terminology correctly;(b) incorporate main and supporting ideas in verbal and written communication (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) use social studies terminology correctly;(b) incorporate main and supporting ideas in verbal and written communication (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and(e) use standard grammar, spelling, sentence structure, and punctuation Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;(b) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) use social studies terminology correctly;(b) incorporate main and supporting ideas in verbal and written communication based on research (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;(e) use standard grammar, spelling, sentence structure, and punctuation; and 7.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (E) support a point of view on a social studies issue or event; 7.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) use social studies terminology correctly;(b) use standard grammar, spelling, sentence structure, punctuation, and proper citation of 2013 THE INSTITUTE OF TEXAN CULTURES Image Analysis 4

5 sources;(c) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and(d) create written, oral, and visual presentations of social studies information Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (E) support a point of view on a social studies issue or event 8.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(a) use social studies terminology correctly;(b) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;(c) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and(d) create written, oral, and visual presentations of social studies information. Materials: 2-3 images (photographs, drawings, painting or cartoons) Copies of reproducible Image Analysis Activity, page 6 Instructions: 1. After introducing a topic or theme to your class, provide students with images related to the subject. 2. Give students time to examine the images thoroughly, and assist the students in establishing the context of the image. 3. As students examine the images, ask them to complete an Image Analysis Activity worksheet for one of the images. Note: This assignment may be completed individually, or with a partner THE INSTITUTE OF TEXAN CULTURES Image Analysis 5

6 NAME: DATE: Image Analysis Activity Establish the context of the image: What type of image are you examining (circle one): Photograph Drawing Painting Political Cartoon Other: What do you already know about the era of history or the culture that this image represents? Analyze the image by completing the charts: See: Use the space below to list people, objects and activities you see in the image. People Objects Activities Describe any additional observations you noticed about the image, including physical characteristics: Think: Use the space below to answer the following questions. Now that you have had time to examine the image, write a short paragraph (minimum of 3 complete sentences) describing your overall impression of the image. Based on what you observed, describe three things you might infer about the image. Wonder: Use the space below to describe what you would like to know more about the image. Write 3 questions you would like to have answered about Describe where you might find the answer to each of the the image. questions you listed. Summarize what you learned: How does this image reflect the era of history or the culture you are studying? 2013 THE INSTITUTE OF TEXAN CULTURES Image Analysis 6