Format
1. The students are introduced to an Ohio History Connection curator and they review the types of work and research done by an archivist.
2. Students receive instruction on how to analyze the content of various historical images.
3. Students examine images to interpret time, place and setting.
4. Time is allowed for follow-up questions.
Objectives
After participating in this program, students will:
• know how to extract information hidden in images;
• be able to analyze and interpret images as primary sources;
• understand that a photograph is the product of a series of intentional, creative decisions;
• be able to use historic images to reflect on the experiences of others;
• recognize the importance protest has played in American history; and
• understand that photographs are just one of the available resources for historical research, and other types of sources are needed to construct a complete historical narrative.
Standards Alignment
National Standards
National Standards
NCTE – ELA K-12.4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NCTE- ELA K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
NCTE- ELA K-12.7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NCTE- ELA K-12.8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
NCSS - SS.2 Time, Continuity, and Change
NCSS - SS.5 Individuals, Groups, and Institutions
NCSS - SS.6 Power, Authority, and Governance
NCSS - SS.8 Science, Technology, and Society
State Standards
Ohio Revised Standards
Social Studies
Grade 6:
· C.S. 9: Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence. Sources should be examined for accuracy and credibility.
Grade 7:
· C.S. 1: Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.
· C.S. 16: Analyzing individual and group perspectives is essential to understanding historic and contemporary issues
Grade 8:
· C.S. 1: Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.
· C.S. 20: Active participation in social and civic groups can lead to the attainment of individual and public goals.
American History - Grades 9-12:
· C.S. 1: The use of primary and secondary sources of information includes an examination of the credibility of each source.
· C.S. 2: Historians develop theses and use evidence to support or refute positions.
· C.S. 27: Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.
American Government - Grades 9-12:
· C.S. 17: Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.
Contemporary World Issues - Grades 9-12:
· C.S. 8: Beliefs about civil and human rights vary among social and governmental systems.
· C.S. 9: Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.
English Language Arts - Grades 6-12:
· SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
· SL.7.1:: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
· SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
· SL10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
· SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Social and Emotional
· A1 2.c: Explain that emotions may vary based on the situation, including people and places
· A1 4.c: Explain how others’ responses to current events can impact emotions
· A1 2.d: Analyze ways emotions impact the social environment
· A1 4.d: Analyze why current events may trigger an emotional reaction and identify ways to regulate a response
· C1 1.c: Determine if verbal and nonverbal cues correspond to the feelings expressed by others
· C1 1.d: Evaluate verbal, behavioral, environmental and situational cues that may influence the feelings of others
· C1 3.c: Demonstrate empathy through understanding of others’ feelings and acknowledgement of their perspective
· C1 3.d: Demonstrate empathy through compassion in self and encourage in others
· C3 1.c: Discuss how positive or negative stereotypes of an individual or group can be unconscious and may lead to discrimination and prejudice
· C3 1.d: Examine and address explicit or implicit personal biases toward an individual or group
· D1 1.c: Demonstrate the ability to actively listen and understand multiple perspectives
· D1 3.c: Interact on social and digital media responsibly and understand the potential impact on reputation and relationships