Do You See What I see? Using Photographs as a Window to the Great Depression



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Do You See What I See?


Using Photographs as a Window to the Great Depression



Janice Wirsing

Trinity Lutheran School

Bloomington, Illinois

Fall 2010



Library of Congress, Prints & Photograph Division, FSA-OWI

Collection, [reproduction number LC-USF 324-T01-008140-A



DLC (b & w film dup. neg.)]
This lesson is intended to prepare students for a broad history unit on the Great Depression and will work best as an introduction to primary sources following the reading of a text set during the Great Depression, such as Karen Hesse’s Out of the Dust. Students will reflect on what it was like to live during the time of the Depression through analysis and interpretation of Great Depression era photographs.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar

Objectives

Students will:

Recommended time frame

one period

Grade level

7-8

Curriculum fit

Language Arts, Social Studies

Materials

  • Teacher’s guide to Analyzing Photographs and Prints (http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf)

  • Primary Sources from the Great Depression era

  • Primary Sources Analysis Tool (http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf )

  • Student journals/writing materials

  • Journal rubric

Illinois State Learning Standards Back to Navigation Bar




Reading:

GOAL 1: Read with understanding and fluency

  • 1.C. Comprehend a broad range of reading materials

  • 1.C.3a. Use information to form, explain and support questions and predictions.

  • 1.C.3c. Compare, contrast and evaluate ideas and information from various sources and genres.

  • 1.C.3d. Summarize and make generalizations from content and relate them to the purpose of the material.


Social sciences:

GOAL 16: Understand events, trends, individuals, and movements shaping the history of Illinois, and other nations.

  • 16.A. Apply the skills of historical analysis and interpretation.

  • 16.A. b. Make inferences about historical events and eras using historical maps and other sources.

Procedures Back to Navigation Bar



Using Analyzing Photographs and Prints as a guide, the teacher will share a photograph taken during the Great Depression era and model how to do an observation of a photograph by leading a class think-aloud.

Questions may include:



  • When and where might this photograph have been taken?

  • What does this photograph show?

  • Who was affected by the Great Depression?

  • What do we know about the cause of the Great Depression?

  • Compare this photograph to other historical photos: How is it similar? How is it different?

  • What story does this photograph convey?

  • What questions does this photograph evoke?




  1. The teacher will distribute a copy of the Primary Source Analysis Tool to each student.




  1. Working in pairs with a new photograph, students will analyze the photograph together, recording observations on the Primary Source Analysis Tool.



  1. After 5 minutes, students will discuss their observations with another pair. Following the brief share time, the teacher will lead a discussion with the entire class.





  1. The teacher will debrief the analysis of photographs with the entire class, focusing on student observations and leading to a culminating discussion of the benefits of examining photographs as a source of information.




  1. The teacher will assign students to select and reflect on a photograph by writing a response in their journals using their choice of genre (editorial, letter, dialogue, news article, pamphlet, poem, travelogue, diary entry....)

Evaluation Back to Navigation Bar




Evaluation will be based on:

  • Teacher observation during the activity

  • Use of the Primary Sources Analysis Tool

  • Rubric for journal writing

  • During the unit to follow, students should apply their skills in photographic analysis to other textual and visual artifacts.

Extension Back to Navigation Bar




  • Students will research primary sources connected to the Great Depression era to create their own RAFT writing.




  • RAFT writing template and handouts: http://olc.spsd.sk.ca/DE/PD/instr/strats/raft/


Primary Resources from the Library of Congress

Back to Navigation Bar

Image


Description

Citation

URL






Sharecropper Bud Fields and his family at home. Hale County, Alabama.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, Reproduction number, LC-USF342-008147-A DLC (b&w film neg.)

http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(ppmsc+00234))







Migrant agricultural worker's family. Seven children without food. Mother aged thirty-two. Father is a native Californian. Nipomo, California.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF34-T01-009095-C DLC (b&w film dup. neg.)



http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8b29525))+@field(COLLID+fsa))









Community clothesline, FSA ... camp, Robstown, Tex.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-DIG-fsac-1a34262 DLC (digital file from original slide)


http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsac+1a34262))







Young boys waiting in kitchen of city mission for soup which is given out nightly. Dubuque, Iowa.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF34-060590-D DLC (b&w film neg.)


http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8c17093))







[Group of children posing under sign that reads "U.S. Department of Agriculture Farm Security Administration Farm Workers Community"]


The Charles L. Todd and Robert Sonkin Migrant Worker Collection,

Library of Congress, American Folklife Center



Digital ID
AFCTS p014


http://memory.loc.gov/cgi-bin/query/r?ammem/toddbib:@field(DOCID+@lit(p014))







Family who traveled by freight train. Washington, Toppenish, Yakima Valley.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, LC-DIG-fsa-8b34311 DLC (digital file from original neg.)




http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b34311))







Breadline at McCauley Water Street Mission under Brooklyn Bridge, New York.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USZ62-91536 DLC (b&w film copy neg. from file print)

http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8e08017))








Example of self-resettlement in California. Oklahoma farm family on highway between Blythe and Indio.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, Reproduction number, LC-USF34-009685-E DLC (b&w film nitrate neg.)




http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b38488))







Migrant agricultural worker's family. Seven hungry children. Mother aged thirty-two. Father is native Californian. Nipomo, California.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection,

Reproduction number, LC-DIG-ppmsca-03054 DLC (digital file from original file print)



http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@filreq(@field(NUMBER+@band(ppmsca+03054))+@field(COLLID+fsa))





Oklahoma dust bowl refugees. San Fernando, California.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection,

Reproduction number, LC-USZ62-56051 DLC (b&w film copy neg. from file print)



http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b27316))







Destitute pea pickers in California. Mother of seven children. Age thirty-two. Nipomo, California.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-DIG-fsa-8b29516 DLC (digital file from original neg.)


http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(ppmsca+12883))









School at Pie Town, New Mexico is held at the Farm Bureau Building

Library of Congress, Prints & Photographs Division, FSA-OWI Collection,

Reproduction number, LC-DIG-fsac-1a34104 DLC (digital file from original slide)


http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsac+1a34104))







Kitchen of Ed Bagget, sharecropper. Laurel, Mississippi.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection,

Reproduction number, LC-USF34-031990-D DLC (b&w film nitrate neg.)



http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b37062))







On highway no. 1 of the "OK" state near Webbers Falls, Muskogee County, Oklahoma. Seven children and eldest son's family. Father was a blacksmith in Paris, Arkansas. Son was a tenant farmer. "We're bound for Kingfisher (Oklahoma wheat) and Lubbock (Texas cotton). We're not trying to but we'll be in California yet. We're not going back to Arkansas; believe I can better myself".

Library of Congress, Prints & Photographs Division, FSA-OWI Collection,

Reproduction number, LC-USF34-T01-018191-E DLC (b&w film dup. neg.)


http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b32349))





Children of Oklahoma drought refugees on highway near Bakersfield, California. Family of six; no shelter, no food, no money and almost no gasoline. The child has bone tuberculosis.

Library of Congress, Prints & Photographs Division, FSA-OWI Collection,

Reproduction number, LC-USF34-T01-018191-E DLC (b&w film dup. neg.)



http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8e03003))


Rubric



Back to Navigation Bar



Great Depression Photograph Response Writing

Student Name: ________________________________________ Genre : __________________________


Title of Photograph : ______________________________________________________________________





CATEGORY


4

3

2

1

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.


The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Problem/Conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Requirements

All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.






Teaching with Primary Sources

Illinois State University







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