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3.
Walk students through the Photo Analysis worksheet using given example.
a.
Make sure to point out they will be dealing with the photographs on two levels:
1.
Explicit - what they see
2.
Implicit - what it might mean
b.
When dealing with the explicit make sure to have them
document everything they see
c.
When dealing with the implicit ask them to use what they know of the time period to assess meaning
d.
Remind them that people always take pictures for a reason.
4.
Provide students with 2 photographs and give them time to fill out the Photo Analysis sheet for each one.
Give them 10 minutes for each photograph. Make sure that the students do not have the explanation of the
photograph. This can be done individually or in pairs.
5.
After students have worked through the photographs, call on students to share their answers for each step of
the Photo Analysis sheet.
a.
If possible, display image while discussing
b.
Ask students to explain their rational where needed.
6.
Questions for discussion:
a.
Who would take this picture? (Victim, perpetrator, collaborator, bystander)
b.
What was the purpose or intent of the photographer in taking this picture?
c.
Whose view are we seeing? Whose view are we not seeing?
d.
Why keep the photograph? What is its value?
Share the given explanation with the students and continue to ask questions
7.
Extend the discussion to present day.
a.
How have social media (Facebook, Twitter, YouTube, etc.) changed how and why we take pictures?
b.
How and why are photos used to bully or hurt people?
c.
What role do those sites and the internet as a whole play in bullying?
d.
What are the dangers connected with posting photographs on social media sites?
