Overview:

By looking closely at photographs from several moments in Savannah’s history that were featured in the exhibit Five Years that Changed Savannah Forever: Reflecting on the Civil Rights Movement through the W.W. Law Collection, students will learn the basic tools for analyzing photographic images using description and reflection in order to improve visual literacy, as well as to identify the strengths and weaknesses of using photographs as a historical tool. Students will create a brief story, journal entry, or art piece about the subjects of the photographs.

 

What is a Primary Source?

A primary source is a first-hand, original account or record about a person, place, object, or an event. Oral histories, objects, photographs, and documents such as newspapers, census records, diaries, and journals are primary sources. Secondary sources are accounts, records, or evidence derived from original or primary sources. Textbooks are secondary sources.

 

Objectives:

After completing this learning activity, students will be able to:

• Describe the subjects of photographs and place them in a historical context

• Understand the value of photographs as historical records

 

Time Required: 2 hours 15 minutes

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Materials:

• Engaging Students with Primary Sources, developed by the Smithsonian National Museum of American History Kenneth E. Behring Center, in partnership with Thinkfinity, page 24 (available online at: https://historyexplorer.si.edu/sites/default/files/PrimarySources.pdf)

  • “Photographs: Introduction to Photographs” handout (pg 24)

  • “Photographs: Strengths and Limitations: handout (pg 25)

  • “Tips for Reading Photographs” handout (pg 26-28)

• Photograph Analysis Worksheet (1 per student per station)

  • “Analyze a Photograph” handout, developed by the National Archives and Records Administration (available online at: https://www.archives.gov/files/education/lessons/worksheets/photo_analysis_worksheet.pdf)

• City of Savannah "Introduction to Archives and Reading Photographs" PowerPoint presentation 

• Paper, pencils, markers to create reflective responses

• Exhibit Images (available in the Exhibit Images tab of this website)

• YouTube recording of facilitated discussion with Dr. Otis Johnson https://youtu.be/CEuhC5g9yAc

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SUGGESTED PROGRAM*:

 

Introduction: (1 hour 30 minutes total)

• "Introduction to Archives and Reading Photographs" PowerPoint Presentation 

• Talk through the process of analyzing a picture together for the first station

• Watch recorded program with Dr. Otis Johnson https://youtu.be/CEuhC5g9yAc

 

Rotating Stations: (30 minutes)

• Break students into 5-10 groups (depending on the number of students – groups should be between 3-5 students) and assign them a station to start. Each station will take 10 minutes, then rotate to the next station.

  • Independent learning option: Give students entire exhibit packet. Assign one or two panels to each student in the class, or ask students to pick 1-2 panels that most appeal to them.

• Have a photograph that students can pick up, hold, pass around etc. Have the Photograph Analysis Worksheets available at the station.

• Have students closely analyze the picture, describing what the occasion is, what the perspective is, who or what is pictured, how they think the subjects feel, what they are wearing, what we can learn from the image, etc.  Ask students to make connections to what they know about the Civil Rights movement and what they learned in Dr. Johnson’s presentation.

• After 7-10 minutes, switch to a new station, repeat the process 3-4 times. Depending on the size of the group, there may need to be a period where the students can go around and look at each of the remaining pictures briefly.

 

Creative Reflection (15 minutes)**:

Have students decide on a favorite image and create a reflective response to it.         

• Examples:

  • A journal entry written as if you were a subject of the photo writing about the day the photo was taken

  • Write a newspaper article about the event (who, what, when, where, why)

  • A drawing of a detail of the photograph that catches your attention

  • A drawing of what happened right before or right after the photograph was taken

 

Have students stand by the photograph they choose and ask for volunteers to share their reflection.

 

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*Program was originally designed to be delivered by Municipal Archives staff in person. Materials have been delivered online to allow teachers and parents to adapt to individual learning goals.

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**Alternatively, teachers may assign this as a take-away reflection or journaling assignment.

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