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Engaging Students Through Photo Analysis: A Historical Approach to Develop Critical Thinking

This project focuses on utilizing photo analysis as a pedagogical tool to enhance students' observational skills, encourage questioning, and promote interpretation of historical contexts. By engaging directly with primary sources, students can validate their own perceptions of history and construct narratives through imaginative dialogues. The analysis encompasses various elements including time, location, and the significance of people and events. This process not only fosters critical thinking but also encourages students to work collaboratively and creatively in their exploration of history.

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Engaging Students Through Photo Analysis: A Historical Approach to Develop Critical Thinking

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  1. Photo Analysis

  2. Why such an approach? • To develop students’ sense of observation • To encourage students to ask questions and make interpretations • To sharpen students’ critical faculties

  3. La joie règne au Cerro Blanco Joy in Cerro Blanco CREMwww.reseau-crem.qc.ca/projet/banque.htm

  4. Misery in Cerro Blanco

  5. Hitler Historical Museum (www.hitler.org)

  6. Why such an approach? • To develop students’ sense of observation • To encourage students to ask questions and make interpretations • To sharpen students’ critical faculties • To allow students to work directly with primary sources • To give students the opportunity to establish, modify and validate their own perceptions and understanding of history • To allow students to draw a diagram identifying key elements • To provide students with an activity that does not involve traditional reading tasks

  7. Merchants Clergy Noble? Peasants

  8. Activity overview • General observations • Context, type of photo, photographer, source • Photo description • What is represented? A hypothesis • Identification of photo elements • Where, when, who, what (objects, buildings, etc.) • Analysis of photo elements • How does the presence of certain clues provide information about the photographed event? Verification of the hypothesis

  9. 5 key elements • Form and function (what?): material, size, shape, colour, manufacture, use, etc. • Location (where?): town, house, climate, factory, etc. • Time (when?): century, year, time of day, season, before, after, event, wedding, childhood, old age, short, long, etc. • People (who?): man, woman, child, politician, soldier, peasant, rich, poor, etc. • Meaning (why?): emotion, sentiment, beautiful, funny, useful, precious, significant, etc.

  10. Energy: windmill Fortifications: burg Means of transportation: boat Trade: merchants (bourgeoisie) Use of money

  11. Project idea Historical narratives Students can write a historical narrative by imagining dialogues between characters while using a history lexicon. They must understand the roles of the various people and main interest groups involved. They must also remember to include significant events and place them in the appropriate context and period.

  12. Online images http://www.recitus.qc.caunder “Outils/Images” http://images.google.ca/ http://www.learnquebec.ca/en/content/pedagogy/cil/student/studentcr.html

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