ALEX Classroom Resource

  

SOCC Visual Image Analysis

  Classroom Resource Information  

Title:

 SOCC Visual Image Analysis

URL:

 http://www.bringinghistoryhome.org/assets/bringinghistoryhome/socc%20visual%20image%20analysis%20worksheet.pdf

Content Source:

 Other
Bringing History Home
Type: Learning Activity

Overview:

This graphic organizer provides a structured method for students to analyze primary source visual image documents. By using this graphic organizer and the included guiding questions, students will analyze the source of the image, make observations about the image, contextualize the image within historical events, and corroborate the information they learn by identifying other sources of information. 

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States.
Teacher Vocabulary:
  • interpret
  • legends
  • stories
  • songs
  • contributed
  • development
  • cultural history
  • tall tales
  • folk heroes
Knowledge:
Students know:
  • The purpose and essential elements of legends, stories, and songs.
  • Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
  • Vocabulary: legends, stories, songs, cultural history.
Skills:
Students are able to:
  • Interpret legends, stories, and songs.
  • Identify the purpose and essential elements of legends, stories, and songs.
  • Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.
Understanding:
Students understand that:
  • There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.11- Compare documents, letters, diaries, maps, and photographs and explain how they are used to reconstruct the past.
Social Studies
SS2010 (2010)
Grade: 9-12
Contemporary World Issues and Civic Engagement
6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

•  Explaining the reliability of news stories and their sources
•  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips
•  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints
•  Describing the role of intentional and unintentional bias and flawed samplings
Unpacked Content
Strand: Elective
Course Title: Contemporary World Issues and Civic Engagement
Evidence Of Student Attainment:
Students:
  • Compare and contrast information from various media outlets.
  • Explain the reliability of news stories and their sources from the television, newspapers, magazines, journals, and the internet.
  • Analyze and describe the meaning of different media materials and how the materials are used and misused.
  • Critique viewpoints used in editorials and political cartoons; Analyze symbolism used in media.
  • Analyze and describe the role of bias and flawed sampling used in media.
Teacher Vocabulary:
  • media bias
  • analyze
  • criticism
  • viewpoints
  • perspective
  • political carton
  • symbolism
  • flawed sampling
  • editorial
Knowledge:
Students know:
  • A variety of techniques for analyzing media outlets including television, internet, magazines, newspapers, and journals.
  • A variety of techniques for analyzing the meaning, sources, viewpoints, bias, and sampling involved in media.
  • Media is biased.
Skills:
Students are able to:
  • Analyze and compare information from various media sources.
  • Support analysis with evidence from various sources.
  • Determine reliability of news and their sources.
  • Identify bias and viewpoints including symbolism.
  • Apply strategies for media analysis to a variety of media outlets.
Understanding:
Students understand that:
  • It is important to analyze media in all forms to determine the reliability, source, meaning, perspective, bias, and sampling when listening to media outlets.
Tags: analysis, contextualize, corroborate, image, magazine, newspaper, observe, photograph, primary source, source, television
License Type: Attribution Non-Commercial No Derivatives
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityText Resources: Content is organized under headings and subheadings
Comments

This PDF can be copied and distributed to students to complete. 

This graphic organizer can be used to analyze any historical image.

  This resource provided by:  
Author: Hannah Bradley
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