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Roping, Grayson Ranch

[Detail] Roping, Grayson Ranch

Lesson Procedure

Activity 1: Introduction to photographic analysis (1 class period)

Model photographic analysis and guide students through a group analysis of photographs in Gallery One. Students analyze the photograph, recording their thoughts on the Primary Source Analysis Tool. Before the students begin, select questions from the teacher's guide Analyzing Photographs and Prints to focus and prompt analysis and discussion.

Activity 2: Group practice (1 class period)

  1. In groups of 3-4, students select a photograph from Gallery Two, Gallery Three, or Gallery Four.
  2. Students analyze the photograph, recording their thoughts on the Primary Source Analysis Tool. Before the students begin, select questions from the teacher's guide Analyzing Photographs and Prints to focus and prompt analysis and discussion.

Activity 3: Application (2 class periods)

Students write/revise first person narratives.

Day One:

  1. Discuss the guidelines for writing a first-person narrative with students.
  2. Allow students time to search American Memory for a photograph of interest and choose a photograph. Remind them to choose a photograph that includes people.
  3. Students should complete a photographic analysis of the photograph and use the information from the photographic analysis as a basis for the narrative. Suggest that they imagine being one of the people in the photograph. In the narrative, students should explain who they are, where they are, what they are doing, and when, why, and how they are doing what they are doing.

Day Two: (This will not be a consecutive day.)

  1. On first draft due date, students share their narratives with other students.
  2. Each student should peer edit at least two of their classmates' narratives.
  3. Students revise their narratives.
  4. Final drafts should be mounted to the photograph.

Extension

  1. Students can examine personal narratives from American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940 and identify cultural components and contributions.
  2. Students can interview and photograph local people (at least two generations older) in order to create a presentation entitled, "Images of Our People."

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