Christy+M.+Photo+and+Poster+Lesson


 * Lesson: Using Pictures and Posters to Help End Apartheid **

**5.1.W.B: ** Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. ·  Ethnicity and Race ·  Working conditions ·  Immigration ·  Military conflict ·  Economic Stability
 * Standards Addressed **
 * 6.3.W.B: ** Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world.

1. Using prior knowledge of the policy of apartheid in South Africa, students will evaluate how selected posters and pictures could influence the worldwide opinion of apartheid. 2. Students will analyze how effective primary source posters and pictures are at influencing people’s opinions. Required Materials ** · Apartheid video- [] · People’s Power / Don’t Support Apartheid Poster - [] · Free Nelson Mandela / Abolish Apartheid Poster - [] · National Sport Poster - [] · Soweto Massacre picture - [] · Man with Passbook Picture - [] · Sharpeville Massacre Funeral Picture - [] · SEA Method Chart · Venn Diagram
 * Objectives **

Lesson – 81 minutes Introduction ** · Apartheid video – 5 minutes – a brief overview of apartheid to serve as a review / precursor to today’s lesson (additional primary source pictures also shown in this video) Body ** · Using Moodle, links to posters and pictures will be available to the students. Students will be instructed to select one of the three posters and one of the three pictures to analyze using the SEA method. (In the analysis portion, students should include an evaluation of how effective each would be in influencing worldwide opinion against apartheid.) · Once the steps of the SEA method have been completed, student should complete the Venn diagram to compare and contrast the picture and poster they selected. (Again, students will be instructed to include their evaluation of each in their Venn diagram.) · Worksheets can be submitted via Moodle. · Pair-share – find a partner who selected at least one different item to share their analysis of the picture and poster. Conclusion ** · Ticket out the Door – Students should answer the following question in paragraph form: How can pictures and posters be used to influence public opinion? Is one more effective than the other? Assessment ** · Students will be assessed on their analysis of their picture and poster as well as their Venn diagram. Critical Thinking / Lesson Integration ** This lesson directly covers part of the World Cultures curriculum. Using primary source posters and pictures is a new way for me to handle this portion of the curriculum, but I am hopeful that it will be effective. Students will have to think critically about the effect of the posters and pictures in influencing public opinion, will have to analyze, and compare and contrast. The SEA method requires students to examine and analyze which is a great way to have students reach a higher level of Bloom's taxonomy. Using a Venny diagram forces students to compare and contrast primary sources. Beyond that, students must think about whether pictures or posters are more effective at influencing public opinion.

Christy, I really like how you are expecting the students to look at how the posters and pictures influence public opinion. I wonder if you could tie that into advertising today and how marketers look at ways to influence the public. Also to bring the concept of how pictures and posters influence opinion it would be interesting to have the students read a newspaper article, form and opinion, then give them the photo that accompanies it and see if their opinion changes. Great idea, Christy! (Susan)

Christy, Interesting approach. What Susan added also gave me another idea. During our lesson on the Roaring Twenties we are studying the beginning of advertisment through newspaper, magazines and radio. We could investigate how advertisment influenced the puplic particulary when there were little rules and regulations. Truthful advertising was not always evident. Students could identify false or exaggerated claims. (Pat Cassner)

Christy,

I like the use of the brief youtube clip to "hook" the students. I frequently do this in my psychology class, using famous psychology experiments to get my classes interested. Always seems to be effective. I also like how you promote critical thinking skills in terms of the influence that certain posters/pictures have on public opinion. Nice job... (Marc)