Kimberly Thorpe, Program Specialist Kelley York, Literacy Coordinator MetroRESA D Kimberly Thorpe, Program Specialist Kelley York, Literacy Coordinator Building Leaders of Teaching and Learning

Housekeeping Food and/or drinks prohibited until lunch No pens or markers Refrain from touching photos or art “Share the air” during group discussions Be open and fluid throughout this process.

Collaboration with Metro RESA Civil Rights photography collection and GSE 3,5, 8, and 11 Impact on teachers across Metro Atlanta Perspectives in history

Why art and pictures? Motivates students to read and discover Encourages connection to the text Fosters understanding of the text Improves memory of the concepts in the text Builds enthusiasm for reading

Opener Working with an elbow partner, using context clues from the image, make a prediction about what you think is happening in this picture.

Opener Now, extend the activity by reading the text. Revisit the image, and draw a conclusion about the picture.

Civil Rights Era The civil rights movement was a struggle by African Americans in the mid-1950s to late 1960s to achieve Civil Rights equal to those of whites, including equal opportunity in employment, housing, and education, as well as the right to vote, the right of equal access to public facilities, and the right to be free of ...

Characteristics It distinguishes between the modern civil rights era and the history of civil rights in American history Defining moment for the world -Revolutions throughout Africa and Asia -Pan-africanism movement

SNCC : SCLC to “Black Power” Movement Stokley Carmichael After 1966, the form of protest The schism in the African-American community. Psychological ramifications

Artful Thinking: What Makes You Say That? Individually, analyze the photograph for 2 minutes. Jot down your interpretation of what is happening in the image. Be sure to write down all ideas, both plausible and implausible, that come to mind. Write for the entire 2 minutes. (Jot-list, note-taking, quick-write) Images help build context for the historical era being studied. It’s important to give students a place to hold their thinking as you navigate the content. The literacy skills addressed in this short activity help to deepen students understanding about the content. They are captured in parentheses.

Artful Thinking: What Makes You Say That? Share your jot list with a partner. (Think-Pair-Share, Collaborative discussion/ creation, Questioning the Author, Reading images like a text, Stating a Claim) Create a thesis statement that captures the central purpose of the photo. Consider the following questions: What story did the photographer intend to tell viewers? What seems to be most important to the photographer? What seems to be least important to the photographer?

Artful Thinking: What Makes You Say That? Read the excerpt that accompanies your photograph. (Close Reading, Adding details to the claim-building an argument) Add details from the excerpt to highlight the photographer’s purpose for taking the photo. Chart your thesis statement with added details on large chart paper. What historical story did these photographers mean for us to learn? How do you know? Adding text after students have explored, analyzed, created all possible outcomes from the images allows student thinking to remain at the forefront. Additionally, adding text after image exploration and analysis adds another layer/ dimension to the historical content, thus building context for their learning. What do you see as the benefit (s) of using images to teach history? How might you use this in your classroom? Handout the one-pager that is the lesson plan for this activity.

Artful Thinking: What Makes You Say That?- Question the Author(s) Move to the chart on your right. Analyze the new photo and excerpt. Respond to the question “What do you see that makes you say that?” Use post-it notes to question the author(s). Make a claim to support or refute the thesis statement based on the image.

Artful Thinking: What Makes You Say That?- Whole-group Discussion List all the literacy skills used to help deepen your understanding about the content. What are other ways this activity could be used? What do you see as the benefit(s) of using images to teach history? Refer back to the Learning Pyramid to drive home maximizing on seeing, hearing, and doing for retention of information.

Freedom Mosaic

Today could not have happened without you! Thank you for your time! Kimberly Thorpe Program Specialist Kimberly.thorpe@mresa.org 770-431-2243 Kelley York Professional Learning Specialist kelley.york@mresa.org 770-431-2256