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

4. La joie règne au Cerro Blanco Joy in Cerro Blanco CREM www.reseau-crem.qc.ca/projet/banque.htm

5. Misery in Cerro Blanco

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

7. 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

8. Merchants Clergy Peasants Noble?

9. Activity overview 1.General observations ­Context, type of photo, photographer, source 2.Photo description ­What is represented? A hypothesis 3.Identification of photo elements ­Where, when, who, what (objects, buildings, etc.) 4.Analysis of photo elements ­How does the presence of certain clues provide information about the photographed event? Verification of the hypothesis

10. 5 key elements 1.Form and function (what?): material, size, shape, colour, manufacture, use, etc. 2.Location (where?): town, house, climate, factory, etc. 3.Time (when?): century, year, time of day, season, before, after, event, wedding, childhood, old age, short, long, etc. 4.People (who?): man, woman, child, politician, soldier, peasant, rich, poor, etc. 5.Meaning (why?): emotion, sentiment, beautiful, funny, useful, precious, significant, etc.

11. Fortifications: burgEnergy: windmill Trade: merchants (bourgeoisie) Use of money Means of transportation: boat

12. 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.

13. Online images http://www.recitus.qc.ca under Outils/Images http://images.google.ca/ http://www.learnquebec.ca/en/content/pedagogy/cil/stude nt/studentcr.html