1. The Evolving Faces of Democracy American History Foundations August 10, 2012 Fran Macko, Ph.D. fmacko@aihe.info

2. What is visual literacy? –Visual literacy is the ability to interpret information presented in the form of an image. –Visual literacy is based on the idea that pictures can be “read”. Students view an image and construct an interpretation.

3. Why is visual literacy an important skill for understanding history? Visual literacy activities provide access to content for students who have difficulty reading text. Primary source documents in history are often visual; paintings, photographs, cartoons and other images figure prominently in the resources that are available for students. State and local assessments frequently ask students to interpret images.

4. Framing the Session: Using Images in the Classroom Images can be used to introduce or enhance a unit of study, an event or an individual. They can also support students in gaining insight into “big ideas” or essential questions. – In the elementary school classroom How have different groups gained the right to vote? – In the middle school classroom How has the definition of democracy evolved since the American Revolution? – In the high school classroom What is the relationship between citizenship and democracy? What is the tension between legislation and implementation?

5. What are the contexts for “reading” an image? An image may be placed within four historical contexts: –The personal history of the artist –The history of the style –The history of the time represented in the image –The history of the time in which it was created

6. The Personal History of the Artist An image may be placed in the context of the personal history of the artist. –Landscapes and genre scenes can reflect the area where the artist lives or lived. –Portraits can reflect important people in the artist’s life. –Self-portraits can offer insight into the artist.

7. The History of a Style Images placed in the broader context of a style provide insight into the history of that style and its particular nuances or features. –Political Cartoons –Social Realism –Hudson River School –Portrait Painting

8. The History of the Time Represented in the Image Artists who record the major events of their own life and times create unique glimpses into the period. –The American Revolution –The Indian Removal Act –The Civil War –The Depression

9. The History of the Time in Which it was Created The artist creates a representation of a scene or famous event from a previous time period. These images often reveal more about the time in which they were created than the time they represent. – Washington Crossing the Delaware painted in 1851 by Emile Leutze

10. Images as Primary Sources Images can be used to document life and history. Images and their accompanying dates are primary sources: –If an image was created during the time period it represents, what can be learned about the subject and the time period? –How is an image as reflective of its subject as a letter or journal? –If a image was created after the time period it represents, what can be learned about the times in which the image was created? –How is an image as reflective of a time period as an historian’s or novelist’s commentary?

11. Analyzing Images of Democracy How do we define democracy? The concept of “democracy” can be defined as “rule by the people”, and is characterized by” –The right to vote –Equality for all citizens –Respect for mutual rights and freedoms How has the definition evolved over time?

12. The Founding Fathers, the Constitution and Democracy

14. Taking a Closer Look View the images and answer the questions in the “Image Analysis Sheet”. Create three developmentally appropriate essential or “big” questions that would support students in understanding the challenges faced by the founders in defining democracy.

15. More Content Literacy Activities with Images Analysis of images can be springboards for other content area literacy activities. Elementary and Middle School- Making Artwork Come Alive Provide the historical context of the image Project the image and have students discuss the artist’s message and how the artwork represents this message Reproduce the image with dialogue boxes Choose one character and model an historically accurate voice. Have students work in groups to create dialogue for the remaining characters in the image

16. All grade levels- Giving Images a Voice Have students choose one character and write a speech, poem or journal entry in that person’s voice. Have students choose one character and interview him or her. Have students build on the dialogue boxes and create an historically accurate conversation between or among the characters. Have a group of students create a tableaux where they recreate the image and step into the shoes of the characters.

17. Middle and High School- Creating a New Perspective: Project several images of an historical person from the time period. Have students work in groups to generate a list of characteristics of that person based on the images. Read and analyze a famous speech by the person. Have students compare their thoughts on the individual as portrayed in the image and his or her words in the document. Evaluate whether or not the person’s words coincided with the artist’s portrayal.

18. Final Thoughts Visual literacy supports students in making meaning of historical events and people. It supports students who struggle to read and understand text. It engages students in the study of history as students are increasingly familiar with visual images. It supports critical thinking skills. It provides an entry point into the study of history.