The Twin Towers
Objectives: Students will observe and analyze photographs. Students will verbally share these observations with their classmates. Students will listen to their classmates' observations.
This activity especially relates to language arts and visual arts, students will be focusing on their verbal and listening skills. It is important for the teacher to help keep the discussion focused. The teacher should also ask questions to motivate the students. The materials you may need are as follows:
Photographs one through four
Laptop and projector (if possible)
Laser pointer (if possible)
Journals
Pencil/pen
Discuss photograph one,
Statue of Liberty and the World Trade Center
. During the discussion, focus on the New York skyline. Discuss such things as composition, colors, texture, vertical and horizontal lines. Then, as a comparison photograph look at photograph two,
Statue of Liberty and New York Skyline
. Discuss the similarities and differences in these two photographs. Teachers may wish to make observations about photograph two and then put both photographs up side by side to make comparisons.
Next, discuss photographs three and four. These two photos give students a closer look at the Twin Towers. This is a perfect time to allow students to lead the discussion.
At the end of the activity, students should reflect in their journals. Students may choose their favorite photograph to discuss in detail. Students may wish to use some ideas and observations that were discussed during class.
The Attack
Objectives: Students will observe and analyze photographs. Students will give detailed descriptions of these photographs.
This activity relates to language arts and writing, students will practice answering a typical CMT question. The materials you will need are as follows:
Photographs five, six, and seven
Laptop and projector (if possible)
Laser pointer (if possible)
Journals
Pencil/pen
Begin the lesson by discussing photographs five, six, and seven. Discuss different aspects of the photographs. For example, what is the focus of each photograph? What is the first thing you notice? Teachers may want to talk about how the photographs are "ordered," they show how the event progressed.
Another important aspect of this photograph is the texture. I would ask students to describe the texture. Is it smooth or grainy? Are there horizontal and vertical lines present in this photo? It is important to discuss many different aspects of the photograph. The more students do this, the more comfortable and confident they will become with their observations.
Students should compare and contrast these photographs. How are they the same? How are they different? Again, the discussion should be rich with words such as color, composition, and mood.
At the end of the activity, students will respond to the following question in their journals.
Choose one word or phrase that best describes these photographs. Explain why you chose this word or phrase.
This question is an example of a typical question that is asked on the CMT. So it is important that students are familiar with this type of question.
The Aftermath
Objectives: Students will observe and analyze photographs. Students will discuss the photograph and make a connection.
This activity relates to language arts and writing, students will practice answering a typical CMT question. The materials you will need are as follows:
Photograph nine
Laptop and projector (if possible)
Laser pointer (if possible)
Journals
Pencil/pen
Begin the lesson by discussing photograph nine of the aftermath. Discuss different aspects of the photograph. For example, what is the focus of the photograph? What is the first thing you notice? The striking feature in this photograph is the sunlight shining in the windows. The sunlight shines in the upper right portion of the photograph but follows through the photograph horizontally. The light is an important feature in this photograph. It represents hope. It tells the observer that a higher being is watching over. The light from the window is the only light around. Because of the attack there is no power of any sort. So this ray of sunshine is shedding light on a very dark building. It sheds light on a hopeless and devastating event.
Another important aspect of this photograph that should be discussed is the interesting viewpoint that the photographer chose. He did not take the photo looking straight on at the staircase; instead he chose to take the photo at an angle. The staircases and escalators are positioned in the center of the photograph but on a diagonal, rather than simply being vertical.
Next, discuss how there are no people in the photograph. There is no sign of life, just debris and broken windows. Teachers may want to ask students about the mood of this photograph. The discussion should be rich with words such as color, composition, and mood.
At the end of the activity, students will respond to the following question in their journals.
What is your first reaction to this photograph? Explain using specific details.
Students will be making a connection to the photograph. This question is an example of a typical question that is asked on the CMT. So it is important that students are familiar with this type of question.
The Rescuers
Objectives: Students will observe and analyze photographs. Students will discuss the topic of heroes and make a connection.
This activity relates to language arts and writing, students will practice answering a typical CMT question. The materials you will need are as follows:
Photographs ten and eleven
Laptop and projector (if possible)
Laser pointer (if possible)
Journals
Pencil/pen
Begin the lesson by discussing photograph ten of the rescuer. Discuss different aspects of the photograph. For example, what is the focus of the photograph? What is the first thing you look at? Teachers may want to talk about the position of the rescuer and the buildings in the background.
Another important aspect of this photograph is the texture. I would ask students to describe the texture. Is it smooth or grainy? Are there horizontal and vertical lines present in this photo? It is important to discuss many different aspects of the photograph. The more students do this, the more comfortable and confident they will become with their observations.
Next, discuss photograph eleven of another rescuer. Students should compare and contrast these two photographs. How are they the same? How are they different? Again, the discussion should be rich with words such as color, composition, and mood.
At the end of the activity, students will respond to the following question in their journals.
What is a hero? Do you know someone that is a hero? If so, why is he/she a hero and how is he/she different from the heroes in these photographs?
Students will be making a connection to the photographs. This question is an example of a typical question that is asked on the CMT. So it is important that students are familiar with this type of question.
Historic Events
Objectives: Students will observe and analyze photographs. Students will be asked to write a title for these two photographs.
This activity relates to language arts and writing, students will practice answering a typical CMT question. The materials you will need are as follows:
Photographs twelve and thirteen
Laptop and projector (if possible)
Laser pointer (if possible)
Journals
Pencil/pen
As the final activity for this unit, I wanted to show two very historic events. The two photographs, twelve and thirteen, are similar in many ways but also very different. Students should discuss how these photographs are similar and how they are different. Franklin took the photograph of the firefighters hoisting an American flag amongst the debris of 9/11 (photograph twelve). Franklin said that he thought of Rosenthal's image of the U.S. marines raising the American flag on Iwo Jima in 1945 (photograph thirteen).
Photograph twelve seems to show hope and a sense of pride. The firefighters hoist an American flag amongst all the debris and filth. The American flag is in the center of the photograph. It seems to be that important detail that simply "grabs you." The red, white, and blue of the flag stand out amongst the gray pile of debris. The flag is a symbol of patriotism. It stands for freedom, justice, equal rights, equal opportunity, and much more. The attack did not destroy our patriotism, instead it strengthened our spirit.
Photograph thirteen, is another historic photograph. It is Rosenthal's photograph of the U.S. marines at Iwo Jima in 1945. The photograph is taken from a side view. We cannot see the soldier's faces in this photograph. What was important in this photograph was the raising of the American flag. It stood for victory and pride. The photograph captures the heroic.
These two photographs show students how history "repeats itself." The two photographs are very similar. They represent American pride. They also relay an important message; the message tells us that by working together we can achieve anything, we can be victorious.
After the discussion, students should respond to the following question in their journals.
Both of these photographs do not have titles. If you were asked to give these photos titles, what would the titles be and WHY?
This question is an example of a typical question that is asked on the CMT. So it is important that students are familiar with this type of question.