|
|
 |
 |
|
| Immigration in the Gilded Age: Using Photographs as Primary
Sources |
|
 |
|
|
|
Assessment:
The following assessments are designed to allow students
to "do history" and be historians in the truest sense
- reflective, analytical, and knowledgeable.
- Analysis and comprehension: Ask the students
to work either individually or in groups to write
their justifications of the images chosen, using their
newly acquired knowledge and incorporating the knowledge
of the time period to justify the choices made. Students
should be certain to relate the selections to the
theme or thesis.
- Research: Ask students to find another primary
source (an image) that could be included in this display
and justify why it could be included. Be sure it helps
support the generalization and/ or thesis statement.
- Research and application: Ask students to
find a written primary source document that provides
perspective on one of the images that has already
been chosen and ask them to pair the image with the
narrative. Note that for this exercise students may
not use a document that has already been used in class.
- Further Understanding: Have students research
Jacob Riis. How can his background and motivations
be used to help explain the photos? Ask students to
examine How the Other Half Lives and compare
the actual photos with the drawings.
http://www.yale.edu/amstud/inforev/riis/title.html
- How the Other Half Lives by Jacob Riis -
full text on line version. Illustrations of photos
included. Yale University
|
|
|
