photograph by Krin Taconis Source: Taconis Collection

Digital Collections Used:

Taconis Collection

Expectations:
Students will:

• use the Internet as a research tool.
• work together in small groups.
• interpret photographs as historical sources.
• critically assess the historical value of photographs.
• write a letter using proper sentence form.
• role-play a character from the war.
• define terms: Netherlands (Holland), Occupation, Resistance, Liberation.

• Ensure that Internet access is available for entire period.
• Form groups of three to four students who can work effectively together.
• Cut newsprint or cheap paper into 8 ½ x 11" for letters.

Lesson Plan:

1. Give a brief introduction to photograph analysis. Explain how photos can be divided into Foreground, Middle, and Background. Tell students to look for Focus, Expression, and other Indicators. See description of photo analysis teaching strategy below.
2. Divide class into groups of three to four students. Groups then visit the Taconis site in Digital Collections. While viewing the photographs, students construct point form descriptions of "Occupied Holland" and "the Liberation of Holland."
3. Each group must reach a consensus as to which photograph "tells the best story" and share it with the class.
4. As individuals, students role-play and write letters home as either a Dutch person, Canadian soldier, or German soldier, telling the story of what is happening in their photograph of choice.
5. Students add to their "World War II Glossary":
   • Netherlands (Holland)
   • Occupation
   • Resistance
   • Liberation
6. Remaining time can be used to copy letters onto newsprint or cheap paper and posted on a bulletin board.

Teaching Strategy:

Photo Analysis

Teachers should not assume that students have the innate ability to look at a photograph and interpret it. This is a critical thinking skill which must be taught. A good approach is to have students look for three specific elements when "reading" a photograph:

• Focus - "Which part of the photo stands out? What do your eyes look at first?"
• Expression - "What do people's faces tell us? How are their emotions affected by what is happening in the photo?"
• Other Indicators - "What other parts of the photo tell us about what is happening or how the viewer should feel after seeing the photo?"

• informal assessment of small group participation.
• group mark for descriptions derived from photographs.
• individual mark for quality of role-play letter.