BP9_2009112_Response_One

I am learning so many things this class that I feel my head may spin straight off. The newest tool is Flickr. I have played around with the web tool (that is Flickr), and I need more play time to figure it all out. I am not sure if I like the idea of having my personal photos published for anyone to view. Maybe I am still thinking the old school way. I know that people these days do not have that same sense of wary when posting their photos or videos. I work in a high school I see the students taking photos or videos of everything, then you hear how almost instantly these records have been posted for anyone to see. It blows my mind to think about how technology has changed and that my attitude towards this "voyeurism" way of life is so antiquated.

As a dinosaur, I still understand the need to reach students at their level, so I look at Flickr as a tool to help me with that. I want technology integrated in my classroom to the point of using the Web 2.0 tools as second nature (for me and for them). With that said, I researched lessons using Flickr and located something that I can integrate into my lessons; Snapshots in Time. Although the lesson information found is a lesson for maritime documentation, it can easily be integrated for historical reference and documentation.

The lesson's rationale states "Primary sources are invaluable to the work of researchers and historians. Examining primary sources from multiple perspectives is critical to better understanding the events and people of the past" (Smithsonian, June 2009).

I would take the components of this lesson and change its focus to the JIm Crow era and segregation. The instructions are divided into three sections. Section one is for the students to do a review. I would assign students to review de facto and de jour segregation during the Jim Crow south. Also the students will be instructed to compare different stories about a historical figure (ex: Billie Holiday) or an event.

Part two would instruct the students to identify examples of either forms of segregation within the student's community (ex. de facto segregation in the cafeteria or local neighborhoods). Then, the students will use technology to record examples of either segregation within the student's community.

Step three would be for students to describe segregation activities across the country. Once that is completed the the students will compare segregation activities to those of the past.

The students will learn how to identify the source of historical documents or narratives, will be able to identify central questions that the historical narratives address, formulate questions to focus their inquiry or analysis, compare and contrast differing sets of ideas / values / behaviors, will be able to compare historical events to current events, will be able to consider multiple perspectives, and hypothesize influences of the past. Also, the students will understand the ethical, cultural and societal issues related through technology (Smithsonian, June 2009).

With this lesson, the students will be able to post their photos for a comparison and class discussion. Using Flickr as a tool for sharing the students findings can then later be compared to other historical events when learning about the Civil Rights Movement and desegregation. A similar lesson can be conducted to show examples of how society has changed and how the communities have become more diverse over time, showing examples again for class discussion.

Flickr can be used as a powerful tool in the classroom, that the students can utilize anywhere.


Library.thinkquest.org. (n/d). Endangered Bees Gallery. Retrieved on October 30, 2009 from http://library.thinkquest.org/07aug/02034/gallery.html

Smithsonian National Museum of natural History. (2009). Snapshots in time. Retrieved on November 4, 2009 fromhttp://americanhistory.si.edu/onthewater/pdf/OTW_educators_guide.pdf

Comment:

Toni- I am impressed with your lesson plan and think I can incorporate some of those concepts when my juniors study Civil War writers and the Harlem Renaissance in our American Literature class. We review primary source documents and my students are usually unable to distinguish between history and fiction when the material is seen in a textbook; how remarkable it might be to see a photograph. I will have to check out Snapshots in Time before we get to segregation and other time periods. While I empathize with you about your personal privacy issue regarding photography, apparently the world doesn't seem to share it. I agree with you, however, in the world of instantaneous technology, (You Tube, Facebook, etc.) we should instill responsibility with our students. I don't think it is "old school" to educate them about the dangers of modeling, shooting, and posting of inappropriate material; there are no boundaries or consequences other than destroyed reputations. As educators, we need to be the voice of reason.