Vergara, Camilo J. Border Fence, Playas de Tijuana, Mexico, 1998. 1998. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2020696229/.
The primary source will have students completing a visual analysis using the OPTIC (overview, parts, title, interrelationships, conclusion) strategy. Students will discuss this image and each part of the analysis strategy in small groups. After having plenty of time for discussion, groups will record their thoughts and share with the entire class by the end of the period. Students will then ask each group different questions about what they shared and where they might have differences of opinions.
This picture was taken from the Tijuana, Mexico, side of the US/Mexico border. The wall extends out into the Pacific Ocean. This border wall was extended into the Pacific Ocean in 2018.
Source: https://bit.ly/46bRoxz
- How do photos convey political and social messages?
- What does this photo say without using words?
ELA Standard
CCSS.ELA-Literacy.SL.9-10.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Social Studies Standard
CCSS.ELA-Literacy.WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
- First, explain the OPTIC visual analysis strategy. There is a strong blogpost here to assist you.
- Overview
- Parts
- Title
- Interrelationships
- Conclusion
- Start with overview—meaning, what is the general idea of the photo? Have students get into small groups to facilitate effective discussion and collaboration. It is better to lead them piece by piece through the strategy rather than explaining everything at once and then having them discuss at the end. Have each group take notes on what they think is the overview of the photo.
- Write the instructional focus questions on the board so students frame their thinking with those questions in mind. Next, explain the parts. Have students write down bullet points in their group for each aspect or thing they see in the photo.
- The T is for title. Have students discuss what they think the significance of the title and/or caption are. Each group needs to record their ideas on their paper. Now ask, How do all these parts work together? This covers the interrelationships of each aspect of the photo.
- This could include the colors, title, objects, anything they see that influences other parts of the photo. Finally, each group needs to draw a conclusion about the photo as it relates to the questions on the board.
- Have groups share their ideas and allow for other groups to respond with questions. Once each group has shared, open the floor for a whole-group discussion, pointing out where students had differences in thinking. Ask students to explain why they think what they did. This brings in metacognition to the lesson. Finally, have students turn in their notes and reflections from their groups.
Vergara, Camilo J. Border fence going into the Pacific Ocean seen from Playas de Tijuana, Mexico, 1998. 1998. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2020696193/.