• Begin the lesson by projecting the poster on the board and then providing each student with a copy of the See-Think-Wonder graphic organizer and ask students the following question: What do you notice about the imagery, colors, and text on the poster?
  • Students should write their observations on their graphic organizer in the “See” column prior to sharing with a partner and the class in a Think-Pair-Share aloud.
• Have students form small groups (2–4 students) to discuss their observations of the poster. As they talk, students should begin writing inferences in the “Think” column of their graphic organizer. These inferences should focus on the poster’s meaning, tone, and historical message. To guide their discussion, consider the following questions as starting points:
  • Who do you think the intended audience is and why?
  • What message is the poster trying to communicate about farmworkers and the lettuce boycott?
  • What assumptions or emotions does the poster rely on to persuade viewers?
• As a class, generate questions about the poster’s purpose, audience, and the broader context of the lettuce boycott. Record questions on the board and identify themes.
  • A starting point for the teacher may be: What questions does this poster raise about labor rights or activism during the 1970s and/or the symbolism used?
• Exit Ticket: Have students write 2–3 sentences reflecting on the following question: How does the Aztec eagle in the UFW poster symbolize the strength and resilience of the farmworker movement, and what does this imagery help you understand about the goals and impact of the lettuce boycott?
• Extension
  • Students research Cesar Chavez and Delores Huerta to learn more about the leaders of the lettuce boycott.
  • Students can research or write about the following prompt: To what extent are the labor rights issues raised by the UFW still relevant today, and how might modern activism use similar or different tactics to create change?

• Distribute the Russel Lee photograph (with full title) and a printout of the unobstructed poster and a three-column note-taking handout with “Observation,” “Inferences and Evidence,” and “Points of Uncertainty” sections.
• Students spend 5–7 minutes quietly recording explicit, observable details in the “Observation” section. Remind them to be specific (e.g., “Phrasing on poster: ‘Now you can stay in college . . .’”).
• Next, students move to “Inferences and Evidence.” Using their observations as evidence, they make inferences about the scene (e.g., “Because there is luggage in multiple places, I infer the people are moving to a new place”).
• Think-Pair-Share: Students turn to a partner, discussing their observations and inferences. Encourage them to challenge each other to verbally cite evidence to support their inferences with questions such as "”What specific detail makes you think that?”
• Together, pairs complete the “Points of Uncertainty” section, noting anything the photo doesn’t explicitly reveal or questions that are left lingering after analysis (e.g., “The photo doesn’t explicitly tell us where the children are relocating, leaving their future uncertain”).
• Think-Pair-Square: (Groups of 4): Pairs join another pair. Groups collaboratively discuss the three essential questions, identifying which photographic evidence (observations, inferences, uncertainties) is most relevant to each question. They do not need to fully answer the questions yet.
• Display the following questions to students and then ask them to choose one or more to respond to in a quickwrite.
  • To what extent do crises, such as war, challenge a nation’s stated principles and values, and what are the consequences of such challenges for its citizens?
  • In what ways can a government’s pursuit of perceived security conflict with the individual rights and freedoms it claims to protect?
• Their responses must cite strong and thorough textual evidence from the photograph (specific visual details and well-supported inferences) to support their ideas. They should also consider how the photo’s uncertainties impact their analysis.
• Prompt: Choose one or more of the focus questions. Using specific visual details and strong inferences drawn from the photograph, compose a well-supported response. Be sure to cite your evidence clearly and consider any uncertainties the image presents.

• Begin the lesson by asking students to jot down a list of what they remember about the California missions, including what they were for, who lived there, how those people were treated, and how they were built.
• Display this drawing of Mission San Carlos Borromeo and then ask students to make observations out loud (I see men on horses. I see a mission building, etc.).
• Next, show the photographs of that same mission in ruins (photo 1 photo 2). Ask questions like: What happened to the mission? What do you notice is different from the first picture? Guide the students’ discussion toward the state of disrepair and, if necessary, remind them that after Mexico won their independence from Spain, 12 years later Mexico passed a law to change the ownership of the missions from the Catholic Church to the government. This change of ownership meant that the missions were no longer controlled by the priests in the area, and the local Indigenous people were no longer forced to work there anymore.
• Show the 2012 photo of the restored mission. Ask students to describe what they see now. Follow up questions may include: How is this mission different from the ruined one? Why do you think someone might have wanted to fix it up?
• Divide the class into small groups of 3–4 students and hand out copies of the three photos to each group.
• Instruct students to discuss their observations from the three photos and write them in the margins of the photos, noting that this is an annotation skill. Encourage them to think about the causes and effects of the closing of the missions.
• As a whole class, make a T-chart on the board that has two-columns titled: “Notice” and “Wonder.” The Notice side is for things they notice about the mission’s history, and the Wonder side is for things they wonder about the mission.
  • As students share their ideas, then write them on the board in the corresponding column.
  • Students may notice that the photos show how much the buildings were decayed, how many details may have been fixed, and/or what happened to the people who lived there.
• Bring the class back together for a final, teacher-led discussion, and then ask: The mission’s history is very sad and painful for the Indigenous people who were forced to work there and give up their culture and identity. Knowing this, why do you think people still wanted to restore the mission to the beautiful building that it is today?
• Extension:
  • Encourage students to learn more about Mission San Carlos Borromeo de Carmelo by researching its history via the National Park Service website and presenting their knowledge to the class in an oral presentation.
  • Visit a California mission on a field trip.

• Begin the lesson by asking students to complete a quickwrite: What does it mean for a group of people to lose their language? What might be the impact on their culture and identity?
• On a projector that has internet access, explore the Rumsen Ohlone Tribal Community website and tell students that members of the Rumsen Ohlone Tribal Community are verified descendants of the people indigenous to the lower Carmel River Valley, Monterey, and neighboring coastline to the Point Lobos area. Share additional historical context listed above.
• Present the primary source “C. Hart Merriam Papers” as a window into the Rumsen language. Explain that this document represents a snapshot of a language that was nearly lost but is now being actively revitalized by contemporary Rumsen descendants.
• Divide students into groups of 3–4 students.
• Provide each group with selected excerpts or curated pages/words from the Merriam Papers (the Rumsen vocabulary list). Emphasize that this is a historical document and the spelling/transcription may not reflect modern linguistic standards or pronunciation used by contemporary Rumsen speakers.
• Group Task:
  • Spend time looking through the vocabulary words, focusing on words from different categories such as words for nature, family, actions, emotions, etc.
  • Choose 5–7 words that stand out to your group. Discuss these words and take notes, using these questions as a guide:
    • What do these words tell you about the Rumsen people’s environment or daily life?
    • Are there any patterns you notice in the structure or sound of the words?
• Each group should share 3–5 selected words and observations, citing specific examples from their source.
• When groups have shared, facilitate a whole-group discussion that links back to the instructional focus questions listed above.
  • Discuss the methods the Mission system used to disrupt Indigenous cultures (e.g., forced assimilation, suppression of native languages). How does the existence and revitalization of the Rumsen language challenge the narrative of complete cultural erasure?
• Emphasize the concept of cultural resilience and self-determination as demonstrated by the ongoing efforts of the Rumsen people to preserve their heritage.
• Briefly discuss how the Rumsen people are still actively working today to preserve their language and culture in the Carmel/Monterey area. This is not just history; it's a living, evolving story of resilience.
• Optional Extension Activities:
  • Research the contemporary Ohlone/Rumsen cultural preservation efforts (e.g., Esselen Tribe of Monterey County, Costanoan Rumsen Carmel Tribe).
  • Investigate other Indigenous language revitalization projects in California or globally.
  • Explore this lesson by Amy Tan about language and identity from www.readwritethink.org

• Start the lesson by showing students the two mission bell pictures side by side, and then ask if anyone has seen a bell like this before. Follow up with, Where have you seen it? What do you know about them?
  • Briefly review the historical context of the California Mission system and its impact on Indigenous peoples, emphasizing the shift in perspective from fourth-grade history to a high school-level ethnic studies lens.
• Introduce the NPR report “Many Indigenous people see California mission bells as a reminder of painful history” by Jerimiah Oetting. Students will read along or listen to the audio report. As they engage with the report, encourage them to mark the text with the varying opinions about the bells, specifically noting why some Indigenous communities advocate for their removal while others or different groups support adding new bells. Focus on how these differing views reflect ongoing social movements and cultural interpretations.
• Optional: Share this postcard of Mission Santa Cruz. This is where the first mission bells have been removed as a result of the Amah Mutsun Tribal Band’s advocacy, which has extended across the state.
• Facilitate a Socratic seminar or structured class discussion centered on the historical value of the mission bells and what should be done with them. Guide students to consider:
  • What do the bells symbolize for different groups?
  • How do the bells represent both history and harm?
  • What responsibilities do communities have regarding historical markers like these bells?
  • Should they be removed, recontextualized with new interpretive signage, or maintained as they are? Encourage students to support their positions with evidence from the NPR report and their historical understanding.
• Conclude by asking students to reflect in a quickwrite by answering the second focus question. Be sure to reiterate that the debate over the mission bells is a living example of Indigenous social movements advocating for equity and cultural preservation.
• Extension
  • Consider exploring the historical and present advocacy work of the Amah Mutsun Tribal Band by visiting their website or their Land Trust.
  • Consider extending the lesson to learning about the debate over historic statue removals.

• Begin the lesson by displaying the photograph of the Point Alones Chinese fishing village without providing the title. Ask students to observe the image silently for a few moments and jot their notes on a sticky note.
• Explain that this is a historical photograph of the Point Alones Chinese fishing village that was located in Monterey Bay and share any of the contextual information provided above.
• Divide students into groups of four, giving each group a copy of the photograph and the following articles:
  • Article 1: Point Alones Chinese fishing village
    • Beginning through “The Fishing and Drying of Squid” to learn about the Chinese fishing village and skim the “QUOCK TUCK LEE” section through “Hagfish” to learn about contributions to marine biology
  • Article 2: A Chinese fishing village burned down in Monterey in 1906. Now, it’s being remembered
• Direct students to divide the reading amongst themselves and take notes on their article using a three-column chart with columns titled Article 1, Article 2, Questions for Discussion. During reading, partners take notes on the central ideas of the articles and then share their notes with their group members when finished. As a group, students should create three questions for discussion based on the readings.
• Once groups have finished the readings and questions, bring the class together for a Socratic seminar focusing first on student-developed questions.
• When conversation has died down, move into a discussion focusing on the following questions:
  • How do the sources, when viewed together, shape our understanding of the term “American identity” in the early 20th century, particularly for immigrants?
  • Analyze the legacy of the Point Alones village. Based on the evidence, was the fire primarily an act of racial hatred or economic opportunism, and why is that distinction important?
  • To what extent does the modern act of “remembrance” and reconciliation effectively atone for historical injustices, and do you believe it is necessary?
• Quickwrite: Have students individually respond to one of the essential questions in a brief analytical essay. Their response should synthesize evidence from at least two of the three sources (the photograph and the two articles) to support their argument.
  • The quickwrite should demonstrate their ability to cite strong textual evidence and analyze the nuanced complexities of the historical event.

• This lesson can be paired with any historical fiction novel, preferably one from the same time period. The Education of Henry Adams by Henry Adams; Family Limitations by Margaret Sanger; Spring and All by Willaim Carols WIllaims (poetry); The Red Badge of Courage by Stephen Crane.
• Place the image on the front board so it is large. Have students discuss what they see, what it makes them think, and what questions they might have about the source. Allow for 10–15 minutes of discussion for each topic.
• Once students have talked about the source, have them take out paper to begin drafting a historical narrative. The focus of the lesson is on perspective: Students need to create two different characters from the time period who are looking out at the river and reflecting on what they see.
• Students will then do a quickwrite as each of those characters. They need to include the qualities of a personal narrative but from a fictional perspective. This will allow students to use their imagination and research what was going on during this time period.
• Students will then research about the area and what was happening in industry in this community in the early 1900s.
• Students need to reflect on the background of their character (age, race, job) and what they might care about or value. That will help students decide how to write their stories. Students need to think about what the person might have felt or been worried about at this time.
• As students draft their stories, they can have partner talks in which they ask each other questions about their narratives but that they have to answer as their fictional character. This will help students adjust their point of view to the person they are writing as. It will also allow them to realize what information they do not know so they can research more about the image.

• Place this source on the screen at the front of the room. Have students turn and talk about what they see. Write the questions listed in the instructional focus questions section of this lesson on the board and have students discuss each with a partner.
  • What does this photo remind you of?
  • Share your favorite place to drive to or to visit by car.
  • Does this remind you of any movie or book you have seen/read? Why?
  • After a few minutes, ask students to share their observations and ideas with the entire class. Tell students that they will be starting a personal narrative about their own journeys and life experiences. This image is to serve as motivation for the start of their drafting.
• Expected student responses may include a road in the middle of a forest or the middle of nowhere; nature or somewhere beautiful; the freedom to leave one place for another; going on an adventure or a journey.
• Students might discuss the perspective of the photo and how when one looks at it, it is as though they could have taken the picture. Next, have students take out paper and pencil and write the prompt on the board.
• You can adjust the prompt based on your narrative writing unit, but as an example: “Imagine the road ahead of you in life. Where do you think it will take you compared to where you hope it will take you? Are there differences? Why do you think there are differences? What are you doing now to make sure your journey continues on a path you choose?”
• Give students a few minutes to discuss with a partner and then have them do a quickwrite for 5–10 minutes. They can write paragraphs, bullets, draw pictures; they just have to keep their pencil moving the entire time.
• A Connecting Read-Write-Think lesson can be found here: Path After High School

• Make a copy in color of the primary source for each student. Explain to students that as they continue to learn about zoning laws, land ownership, and the implications of these topics, it is important to look at historical data and maps.
• Have students work in small groups to observe and annotate the map. They should think about any patterns in ownership, benefits/drawbacks to those groups owning the land, and what other information they would like to have in order to form their opinions.
• Students should be given enough time to make thoughtful observations and engage in meaningful discussions that help develop their understanding. Tell students to include at least five annotations on their maps.
• Next, number students off and have them rotate to other groups to share what was discussed with their original group (jigsaw method). Have students add new annotations in a different color. Once all students are back to their original groups, have them reflect on the new learning they took away from having rotated around the room. Bring the class back together to debrief and share. Some questions to help students if they are stuck or struggling to generate ideas:
• What percentage of the land would you estimate is owned by the federal government compared to private?
• Why is it important to know how much land is owned by corporations?
• Does it matter which corporations own the land? Why or why not?
• To what extent are natural resources considered when purchasing land?
• Students should then be able to create annotations or draw conclusions about each land-owning group and why they might want to own land in that area.
• A Connecting Read-Write-Think lesson can be found here: Political Cartoon: Government Land Carving

• Have the poster on the wall before class starts. Tell students they will be working on their observational skills to develop their thinking skills and ability to respond to others. Give each student a set of colored sticky notes. Have students go up to the poster and write two observations on two different sticky notes. They can place these anywhere on the poster as long as they don’t cover the picture.
• Next, students need to write one question about the photo on a sticky note and place it on the poster. Use a timer so students manage their time responsibly. As students rotate through, they need to then respond to questions written by their peers. These responses should be stuck to the sticky note that asked the question. This should be done two or three times, depending on the length of the class period.
• Students should have noted things such as the facial expressions of the students, the dress and attire, the time period/context of the photo, or the loss of culture and language. Have the class return to their seats to process the activity they just did. Review some of the comments and questions and ask clarifying questions as needed.
• Next, have students take out notebook paper (or a doc if using technology) to write their personal connections to the picture. Put a timer on for five minutes. These will not be shared because they may be personal to students based on what they have experienced in schools due to their race, language, or where they have lived. Students will turn in their reflections at the end of class.
• A Connecting Read-Write-Think lesson can be found here: Perspective Writing

• Place a Know-Want to Know-Learned (KWL) chart on the front board. Have students review the primary source and talk about it with a peer. Call on students to help you fill out the first column with information on what students already know about agriculture and field workers. Pay attention to stereotypes and assumptions that may not be factually true. Discuss those concerns and ask why students think certain things.
• Next, have students create questions based on their observations of the source. After giving students talk time, ask them to help fill out the second column with questions that they would like to have answered based on what they see.
• Hand out sticky notes to each student and have them write what they think are the answers to the questions their peers created. Collect the notes and read through them to see if any of the questions were answered accurately.
• Next, have students research the other questions online using different search engines or AI sites. Have students write their answers on sticky notes and mark where they took the answer from.
• Students should then discuss the similarities and differences of those results. As a class, determine which answers should go in the third column of the KWL chart. Have students verbally share their reasoning as to why they selected that answer after checking for validity. Remind students that the focus of the research is to answer their own (student-generated) questions about what they see in the picture.
• A connecting Read-Write-Think lesson can be found here: Scaffolding Research

• To employ the rotating fish bowl strategy, place five desks in the inner circle, with 4 students seated. All other students are seated in an outer circle, listening and taking notes. As students have something to contribute, they take the open seat in the inner circle and the student to their left exits the fish bowl. Teachers can use 2–3 slips of paper and have students write their names on each. As students enter the circle, they put a slip of paper in the cup. This helps ensure all students are held accountable and that those who like to talk are limited. The teacher should serve more as a moderator if students are able to maintain the discussion independently. If students need additional support, provide sentence starters such as “I think ____ because _____,” “Why did you say ____” to respond to a peer, or “What about ___” to pose a general question to the discussion group.
• Here are some questions to guide student discussion:
  • How does this image relate to Of Mice and Men?
  • What are some differences between what George and Lennie hope for (their dream) versus what you see in this picture?
  • How does Steinbeck’s portrayal of the setting/characters reflect what we see in this picture?
  • How does this picture help you understand what the characters are going through in Of Mice and Men?
• Once the discussion is over, have students write a reflection of the experience of the rotating fish bowl and of the primary source. This will help all students make sure they are able to share their thoughts, even if they did not participate in the discussion. However, the lesson focuses on the speaking and listening skills demonstrated in the discussion, so that should be kept in mind when assessing. This means that while it is important for all students to have the opportunity to share their ideas and thinking, they need to do so orally, as that is what the standard calls for.
• A Connecting Read-Write-Think lesson can be found here: Banned Books

• Place this primary source on the screen at the front of the room so it is large. Explain to students that they are going to start their foundation for descriptive writing and using figurative language. Have students take out a piece of paper and do a freewrite for five minutes on what they see in the image. Explain that they need to be as descriptive as possible. They can use bullet points or paragraph form.
• After the five minutes, have students share with a peer what they wrote. Next, have students compare and contrast what they wrote to what their peers wrote. Allow for 2–3 minutes for discussion and revision. Then, take down the picture and have students describe the source to a partner using only their notes. Have their partner sketch the source based on how it is described.
• Once students have both done this, have each partner write a simile for the primary source. Provide notes on what comprises each type of figurative language or give examples describing something else students are familiar with. For example, “A high school cafeteria is like a zoo without the cages” or “High school is like middle school but with older students.”
• Once students write their own similes, have them share with the class. Next, have students do the same but with a metaphor for the primary source. An example you can give students is, “The waterfall is a long white ribbon falling off the cliff.” Explain that it is not a literal, actual ribbon but a metaphor. Once students write their own, have them share with the class.

• In small groups, have students create a poster that they divide into four sections using a marker. The sections should be labeled OBSERVE, THINK, QUESTION, CONNECTION.
• Give each group a copy of the photo. After they divide their posters, have them focus on what they see for the OBSERVE section. They just need to write bullet points and keep it short, sticking to factual details from the photo. For the THINK section, students need to write out what they think based on what they wrote under the OBSERVE section. There should be clear and direct connections between these two sections. For example, if they say they see a woman, then in the THINK section they would explain that their thinking is based on that the person has long hair and is carrying a baby on their back or because of the title of the source.
• In the QUESTION section, groups need to create at least three open-ended questions that rely on higher-order thinking to answer. These questions can also be based on the historical context, the title of the source, or the story about the woman or child. These will be discussed further once each group is finished with their posters.
• In the CONNECTIONS section, students must make connections between the photo and the assigned article/story. They also need to explain why the connection is important. For example, students might write about the difficulties Native American women face when it comes to modern healthcare or that they may choose to use more traditional avenues from their culture when it comes to having children. Once each group has finished their poster, hang them around the room so each group can read and respond to their peers.

• 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.

• In this lesson, students take on the role of an investigative reporter. They use information from the primary source and individual research on the topic of deforestation to write an article on the issue.
• Students need to consider the journalistic questions of who/what/where/when/why/how when they craft their stories. Students also need to determine who their target audience is for each of their articles, as that will change how they write and what they say.
• This lesson can be adapted as much as needed: it can be shortened, a specific target audience can be provided, or perhaps students don’t do research but instead must write an opinion piece.
• Writing an op-ed or an investigative story will still require students to make connections between deforestation and modern environmental issues.
• This lesson will also require students to relate the topic to their community and explain why it is important to learn about the positives and negatives of the lumber industry. In this case, students can then learn about bias and how to avoid it when they are writing as reporters.
• On the other hand, if students are writing op-ed pieces, they need to understand the concepts of rebuttal and logical fallacies. Students can work to compare and contrast the pros and cons of logging and how it might directly affect their community and economy.
• Explain to students situational awareness and the timing of their writing. They need to recognize aspects of their target audience and what information they will want. This also shapes the tone, language, and syntax of the article that students will write.

• Writer’s Notebooks: Project the photograph of the dredge. Students will use this image as the prompt for their writing with the following assisting prompts:
  • What is this picture of? What kind of work happens here? (If you don’t know, make it up!)
  • What would it be like to work here? How much money would you have to make to be worth it?
  • What kind of community exists around this place?
• Visual Analysis: In pairs, students talk about what they wrote and questions they may have.
  • This may be a good place to include guided work, such as an “Observe–Reflect–Question” worksheet.
• Mini-Lesson: The teacher should explain the historical background of gold mining in the western US and its importance in American history, including the following:
  • • The 1849 California Gold Rush
    • Eventual spread into Nevada and Idaho
    • Shifting away from panning to mechanized methods like dredging.

Emphasize how towns boomed rapidly with mining investment but declined just as quickly when resources ran out.

• Class Discussion: Having covered the historical context, the whole class can discuss why they think many gold mining communities failed, the ethical and ecological impact of mining, and what economic mechanisms the students’ own communities rely on.
• Group Research and Gallery Walk: Students will now work in small groups to research one former mining town (e.g., Rhyolite, NV; Bodie, CA; Custer, ID). Together they will create a small poster or digital slide with: (1) when the city was founded, (2) what kind of mining took place, (3) population peak, and (4) why/when it declined. Students should present in a quick gallery walk format.
• Exit Ticket: Ask students: In one sentence, explain why so many mining communities became ghost towns.

• Writer’s Notebooks: For this notebook prompt, the teacher will focus on current school lunch practices as a way of preparing students to compare their current nutrition with past USDA nutrition practices. Students can answer any or all of the following questions:
  • What did you have for lunch at school today?
  • What is the best/worst school food?
  • Do you think school food provides the nutrition you need? Why or why not?
  • If you could have anything for school lunch, what would it be?

Students should be given time to share their responses with the class in order to generate a range of ideas about the lesson’s topic.

• Mini-Lesson / Context
  • Food rankings activity: Project the primary source or distribute it for students to see individually or in pairs. On paper, have students write down all of the food items they see in the photograph. Students should make two lists, one ranking the foods in order of what they think would taste the best, the other list ranking the foods in order of what they think is the most nutritious. Have students share their lists.
  • History: Students should then take notes as the teacher gives the historical background of the Dust Bowl, migrant relocation, Farm Security Administration camps, and the history of USDA nutrition guidelines. (Overview and sources can be found at this website.)
  • As the teacher goes through the history of nutritional guidelines, it is important to include how food availability and maximal calorie intake played a major role in previous guidelines as opposed to optimal macronutrient distribution.
  • The teacher may want to lead further discussion or debate about the good and bad things related to government lunch guidelines, such as the pros and cons of arranging food by color, the differing portion needs of each student, the ethics of government intervention, etc.

• Writer’s Notebook: Project the photo or have it printed for students to look at/share with table partners. For a writer’s notebook prompt, as students: What can/can’t you tell about a person just from looking at them? Encourage students to think deeply with these possible follow-up prompts:
  • How do you respond when your friend is rude to you?
  • What could people learn about you just from looking at you?
  • What might people not know about you just from what they see on the surface?

Students should be given time to share their writing, either with the whole class or with a partner.

• Visual Analysis/Stations: For this section, students will be given notecards to write responses to questions posted around the room. The goal of this section is for students to analyze the photograph and use evidence to make inferences about the scene. The stations should have the following guiding prompts (each of these should be followed with the question, What evidence do you have?):
  • What do you think these men were doing earlier today?
  • Where do you think these men were born?
  • What do you think these men do for work?
  • Why are these men washing dishes outside?
• Mini-Lesson and Historical Background: Teacher will provide historical context about Japanese American relocation during WWII, focusing on internment camps like this one (Minidoka, Idaho). Further resources can be found online at the Densho Digital Archive (densho.org). The teacher should point out the contrast between the situation the men shown in the picture were in and how they are portrayed in the photo (i.e., Could the photographer have staged it to make them seem happier than they really are? For what purpose?). Discuss with the class stories of interned Japanese Americans who showed resilience in the face of adversity, as well as how what we see on the surface may not show the whole picture.

• Writer’s Notebooks: Students can respond to all or some of the following questions as a way of getting them to think about the ethics of firefighting policies, as well as narrative themes surrounding fire:
  • Are fires good or bad for the environment?
  • Should we always fight to stop fires? What happens if we do/don’t?
  • What could be metaphorical “fires” in a person’s life? Are they always bad?

Students should be given time to share their writing with the class, whether as a whole class or one-on-one sharing.

• Map Analysis: Project the map for the class to see or print it for them to look at individually or in pairs. Have students do the following:
  • Circle or list areas of importance such as human settlements and tourist destinations.
  • Circle or list where the worst of the fires were.
  • Write down a guess of how much land was burned? (Have students guess in terms of acres, noting that an acre is just slightly smaller than an American football field.) The correct answer is about 800,000 acres, roughly 36 percent of the entire park.
• History/Context: Give students a brief history of the 1988 fires. The teacher should ask students what the tradeoffs are between fighting fires, letting them burn, and creating controlled burns. The teacher’s instruction should include the following fire management policies:
  • Let-Burn Policy (Resource Here)
  • Prescribed Fire (Resource Here)
  • General Fire Management (Resource Here)
• Short Essay: Give students the following prompt: How do you fight your personal fires (meaning the things that are difficult in your life)? Do you let them burn to put themselves out, or do you fight to stop them as soon as possible? Can your personal fires be good for you?
  • Return to the primary source, and consider comparing burned areas from 1988 to lush forest that has since grown back for a tie-in to the personal fires. Talk about resilience, growth after extreme pressure, or even turning over a new leaf.