To market, to market: Photograph analysis

In this lesson, students analyze photos of markets from around the world to gain an understanding of the similarities and differences between geographically distant places, to learn about the economic and cultural significance of markets, and to improve visual literacy skills.

A lesson plan for grades 6–7 English Language Arts and Social Studies

By Eric Eaton

(Photograph by Margery H. Freeman. More about the photograph)

Creating a “habit of learning”

Photo analysis activities have become an increasingly important part of my teaching. Students need to be given opportunities to analyze photographs, political cartoons, paintings, etc. to help them look at such media more critically. Visual analysis should not be done in isolation, but throughout the year in various units of study.

After introducing this learning tool and having students complete several photo analysis activities, students will begin to create a “habit of learning” and will look at things more critically and analytically on their own. Always encourage students to provide evidence for their observations just as you would in their essay writing and in-depth research.

Learn more

• Kinetic connections: Bloom's taxonomy in action An introduction to strategies for using the web to push your students to higher levels of thinking.
• A picture is worth a thousand words An example of how a single image can provoke discussions at all levels of Bloom's Taxonomy.

Related pages

• Of earth, water, and fire: World pottery traditions: In this lesson, a photo analysis activity helps students learn about pottery traditions from around the world. Students discuss how these traditions are similar to and different from one another.
• Threads through South America: Weaving in Ecuador: This lesson for grade six takes a look at the weaving and textiles created in the Andes of Ecuador in and near the town of Otavalo. In addition to learning about Ecuadorian weaving, students may also create their own woven artifact.
• A magic carpet ride: Exploring carpet weaving in India: In this lesson, a photo analysis activity helps students learn about carpet weaving in India. Students discuss how this tradition compares to the weaving traditions of other cultures.

Related topics

• Learn more about Asia, Bali, Ecuador, India, Indonesia, Mexico, North America, South America, Vietnam, culture, geography, language arts, markets, photograph analysis, social studies, visual literacy, and world cultures.

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In this lesson students will analyze and discuss the cultural and economic importance of markets in the lives of people in many regions of the world. Students will look at photos of markets around the world and will analyze various aspects of market life. This lesson is adaptable to many grade levels, especially 4th through 7th grades. Pictures of markets that may be used include markets in Ecuador, Mexico, Vietnam, Bali, and India.

Learning outcomes

Students will:

• learn to analyze photos to compare and contrast market life in various regions of the world
• gain a better understanding of how markets are an important cultural tradition in areas all over the world
• understand that, despite cultural and political differences, common traditions and activities exist around the globe

Teacher preparation

Time required for lesson

One to one-and-a-half class periods (approximately 60 to 90 minutes)

Materials needed

• Market photo analysis sheet
• Computer with projector and internet access
• Student computers with internet access OR printed copies of photos (color copies preferred) as described in the lesson activities if computers with internet access are unavailable
• Images of markets from the LEARN NC collection (Note: For this lesson, you’ll need to choose a selection of images from the list of search results. The images in the list include photos of Ecuador, Mexico, Bali, Vietnam, and India. To provide students with a diverse sample, you may wish to select one or more images from each country. For more suggestions on selecting images, see “Pre-activities” below.)
• Optional: PowerPoint or similar program to show the images individually or together for comparison

Pre-activities

• Prepare the images: Select the images you’ll use for the lesson from the photos provided in the link above, under “Materials Needed.” Suggestions for selecting images:
  • For a diverse sample, select one or more images from each of the countries represented (Bali, Ecuador, India, Mexico, and Vietnam).
  • Focus on just one or two countries as part of a larger study of those countries.
  • Select photos that are similar in subject but are from different countries. For example, show students grain sellers from Ecuador and Vietnam. This option would enable you to compare and contrast the photos, and have students discuss how countries a half a world away have similar traditions and cultures — even similar to cultures and traditions here in North Carolina.
• Prepare the images you’ve selected in order to project them on a multimedia projector. You can project the images directly from the LEARN NC website, but you may find it easier to manipulate the photos by putting them on a PowerPoint slide or interactive whiteboard when projecting them to the class. If a multimedia projector is not available, have enough copies of the photos for students to use.
• The activities in this lesson work well as part of a larger study of one of the countries or regions where the countries are located, but this lesson may be used as part of a general study of cultures. Familiarize yourself with the countries depicted in the photographs through sites such as the CIA World Factbook or other online sites. A good place to begin is by locating the cities and countries where the markets are located on Google Earth. You should also read the captions to the photos you’ve selected for this lesson plan.
  CIA World Factbook overviews:
  • Indonesia
  • Ecuador
  • India
  • Mexico
  • Vietnam
• Before the lesson, have students locate the areas in the photos on a map or Google Earth and discuss basic facts such as regions, climate, culture, and language groups.
• Familiarize students with analysis of photographs through various levels of questioning. Teachers should read the professional articles on LEARN NC about photo analysis, visual literacy, and teaching with photos to become more familiar with this valuable teaching tool.

Activities

1. Provide students with copies of the photo analysis sheet that accompanies this lesson. To complete the comparison portion of the photo analysis sheet, be sure to show students multiple photographs after they study one photo. You may want to complete the photo analysis sheet for two pictures in order for students to be able to compare or contrast, or do an abbreviated analysis of several other photos by just asking students to look at other photos and discuss the analysis questions as a whole class.
2. Prep students about the lesson activity and the photo analysis process. Tap their prior knowledge by briefly and generally discussing types of markets and how people buy and sell goods.
   • Where do you buy your food?
   • Have you ever been to a farmers market or flea market?
   • What types of things did you see and hear at the market?
   • What types of things were being bought and sold?
   • What types of human activity (farming, industry, etc…) were taking place?
3. From the market photos you’ve selected, project one photo at a time for students to study and complete the analysis. (Note: A fun side activity is to poll the class and discuss which photo is from which location and why they think so using evidence from the photos and their own prior knowledge.) You may find it easier to manipulate the photos by putting them on a PowerPoint slide or interactive whiteboard when projecting them to the class. Give students approximately 15 minutes to study and answer the analysis questions for one photograph. To complete the comparison part of the photo analysis sheet, be sure to show students multiple photographs after they study one photo. You may want to have students complete the photo analysis sheet for two pictures.
4. To add to this lesson activity, project or show students photos that are similar in subject, but from different countries. For example, show students grain sellers from Ecuador and Vietnam. Compare and contrast the photos and have students draw comparisons from the photos. Discuss and emphasize how countries a half a world away have similar traditions and cultures, even similar to cultures and traditions here in North Carolina.
5. Discussion: Discussing the photos with students is tremendously important. Do not end the activity without allowing students to explain their answers. Use the students’ observations and written responses as a springboard for class discussion. Do not limit yourself by just having students give a verbal answer to the questions on the analysis sheet. Use their answers as stimuli for further questioning that is not on the sheet. Consistently encourage students to support their answers with evidence from the photos! As you discuss the questions presented on the photo analysis sheet, add additional questions. Also show students various photos in the collection of market photos. Try to get students to draw connections and similarities between differing cultures as well as with their own. Possible questions include:
   • What things do you notice similar among all of the market pictures?
   • What did you see in the photos that surprised you?
   • Did you change your mind about how you view other cultures or people?
   • What similarities did you see in the photos with your own life and life here in North Carolina?

Assessment

You, the teacher, are the best judge of your students’ learning levels and abilities. Make students aware on what and how they will be graded.

Assess student responses and adjust questioning and activities as needed. Students can be graded on completeness of work and participation during discussion. You may also gauge students’ level of thinking and understanding of photographs through the photo analysis activities and the ability of students to completely and thoughtfully answer questions on various levels of Bloom’s Taxonomy.

It is encouraged to have students use photo analysis activities several times throughout the year to help students create a “habit of learning” on what to look for when analyzing photographs and documents.

Learning rubrics can be developed through Rubistar.

Modifications and alternative assessments

• For students with certain learning disabilities, you may opt to accept verbal responses rather than written responses for the analysis of photographs. You may also want to give students the captions for the photos to help guide them in their understanding of what they are seeing. Having students support their ideas with evidence from the photos is still encouraged.
• You may opt for students to create a Venn diagram to help them compare and contrast the photos.

Websites

• CIA World Factbook overviews of the following countries:
  • Indonesia
  • Ecuador
  • India
  • Mexico
  • Vietnam
• Google Earth (free download for basic edition)
• Rubric maker from Rubistar for Teachers