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Visualizing History

Suggested Level

Suggested Applications

Middle and High School Social Studies, Language Arts

LESSON TIME:
Two Class Sessions


OBJECTIVES
Students will:

  • define visualization, cite examples, and explain how visualization helps with understanding
  • define sacrifice and commitment in relation to the Medal of Honor criteria
  • create a storyboard that exemplifies the sacrifice and commitment that resulted in the Recipient’s citation


Medal of Honor Focus: Tibor Rubin, U.S. Army, Korean War; Patrick Brady, U.S. Army, Vietnam War; James Fleming, U.S. Air Force, Vietnam War; or Leroy Petry, U.S. Army, War on Terror (Afghanistan)


Introductory Activity:
The teacher will read any poem with stirring visual images (e.g. “Ballad of Birmingham” written by Dudley Randall) and ask the students to imagine what is happening in the poem.


Whole Group Activity:
The teacher will lead the students to understand how imagination/visualization helps reading comprehension. Ask students to imagine what their mother’s face looks like when she tells them no or what they may or may not do. Tell students this is visualization. The teacher will provide the students with the poem and the double entry journal template.

As the teacher is reading the poem aloud for the second time, the students will follow along and record responses in the template. If using the “Ballad of Birmingham,” the teacher will ask students to describe what they think the streets of Birmingham looked like during the Freedom March that day in 1963. Prompt students to visualize the inside of a church. Visualize an explosion.


Small Group/Individual Activity:
Students will view the video about the focus Recipient. The students will use the double entry journal template to record key actions and events and then sketch a picture of the event.


Whole Group Activity:
The teacher will guide the class in a discussion about what stood out in the video. After reflecting on what stands out in their double-entry journal, students will choose an event to graphically represent a moment in the Recipient’s video for a poster presentation.


Concluding Activity:
Students will present their posters and explain the reason for their choice.


Assessment:
Double-entry journal, poster


Resources:
Selected Recipient Living History video, poem, worksheet

Additional Resources