Photojournalism: Influencing Public Opinion Through Imagery and Words
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Photojournalism: Influencing Public Opinion Through Imagery and Words

Grade 9English4 days
This project invites ninth-grade students to explore the world of photojournalism, learning how to use photography and writing to create compelling narratives that can influence public opinion. By studying historical figures such as Edward S. Curtis, Dorothea Lange, and Gordon Parks, students gain an understanding of the power of images and words in storytelling. They will undertake a hands-on experience, capturing their own photographs, writing descriptive captions, and compiling them into a cohesive photo essay on a topic of their choice. Through this project, students develop skills in ethical decision-making, critical analysis, and effective communication of ideas.
PhotojournalismStorytellingPhotographyPublic OpinionEthicsNarrative WritingHistorical Influence
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can you, as a student photojournalist, use photography and writing to tell powerful stories that influence public opinion and incorporate your personal experiences?

Essential Questions

Supporting questions that break down major concepts.
  • Who were Edward S. Curtis, Dorothea Lange, and Charles Moore, and how did each influence public opinion through their photography?
  • In what ways can photographs serve as a powerful tool for storytelling and influencing public perspectives?
  • How does the use of quotes and paraphrasing be used to help support a claim, sub-claims and further explore a topic.
  • What are the ethical considerations when using photography for journalism and storytelling?
  • How can one incorporate personal experiences and images into a broader narrative or argument effectively?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze the roles of Edward S. Curtis, Dorothea Lange, and Gordon Parks in influencing public opinion through photography.
  • Students will create a photojournalism project that incorporates photography and writing to explore and explain a topic.
  • Students will effectively use quotes and paraphrasing from texts to support their written claim and supporting ideas.
  • Students will consider ethical decisions in using photography for storytelling and journalism.
  • Students will incorporate personal experiences and photographs into a broader topic.

Common Core Standards

W.8.2
Primary
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: The project requires students to use writing to convey ideas and information related to photojournalism, making it essential for students to organize and analyze content effectively.
RI.8.1
Primary
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This project involves analyzing photographs and texts, requiring students to cite evidence and support their interpretations and arguments.
L.8.1
Secondary
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Reason: Writing and speaking are key components of this project, where students will have to demonstrate proper grammar and usage.
L.8.2
Secondary
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Reason: The ability to write correctly is crucial as students create narratives and analyses as part of the project.
SL.9-10.4
Primary
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Reason: This standard is relevant as students will likely present their photojournalism projects, requiring clear and organized presentation of ideas and evidence.
CiteSources
Primary
Accurately quote or paraphrase from texts when citing evidence in writing and presentations.Reason: The project includes the use of quotes and paraphrasing to strengthen written arguments, which is directly aligned with citing sources accurately.

Entry Events

Events that will be used to introduce the project to students

The Power of a Click: A Day as a Photojournalist

Students are given a 'press pass' to wear for a day, simulating the life of a photojournalist. They must capture images throughout the school day that tell a compelling story, paralleling the influential work of Curtis, Lange, and Parks. This immersive experience peaks their curiosity in the power of imagery and storytelling.

The Image Influence Challenge

A competition is held where students submit and present their own photo essays that communicate a social issue they care about. Inspired by the works of renowned photojournalists, they use their images to evoke emotion and action, compelling judges to reconsider their perspectives and encouraging peer feedback.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Visual Voice: A Photo Essay

Students create a photo essay demonstrating their understanding of combining visual elements and narratives to convey a powerful message.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Capture a series of photographs that represent your chosen theme, aiming to evoke emotion and highlight social relevance.
2. For each photograph, write a descriptive caption that connects the image to your overarching theme and supports your narrative claim.
3. Compile your photos and their captions into a cohesive photo essay.

Final Product

What students will submit as the final product of the activityA complete photo essay, combining photography with narrative captions to tell a compelling story.

Alignment

How this activity aligns with the learning objectives & standardsFulfills W.8.2, SL.9-10.4 by analyzing and synthesizing visual and written elements for an engaging presentation.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Photojournalism Project Rubric

Category 1

Photography Quality and Relevance

Assesses the emotional impact, composition, and relevance of photographs to the chosen theme.
Criterion 1

Emotional Impact and Storytelling

Evaluates the ability of the photographs to evoke emotion and tell the intended story effectively.

Exemplary
4 Points

Photos consistently evoke strong emotions and tell a cohesive, impactful story aligned with the theme.

Proficient
3 Points

Photos generally evoke emotions and contribute to the storytelling, with minor inconsistencies in impact.

Developing
2 Points

Photos occasionally evoke emotions, showing emerging storytelling skills but lack consistency.

Beginning
1 Points

Photos rarely evoke emotion or contribute to storytelling, showing limited understanding of emotional impact.

Criterion 2

Composition and Technical Skill

Measures the technical quality and composition of photographs, including focus, exposure, and framing.

Exemplary
4 Points

Photos display excellent technical quality and composition, enhancing the storytelling experience.

Proficient
3 Points

Photos are technically sound with good composition, though some minor issues may be present.

Developing
2 Points

Photos show basic technical skills but frequent issues with composition and quality affect impact.

Beginning
1 Points

Photos suffer from major technical and compositional errors, limiting their storytelling potential.

Category 2

Written Narratives and Captions

Evaluates clarity, coherence, and effectiveness of narrative captions accompanying the photographs.
Criterion 1

Clarity and Coherence

Assesses the ability of captions to clearly and coherently convey the story and connection to the theme.

Exemplary
4 Points

Captions provide clear, coherent, and engaging narratives that complement the photos perfectly.

Proficient
3 Points

Captions are clear and coherent, generally supporting the photos and theme well.

Developing
2 Points

Captions are somewhat clear but may lack coherence or strong connection to the theme in parts.

Beginning
1 Points

Captions lack clarity and coherence, providing little support or connection to the photos or theme.

Criterion 2

Integration of Quotes and Evidence

Assesses how well quotes and paraphrased evidence are integrated into the narrative to support claims.

Exemplary
4 Points

Quotes and evidence are seamlessly integrated, elevating the narrative and supporting claims strongly.

Proficient
3 Points

Quotes and evidence are well-integrated and generally support the narrative and claims.

Developing
2 Points

Quotes and evidence are present but may not be well-integrated or strongly support the narrative.

Beginning
1 Points

Quotes and evidence are poorly integrated or absent, offering little support for the narrative.

Category 3

Presentation and Communication

Assesses the effectiveness of presenting the photo essay and engaging the audience.
Criterion 1

Engagement and Delivery

Measures ability to engage the audience and deliver the presentation with clarity and confidence.

Exemplary
4 Points

Presentation is highly engaging, delivered with clarity and exceptional confidence.

Proficient
3 Points

Presentation is engaging and delivered clearly, with good overall confidence.

Developing
2 Points

Presentation shows some engagement and clarity, but with noticeable areas for improvement.

Beginning
1 Points

Presentation lacks engagement and clarity, with evident struggles in delivery.

Criterion 2

Organization and Structure

Evaluates the logical organization and structure of the photo essay and its components.

Exemplary
4 Points

Photo essay exhibits a logical and creative structure, enhancing understanding and impact.

Proficient
3 Points

Photo essay is well-organized and structured, facilitating understanding and communication.

Developing
2 Points

Photo essay exhibits basic organization, but structure may be inconsistent or unclear.

Beginning
1 Points

Photo essay lacks clear organization and structure, making comprehension difficult.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of the role of photojournalists like Edward S. Curtis, Dorothea Lange, and Gordon Parks evolved throughout this project. How did their work influence your approach to telling stories through photography and writing?

Text
Required
Question 2

How effectively do you feel you incorporated personal experiences and images into your photojournalism project to tell a broader story?

Scale
Required
Question 3

What was the most challenging aspect of using quotes and paraphrasing to support your narrative claims within this project?

Text
Optional
Question 4

Which ethical considerations did you find most significant when using photography for your photojournalism project? Why do you think they are important?

Multiple choice
Required
Options
Consent of subjects
Truthfulness and objectivity
Privacy concerns
Cultural sensitivity
Question 5

Rate your confidence in using photography and writing as tools to influence public opinion after completing this project.

Scale
Required