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Grades/Level: High School (9–12)
Subjects: Visual Arts, History–Social Science
Time Required: 3–5–Part Lesson
3 class periods, plus independent research
Author: J. Paul Getty Museum Education Staff
Permissions: 
The lesson plan and downloadable materials on this page are licensed under a Creative Commons Attribution 4.0 International License. |
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Lesson Overview |
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Students will research labor unions, keep a photographer's journal, and create a photograph of a worker faced with difficult conditions. |
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Learning Objectives |
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Students will be able to:
• research the history of individual labor unions and interview representatives about benefits and challenges;
• document in a photographer's journal the process of preparing for and participating in a photography assignment;
• formally analyze artworks in preparation for a photography assignment;
• create an original photograph of a worker that uses leading lines to create emphasis. |
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Materials |
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• Reproduction of Farm Workers, South of Tracy, California by Dorothea Lange
• Reproduction of Man with a Hoe by Jean-François Millet
• Reproduction of Sadie Pfeiffer, Spinner in Cotton Mill, North Carolina by Lewis Wickes Hine
• Background Information and Questions for Teaching about the works of art (click on the thumbnails of the works below)
• Notebooks for photographer's journals
• Student Handout: Conducting Your Interview (optional)
• Digital camera, camera phone, or disposable camera |
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Lesson Steps |
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Download the complete lesson by clicking on the "download this lesson" icon above.
Glossary Terms:
Words in bold on these pages and in the lesson are defined in the glossary for this curriculum (see "For the Classroom" links above).
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| Farm Workers, South of Tracy, California, Dorothea Lange, 1938 |
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Standards Addressed |
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Common Core Standards for English Language Arts
Grades 9–12
SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
For more national and California state standards for this curriculum, refer to the charts found in the links at the top right of this page.
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