Might I suggest that you look at these questions that are part of the Project Look Sharp strategies for teaching media literacy to your students.  There will be a file posted in the next day or two that would allow for these questions to be printed as a poster to be displayed in the classroom.  

https://projectlooksharp.org/Resources%202/Key-Questions-for-Decoding%20Dec-21.pdf

There are also questions on this topic for early childhood learners.

https://projectlooksharp.org/Resources%202/KeyQsecehandout.pdf  Pre K - 2    3 - 5    6 - 8    9 - 12    Art/Music    English/Language Arts    Library    Social Studies/History    Science    questioning    media literacy  

From   Cheryl Best  in the Question Formulation Technique group:

This is an introduction lesson plan to use with 4-8 grade to learn the QFT process and find the value of this process. Students will be examining shoes. 

Lesson Plan

Free to Use and Reuse: Shoes  |  Free to Use and Reuse Sets  |  Library of Congress (loc.gov)

https://tpsteachersnetwork.org/the-question-formulation-technique-qft-for-primary-source-learning/shoes-how-do-shoes-tell-a-story

  Mary Ellen Hawkins   recent discussion Compare and Contrast Activity using Dorothea Lange photographs reminds me of an activity I previously posted. This lesson is designed to support Close Reading skills; Letting students discover their own patterns, then asking students to describe, compare and defend what they found.

Lesson context: Students are studying the Great Depression and the plight of migrant farm workers displaced by the Dust Bowl.

Set up: Tell students that it's 1938 and they work for Life Magazine as photo editors.

Task: A documentary photographer has brought in 4 photos and you have to decide which one to use to illustrate an article on the plight of the migrant workers. Find images here

Delivery: Do not use any teacher-driven rubrics for judging photos. Remember the intent "what does it mean to me?" Depending on time and class logistics they can work as individuals / small groups. You could use voting. Then let students explain why they chose a particular image as "best."

Follow up: Only after they have evaluated and discussed images 2-5, show image 1: Dorothea Lange's famous Migrant Mother and discuss what elements made that image iconic.

This cartoon is loaded with content for students to explore the questions: Which of Uncle Sam's dreams came true? Find high resolution image here

Cartoon shows Uncle Sam asleep in a chair with a large eagle perched on a stand next to him; he is dreaming of conquests and annexations, asserting his "Monroe Doctrine" rights, becoming master of the seas, putting John Bull [England] in his place, and building "formidable and invulnerable coast defenses.” His dreams are inspired by the jingoistic and yellow journalism newspapers at his feet.

Sub heads clockwise from upper left:

1. "Annexing all outlying countries.”
2. “Sweeping his enemies from the seas.”
3. “Licking John Bull out of his boots.”
4. “Establishing formidable and invulnerable coast defences.”
5. “Showing the whole world that he knows his rights and will maintain them at all hazards.”

Title: Uncle Sam's dream of conquest and carnage - caused by reading the Jingo newspapers

Contributor: Udo J Keppler 1872-1956, artist

Created / Published: N.Y. : Published by Keppler & Schwarzmann, November 13, 1895.

Library of Congress: LC-DIG-ppmsca-28959

We are thrilled to have   Joyce Nielsen  and   Shaye Howell  joining us. What are some of your favorite questions to jump-start lessons using primary sources in your classrooms?

As I was looking for some images to illustrate issues related to censorship for Banned Books Week, I stumbled upon this stereoscopic image of a parade float re-enacting the trial of John Peter Zenger.

Stereoscopy was around since the beginning of photography, but this particular parade image was copyrighted 1909, or 174 years AFTER Crown v. Zenger.

This parade is described as held in New York, so that would mean a local connection with Zenger trial and acquittal, or there is the possibility, pre-World War I, that it might some sort of ethnic festival be related to the German population (Zenger was a German immigrant).

I began thinking of events from more than 150 years ago that we might be able to recreate so fulsomely today, and all I could come up with were Civil War re-enactments. 

But I would love to see some more information about this "large pageant" and the population as familiar with this celebration of colonial intellectual freedom represented by this souvenir stereoscopic image.

  Library    Intellectual Freedom    Banned Books Week  

 I am so thrilled to see our Question Strategies communities growing! Welcome to    Liz Ramos    Tammy Martz    Richmond Kinney    Lindsay Andreas    Eric Deasy  . How do you use questioning to promote learning with primary sources? There are so many wonderful practitioners out there, don't be shy in sharing so we can all learn from each other....

Today, I had one of those wonderful teaching moments when a student really "gets it" and takes off with with an idea that was planted in my online classroom.  This semester I have team taught a TPS Basics class with David Hicks, professor at Virginia Tech.  He teaches a face to face Digital Inquiry 3 credit semester class to graduate social studies and English education majors.  As part of the course, he asked his 14 students to complete an online asynchronous version of TPS Basics. There are 12 tutorials and #11 is the Question Formulation Technique. 

After completing the tutorial, the students were asked to post a response to these prompts:

1. Search for a primary source at loc.gov that would work as a QF (Question Focus) either at the beginning of a lesson/unit or at the end.
2. Reply to this forum. Type the title of the primary source and describe how and why you think the QFT would work in your classroom.
3. What key learnings did you discover in this week's TPS tutorial and how will this impact your course work this semester as well as your growth and understanding as a  future classroom teacher?

Jenni Gallagher wrote this which really made my day!

Anthony Burns: 

http://www.loc.gov/exhibits/african-american-odyssey/abolition.html#obj15

I chose this document because it's so visually rich. It tells a story, but leaves enough unsaid that students would be able to think of a number of questions. I also like this document because it tells the story of one man, which makes it easier to relate to, but it really addresses the larger issues of antebellum slavery and sectional tensions. I could see using the QF as the hook at the beginning of a lesson.

I really loved this tutorial. Coming up with compelling questions is one of my areas of weakness, so I love the idea of having the students come up with the questions. I actually tried this in my class last week, and the questions they came up with were MUCH better than the ones I had been thinking of. I also love the QF routine because I think the students are more invested in discovering the answers when they've come up with the questions.

--Ann

Jenni Gallagher   David Hicks   bestof  

I found a very interesting piece in my inbox, from a school principal, "The Art of Inquiry"  https://www.smartbrief.com/original/2019/09/art-inquiry

I think we can easily adapt these for use with primary source research.

• What is the purpose of the project?
• How did it come about?
• What does success look like?
• How does this endeavor fit into the broader organization’s mission?
• Why was company leadership willing to commit to this project?
• What if the organization would not have undertaken this endeavor?
• How does this project leverage our competencies as an organization?
• What are some of the risks we need to be cognizant of with this endeavor?
• Who else in the company should we be speaking with to gather their insights on this work?
• Have other organizations taken on similar projects, and if so, what can we learn from their experience?
• Who are the subject-matter experts in this area and how can we access them?

He also provides steps:

1. Frame questions around points of curiosity that will contribute to the organization’s dialog.
2. Listen for invitations for follow-on questions.
3. Distill the answer and play it back to affirm your understanding.
4. Empathetically inquire about practices that don’t make sense to you; you may just need more information, or maybe the practice no longer serves your organization.
5. Leverage this practice to develop relationships within and outside your organization.

This article from Inside Higher Ed Takes on one of online learning's sacred cows, discussion boards:

https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning

There are some concrete suggestions on how to "emphasize quality and thoughtfulness of responses over quantity and frequency."

It seems like the type of questions is critical as well.