Explaining the image

Explain the im
age

Observations

WHO
is in the image?

Use visual cl
ues to develo
p informative
explanations
of images

WHAT
are the people
doing?

Pu rp os e

Introductory analysis: To

help students unde

rstand the basic co
image in anticipatio
ntents of an
n of involving them
in other activities req
of the image.
uiring deeper analy
sis
General information: To
help students gathe
r general informatio
a historical or conte
n about
mporary situation
or place either to
studied or to provide
extend what they ha
a starting point for
ve already
an inquiry into a ne
w topic.

criteria:

, without captions

WHERE
does the image
take place?

or explanations, tha

t meet the following

create some myste

ry about the event
depicted;
allow students to dr
aw several inferenc
es about each of the
5W

er.
age or protective cov
They have little camoufl
e of
edg
the
at
d
ate
situ
are
They look as if they
of
of a large area. One
view
a
has
t
tha
d
roa
a
ions
icat
mun
com
a
g
usin
the men appears to be

type
ly members of some
The two men are like
anized
org
tia because an
of informal army or mili
man
r uniforms. The
military unit would wea
er. They are not likely
lead
the
be
standing might
ical Islamic group.
to be members of a rad

and
up their large weapon
They could be setting
out
d checkpoint or look
ammunition along a roa
n
monitoring the situatio
be
spot. They seem to
.
to fire their weapon
rather than preparing

device.

Im ag e se le ct io n

Select one or more images

t is
in casual clothing tha
Two men are dressed
ha
s. They are posing wit
common among Moslem
s
arm
. They have no side
large motorized weapon
the
of
pons are visible. One
and no secondary wea
cap.
yer
men is wearing a pra

Possible inferences

questions.

Inve s t igat ing image

s

Explain the ima

ge

WHEN
did the action in
the image take
place?

WHY
is the action
happening?

ears
in sight. The land app
There are no buildings
the
in
ins
nta
with mou
to be semi-arid plains
htly
tion seems to be slig
loca
ir
The
d.
oun
backgr
.
und
nding gro
higher than the surrou

ss
to be contemporary dre
The clothing appears
tex
ern
shirts and mod
for Islamic men: fitted
potem
con
appear to be
tiles. The weapons also
not
to be still green and
ear
app
ds
rary. The fiel
mer weather.
yet burned by hot sum

ners. They have a substa

They are observing oth
ry;
do not seem in a hur
tial military weapon but
road.
a
by
they are positioned

Summary explanation:

e along the edge of a

They could be on a ridg
as
Eastern country such
rural road in a Middle
n.
Afghanistan or Pakista

; within the last 20

summer
Late spring or early
so.
years or

g
screen the traffic alon
They may be trying to
m
fro
esirable groups
the road to prevent und
entering the region.

ned
a large weapon positio
bers of a militia with
portray two Islamic mem
ly sumear
or
ing
spr
The image appears to
late
tern country during the
al area in a Middle Eas
ups.
to monitor a large rur
region from hostile gro
order to safeguard the
in
0s
200
ly
ear
or
mer of the late 1990s

ul
rds on the road to Kab
ingimages
Northern Alliance gua
nicsourcebook/investigat
://www.tc2.ca/wp/electro
http
at
le
ilab
ava
ge
Ima

This resource was produced with the support of the Government of Canada through the Canadian International Development Agency (CIDA).
We also acknowledge the contributions of Library and Archives Canada and the Social Sciences and Humanities Council (SSHRC).
Credits: Featured photo: CIDA photo Roger LeMoyne. Small images: (top) Glenbow Museum NA-2445-3; (middle) Library and Archives
Canada e000762644; (bottom) Susan Duncan. Design: Poissy Design Inc., Vancouver
Published by

in conjunction with

The Critical Thinking Consortium 2009

Purchasers of this resource have permission to duplicate the blackline masters for their own classroom use. The teaching
instructions are protected by copyright and may not be reproduced or digitally copied without prior written permission.

ive.

er what makes an explanation informat

Explaining the image

Name: _______________________________________

Ins t ruc tio ns

Image: _______________________________________

red on the previous page or

Distribute image(s): Use the image featu
before students investigate other
ity
another image to demonstrate the activ
of students with a sample image, or
images independently. Provide pairs
two or three minutes for each pair to
display the image on a screen. Allow
discuss what it sees.
of images as sources of information.
Introduce the task: Discuss the valueunco
ver detailed information about
Explain that students will be asked to
Their task like that of a reporter or
the situation portrayed in the image.
ive explanation of the image. Distribhistorian is to develop an informat
the students.
ute a copy of Explaining the image to

: Explain that the students task

Explain inferences and observations
clues or observations. Provide an
is to draw inferences based on visual
the image (such as, the two men
example of a direct observation from
example, the men might belong
have a large gun) and an inference (for
observation provides the evidence
to a military group). Point out that the
e other observations and suggest
for the inference. Invite students to mak
fact that the men dont appear to be
possible inferences (for example, the
are not part of the regular
wearing uniforms may suggest that they

Sample prompts

WHO

is in the
image?

Observations

Possible inferences

What role or
occupation?
What status
(rich/poor)?
If several people, are
they related to each
other?

WHAT

What actions?

are the
people
doing?

What objects are

used?

WHERE

In what region
or country?

does the
image take
place?

What is the focus

of attention?

In what setting (rural

or urban)?
What is the terrain
(flat/mountainous)?
Are there landmarks
(natural and human)?

WHEN

What time of day?

did the
action in
the image
take place?

What time of year?

WHY

What reason might

there be for the
actions?

is the
action
happening?

What year or
decade?
What historical
period?

Does the broader

context suggest a
purpose?
What might happen
next?

Summary explanation:

Criteria for an informative explanation

Accurate and relevant observations: the evidence
accurately describes the relevant details in the image;
Plausible and imaginative inferences: the inferences
go beyond the very obvious conclusions and are
supported with several pieces of evidence found
in the image or based on other known facts;

Use with Explain the image

The Critical Thinking Consortium 2009

Detailed and fully developed explanation: the

explanation includes suggestions with appropriate
detail for each of the 5W questions.

uss with a partn

Discuss criteria: Invite students to discexpl
them (for example:
anations and invite students to critique

If necessary, provide examples of poor

ussion, introduce the
attacking a city.). Based on student disc
The men are having a picnic. They are
rmative explanation:
following criteria for identifying an info
ant
offered accurately describe the relev
observations: the observations that are
accurate and relevant
are
details in the image;
nd the very obvious conclusions and
ve inferences: the inferences go beyo
topic;
the
t
plausible and imaginati
abou
n
know
facts
found in the image or based on other
tive
supported by several pieces of evidence
tenta
but
iled
deta
ides appropriately
loped explanation: the explanation prov
detailed and fully deve
answers to each of the 5W questions.
to examine the

ing in pairs
Develop explanations: Invite students work
and possible inferences on the
ons
rvati
nts underConfirm stude
ferences and
in
of
g
in
nd
sta
r
by asking fo
observations
.
each
examples of

assigned image and to record their obse

must be supported by one or more
chart. Remind students that an inference
students to develop a detailed summary
observations from the image. Instruct
questions by incorporating the most
explanation addressing each of the 5W
sentence or short paragraph. Remind
reasonable inferences into an extended
tifying an informative explanation and
students to consider the criteria for iden
to avoid making definitive statements.

ion of the image with another

military forces).

Share findings: Invite student pairs to share their explanat

pair of students.

plausibility of their explana-

to confirm the
Seek corroboration: Encourage studinents
e topic or
the image or in other images of the sam

Assessing the explanation

cularly

that are parti

from the image

ghlighting fo
ity easier by hi
Make the activ
l,
ation.
duce additiona
loping an explan
d images; intro
te
re
helpful in deve
rp
te
in
y
sil
er, more ea
dents with few
ay
Provide some stu
nge students.
le
al
ch
to
simple, everyd
images
clusion using
on
c
d
more enigmatic
an
e
nc
of evide
ew the concepts
ow this?).
entify
Where needed,hreasvi, Sally is tired. What evidence might sh
te students to id
uc
lusions and invi
(s
nc
co
le
sib
examples
au
pl
ovide a few
e struggling, pr
For students wtahoilsarfrom the image.
res of paper to
at they use squa
supporting de
by suggesting th
e
ag
im
e
th
in
on the detail
Help students tfooncue-s quarter of the image at a time.
conceal all bu

Name:_____________________________________

As se ssment
After students have received
feedback on several attempts to
develop informative explanations for images, use Assessing
the explanation, to evaluate their
completed charts.

Outstanding

Identifies many
Accurate
and
and relevant relevant
accurate details
observations
from the image,

including several
less obvious
details.

Plausible
and
imaginative
inferences

Detailed
and fully
developed
explanation

Provides many
varied and
imaginative
inferences that are
highly plausible.

Very good
Identifies
many relevant
and accurate
observations
from the image,
occasionally
recognizes less
obvious details.
Provides many
plausible and
sometimes
imaginative
inferences.

___
Competent

Identifies a
number of
relevant and
accurate, but
obvious details
from the image.

Basic

Identifies only a
few of the most
obvious details
from the image,
not all of them
are relevant or
accurate.

Provides a number Provides a

few plausible
of inferences
that are generally but obvious
inferences.
plausible but
rather obvious.

Explains the most

Explains the image Explains the
basic aspects of
image in some
in rich detail,
the image but not
providing insightful detail, providing
with much detail.
conclusions about conclusions about
each aspect of the
each aspect of the
image.
image.

Explains the
image in general
terms that cover
only some aspects
of the image.

In progress

Struggles to
identify any
relevant and
accurate details
from the image.

Struggles to
provide any
plausible
inferences that
build upon the
observations.
Struggles to
explain any
aspects of the
image in any
detail.

Comments:

Use with Explain the image

The Critical Thinking Consortium

2009

Inve s t igat ing image s

tions by referring to additional clues

oborate and
textbook, or the internet) that can corr
to outside sources (such as an atlas, a
supplement their conclusions.
form of
ents understand what is required of this
Investigate other images: When studback
ts and sumchar
data
d
plete
com
e
on one or mor
investigation and have received feed
the data chart for
l images to investigate and a copy of
mary explanations, provide additiona
each image.
what has been
all the images, as a class, summarize
Summarize information: Drawing on orar
ion about
rmat
info
l
tiona
y event. Provide addi
learned about the historical or contemp
osed.
prop
been
have
that
ns
any dubious conclusio
the topic or the image(s) to challenge
series to help
duce students to other activities in this
Further investigation: If desired, intro
different investigative lenses.
them explore the same images using

Explain the image

Suggest that the 5Ws are an

(Who? What? Where? When? Why?).
Introduce the 5Ws: Review the 5Wsand
to suggest the most obvious
ents
drawing inferences. Invite stud
effective strategy for reading images
or two of the 5W questions.
responses in the featured image to one
beyond obvious clues, trying
Look for details: Encourage students toiblelook
from the image. Invite students
to extract as much information as poss
g the image to generate more
to use the sample prompts on Explainin
Confirm that studen
ts can
stigation. If necessary, provide an
specific questions to guide their inve
cor
rectly identify key
and
ted)
arres
details
be
to
t
abou
are
men
of the image(s) and
unfounded inference (for example, the
draw
If
e.
imag
the
by
orted
supp
be
ot
plausible inference
invite students to explain why this cann
s.
featured in the image(s), encourage
topic
the
ied
stud
dy
alrea
have
ents
stud
s.
ence
knowledge when making infer
them to draw upon their background
e of the topic, encourage students
ledg
know
If they have little background
s. Suggest that they qualify their conto be very tentative in their inference
be, possibly, and perhaps.
clusions by using terms such as may

r students details

Encourage stude
nts to provide
feedback on oth
er students
completed data
charts based on
the criteria, perh
aps using the
assessment rubr
ic.

Explaining the image

Name:________________________________________
Image:________________________________________
Sample prompts

WHO

is in the
image?

Observations

Possible inferences

What role or
occupation?
What status
(rich/poor)?
If several people, are
they related to each
other?

WHAT

What actions?

are the
people
doing?

What objects are

used?

WHERE

In what region
or country?

does the
image take
place?

What is the focus

of attention?

In what setting (rural

or urban)?
What is the terrain
(flat/mountainous)?
Are there landmarks
(natural and human)?

WHEN

What time of day?

did the
action in
the image
take place?

What time of year?

WHY

What reason might

there be for the
actions?

is the
action
happening?

What year or
decade?
What historical
period?

Does the broader

context suggest a
purpose?
What might happen
next?

Summary explanation:

Criteria for an informative explanation

Accurate and relevant observations: the evidence
accurately describes the relevant details in the image;
Plausible and imaginative inferences: the inferences
go beyond the very obvious conclusions and are
supported with several pieces of evidence found
in the image or based on other known facts;

Use with Explain the image

The Critical Thinking Consortium 2009

Detailed and fully developed explanation: the

explanation includes suggestions with appropriate
detail for each of the 5W questions.

Assessing the explanation

Name:________________________________________
Outstanding

Identifies many
Accurate
and relevant relevant and
observations accurate details

from the image,

including several
less obvious
details.

Plausible
and
imaginative
inferences

Provides many
varied and
imaginative
inferences that are
highly plausible.

Detailed
and fully
developed
explanation

Explains the image

in rich detail,
providing insightful
conclusions about
each aspect of the
image.

Very good

Competent

Basic

In progress

Identifies
many relevant
and accurate
observations
from the image,
occasionally
recognizes less
obvious details.

Identifies a
number of
relevant and
accurate, but
obvious details
from the image.

Identifies only a
few of the most
obvious details
from the image,
not all of them
are relevant or
accurate.

Struggles to
identify any
relevant and
accurate details
from the image.

Provides many
plausible and
sometimes
imaginative
inferences.

Provides a number
of inferences
that are generally
plausible but
rather obvious.

Provides a
few plausible
but obvious
inferences.

Struggles to
provide any
plausible
inferences that
build upon the
observations.

Explains the
image in some
detail, providing
conclusions about
each aspect of the
image.

Explains the most

basic aspects of
the image but not
with much detail.

Explains the
image in general
terms that cover
only some aspects
of the image.

Struggles to
explain any
aspects of the
image in any
detail.

Comments:

Use with Explain the image

The Critical Thinking Consortium 2009