Lesson 1
How might an iconic photograph ignite controversy in its depiction of history? To introduce an examination of contemporary photojournalism and its controversies, we will watch a Time magazine video about the photo Falling Man. We will visually analyze Falling Man and consider questions that surround the photograph.
Lesson Goals
Can I express an accurate understanding of the central ideas of the TIME video?
Can I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis?
Texts
Core
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- Falling Man, Richard Drew, Tom Junod, Esquire, 2016
- “The Falling Man: Behind the Photo,” TIME, YouTube, 2016
Materials
Tools
Question Sets
Editable Google Docs
Activity 1: View – Discuss
We will briefly examine the photograph and caption of Falling Man and discuss some reflective questions.
Access a photograph called Falling Man through an Esquire article by Tom Junod you will read later.
This photograph was taken by photographer Richard Drew in New York City at exactly 9:41:15 a.m. on September 11, 2001.
The caption of the photograph (and first sentence of the explanation on the website) states, “The most widely seen images from 9/11 are of planes and towers, not people.”
As you look at the photo and read the caption, consider the following questions:
What do you know about the events of 9/11?
Why do you think it may be true that “the most widely seen images from 9/11 are of planes and towers, not people”?
What do you imagine might be the story behind this photograph?
Be prepared to discuss your reflections with the whole class.
Activity 2: View
We will watch the TIME magazine video on Falling Man for some background on the photograph.
Watch a short video about Falling Man. As you watch the video, consider the following questions:
What does Richard Drew mean when he says, “It’s a very quiet photograph”?
Why do you think some people were angry about the publishing of the photo?
Be prepared to discuss your answers with the whole class.
Activity 3: View – Write – Discuss
With partners or in small groups, we will visually analyze Falling Man and consider additional questions about the photo and video, then share our analyses and responses with the class.
With a partner or small group, examine the Falling Man photo more closely, using a Visual Analysis Tool to respond to the following question: What details in the photo stand out to you or strike you as interesting or important?
Discuss the following questions with your partner or small group and write down your responses in your Learning Log in preparation for sharing them with the class:
Which details of the photo most affect you as a viewer? What do they make you feel?
Some have said that this image tells an integral story of the events of 9/11 and that it must be told. Do you agree?
Do you see this image as an image of bravery?
Is this image too personal to be shown? Or is it now safe to view this photograph because it is history?
Be prepared to share your group’s responses in a whole-class discussion.
Activity 4: Discuss – Write
With our partners or small groups, we will consider some final questions about the controversies surrounding the photo and discuss them with the class.
With your partner or small group, discuss why Falling Man was controversial and what the implications were when it was censored or removed as a representation of 9/11. Consider the photo’s background and the discussion questions that follow.
This photo disappeared when news agencies self-censored their coverage of 9/11. Taking this into account, discuss the following questions with your partner or small group and write down your response in your Learning Log in preparation for sharing your ideas with the class:
How and why might the decision to censor a controversial photo be made?
Should the decision to censor an image be made? If so, who should make the decision?
If photographs of events are censored, who decides the history that we learn?