HIST 1149 Photography Assignment 1A 24 (2)
docx
keyboard_arrow_up
School
Niagara College *
*We aren’t endorsed by this school
Course
MISC
Subject
History
Date
Feb 20, 2024
Type
docx
Pages
9
Uploaded by CountMosquitoPerson252
Assignment 1A: History of Photography
Reading Historical Photographs
In this Assignment 1A, learn how to examine photographs from an historical and questioning perspective. The web documents have been copied into pdf form and placed into Assignment 1A folder.
1.
Before beginning: Read the “
Primary Document Evidence
” link starting with http://historicalthinking.ca/historical-thinking-concepts
THEN READ EACH of the Six Concepts
listed on the left of the webpage.
2.
Then Read http://learning.royalbcmuseum.bc.ca/pathways/reading-photographs/
. Look for the “Read” button
and complete the questions in “Thinking Like a Historian” & “Gold Rush Photographer”
As you read the sections, watch for sentences that end with “?” question marks
– answer those questions for yourself.
“
Gold Rush Photographer
”: My previous response to questions: 1.
After analyzing the photographs presented in the "Look" section, I believe that Frederick Dally captured these images with the intention of showing us a glimpse of life during the Gold Rush. These photographs feature various subjects including people, landscapes and towns, providing us with valuable insights into the harsh living conditions, lifestyles, different types of people, their attire, and transportation methods during that time.
2.
Frederick Dally's photographs show that he had a passion for capturing moments from the Gold Rush era. Through his photos, we can see his artistic skills, his love for landscapes and the impact of human activity on the environment. We also see the people of the region, the cultures of the region and his desire to preserve the history of that time.
3.
Dally's photographs are famous for giving us a unique glimpse into the lives of miners during
the gold rush. These photos show us busy mining camps, rough landscapes, and people working hard to mine gold. They help us understand how miners lived and worked during this adventurous and challenging time. Through these images, we can see the determination
and spirit of adventure that characterized the gold rush era, as well as the difficulties and hardships that miners faced.
4.
Dally left British Columbia to become a dentist in England after four years of photography maybe due to personal reasons, career opportunities, or a change in interests.
After reviewing the additional background information, it is clear that the second reading supports my initial thoughts about Frederick Dally and his photographs. The information adds
to my understanding of Dally's work, confirming that his photographs aimed to capture life during the Gold Rush era. It reinforces my analysis of the photographs, showcasing aspects such as living conditions, people, attire, and transportation methods. The background information validates Dally's dedication to photography, describing the laborious process of
taking pictures during that time. Additionally, it aligns with my interpretation of Dally's passion for landscapes and his artistic skills. It supports his interest in documenting the impact of human activity on the environment and preserving the history of the region. While the background information does not explain why Dally left British Columbia to become a dentist in England after four years of photography, my speculation about personal reasons, career opportunities, or a change in interests remains a plausible explanation. Overall, the second reading of the text enriches my analysis of Frederick Dally and his photographs.
“Thinking like a Historian
”:
My response to these questions:
1. How do we decide what is important to learn about the past? Historical significance depends on one's perspective and purpose. Significant events are those that result in great change over long periods of time for large numbers of people. It is not simply a matter of personal interest or inclusion in a history book. For example, the story of an individual worker in Winnipeg in 1918 may become significant if it is connected to larger trends
and stories of workers' struggles, economic development, or post-war adjustment.
2. How do we know what we know about the past? Our knowledge about the past is derived from primary source evidence, such as letters, documents, diaries, and records. These sources provide valuable insights into the lives of people in the past. Analyzing primary sources requires a different approach than simply seeking information. We must consider their historical context, make inferences, and examine the clues they provide about the past.
3.
How can we make sense of the complex flows of history?
Understanding history requires recognizing both the changes that occur and the continuities that persist. By comparing different points in time or the past and the present, we can evaluate
the extent of change over time.
4.
Why do events happen, and what are their impacts?
Events occur due to a variety of factors like social, political, economic, and cultural elements that interact with one another, resulting in their manifestation. Knowing the reasons behind events helps us unravel their motives and consequences, which can have an impact on individuals, societies, and the course of history. By analyzing the causes and consequences of events, we can evaluate their importance and understand their broader implications for our world.
5.
How can we better understand the people of the past? To understand people from the past, it's important to examine the social, cultural, political, and economic contexts in which they lived. Studying primary sources and considering different backgrounds can help us comprehend their motivations and actions. Developing historical empathy allows us to appreciate the complexities of their lives and the historical forces that shaped them.
6.
How can history help us to live in the present?
History teaches us ethical considerations by reflecting on past events and behaviors. It helps us
learn from mistakes and avoid repeating them, promoting justice, equality, and compassion. It exposes us to diverse cultures, fosters empathy, fights biases, and inspires positive change. Ethical history guides our actions, creating a just and compassionate present and a better future.
3.
Watch the video link http://learning.royalbcmuseum.bc.ca/pathways/reading-photographs/watch/
. Note what Face Value
and
Inference
are.
a.
List what else you could see as “Face Value”? (find at least 5 things)
b.
List what else could you “infer”? (infer at least 5 things)
FOR EXAMPLE (previous student submission):
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4.
After reading the resources and examining the images from the above exercise:
5.
SUBMIT THE ASSIGNMENT BELOW:
Face Value
Inference
There are fallen trees and a lot of debris scattered over the slope of
the hill.
There are two potential causes for the destruction of forests: human activities and natural disasters. Human
activities, such as logging, agriculture, or urban development, often result in the removal of trees and the destruction of the forest ecosystem. On the other hand, natural disasters such as wildfires, hurricanes, or insect infestations can also occur without human intervention and lead to significant damage to forests.
One person is sitting alone on a pile of debris and tree waste.
This could indicate that they are taking a break or resting during the work or cleanup activities. It is possible that the person is participating in the construction or cleanup process and has taken a moment to rest or reflect. However, they could also be a bystander or someone passing by who has stopped to take a temporary seat.
Big, long wooden blocks are used in the construction of a flume
The use of wooden blocks in constructing the flume suggests a temporary construction approach. It allows for easy modifications or adjustments and is cost-
effective. However, the wooden blocks may not be as durable as other permanent methods. They can serve as a temporary solution or be part of an eco-friendly design.
There are two small huts at the back of the photo, surrounded by
debris and tree waste.
This suggests that these huts may be temporary shelters or workstations for the workers involved in the construction project. These huts may provide a place for the workers to take breaks, store equipment,
or seek shelter during inclement weather. The flume is being constructed in a zigzag path
When building a flume, if the terrain or landscape is not consistently straight or flat, constructing it in a zigzag pattern can be advantageous. This allows the flume to adapt to the natural contours of the land and
navigate around them. The zigzag pattern also helps to control the speed and direction of the water flow, preventing erosion and ensuring more efficient transportation of water. Additionally, it allows for a longer distance to be covered within a limited area, maximizing the use of available space.
6.
Choose ONE of the following images (A – E) and list at least 10 things about the image using the Face Value
and Inference
techniques. {Hint: look for some things that you do not recognize or know exactly what they are for, like a stray rope and pulley perhaps, and need to think about – those things are good for inference because you are already asking a question } Then do some research (Google or other sources) to find the answer to 3 of the inference points that you listed
(the answer should be at least 4-5 sentences for each of the 3 inferences). Using a chart is a good way to show the list of 10 observations and then infer about three of them.
Try to further inform about what you inferred in the third column
Face Value Observation from Photo
Inference about three of the face value observations
Research and answer/explain /confirm/deny the inference
1
2
3
4…
7.
Submit your responses to all parts (remember to note which photograph you are examining) using SafeAssign in Assignments.
8.
BE SURE TO USE YOUR OWN WORDS TO DESCRIBE AND INFER AND DISCUSS THE IMAGES. DO NOT COPY AND PASTE, but include any references for information found.
A.
or An Elephant shunting a train on the Bengali-Nagpur Railway c 1880
Source: http://positiveletters.blogspot.ca/2009/05/india-mums-story-1935.html
I am examining the photograph A
:
Face Value Observation from Photo
Inference about three of the face value observations
Research and answer/explain /confirm/deny the inference
1 The elephant is positioned in front of a train.
The elephant seems malnourished.
During the late 19th century, elephants were often used for heavy labor in various industries, including transportation. They were subjected to long hours of work, sometimes under challenging conditions. Unfortunately, the welfare and care of working elephants during that time were not always prioritized. due to various factors
such as inadequate food supply, poor diet, or underlying health issues, we can see visible bones, sunken features. 2 A worker is sitting on the elephant.
The worker sitting on the elephant could
be examining or monitoring how the elephant is performing its work.
When a worker sits on an elephant, they can observe the animal's behavior, movement, and response during work from a closer and better vantage point. This allows them to assess the elephant's performance, ensure its well-
being, and make any necessary adjustments or interventions as required.
3 The worker has an umbrella over his head.
The presence of an umbrella being held by the worker provides additional insights into the weather conditions during the time the image was taken.
based on the worker holding an umbrella, it can be inferred that the weather conditions in the image were potentially harsh, due to extreme heat. Using an umbrella can help worler to protect against sunburn, heatstroke, or excessive heat exposure.
4 There is a piece of cloth placed over the elephant.
The piece of cloth on the elephant could serve various purposes, such as providing a cushioned seat or protecting the elephant's skin.
5 There are heaps of sand behind the elephant.
The heaps of sand could indicate ongoing construction or excavation work.
6 There is another elephant visible in the image with its legs visible. multiple elephants shunting a train carrying bulky materials, it suggests that the train is transporting large or heavy cargo. 7 There is a bell in the neck of the elephant
bells may have practical purposes, such as alerting others to the presence of the elephant or providing a signal during the
shunting operation.
8 The man riding on an elephant, holding a peeled banana in his hand. The fact that the banana is peeled could imply that the man intends to feed the banana to the elephant as a reward or as part of their interaction.
9 The elephant is shunting a train while the train's door is open.
The open train door indicates passengers or cargo may be entering or leaving.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
10 The train is made of iron
Trains made of iron are strong and can carry heavy loads over long distances. They show that a place is advancing in technology and building roads and buildings. Iron trains are dependable and a good way to transport things.
B. Horse and Canadair, by Simona Bonanno 2017
C. Dalles Dam, 1952 source: https://curiousgorgeblog.wordpress.com/108-horsethief-columbia-hills-st-pk/
D. photo by Lewis Hine
E. Source: https://www.torontopubliclibrary.ca/detail.jsp?Entt=RDMDC-OHQ-PICTURES-C-R-691&R=DC-OHQ-PICTURES-C-R-691
Bloor St Viaduct, 1915
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help