A person spray-painting graffiti on a wall with a spray can, with text about graffiti and its societal meanings overlaid on the image.
Blue presentation slide titled 'Learning Goals: (macro)' with two bullet points about teaching students to study historical consciousness and evaluating voices in history. A yellow arrow on the right points upward labeled 'Individual Memories' at the
Blue slide with white and black text titled "Curricular Central Questions: (Students)" listing questions about cultures and graffiti.
Text on blue background discussing historical consciousness, mentioning Jorn Rusen and the importance of historical narratives for students.
A Venn diagram showing the intersection of Power, Space, and Identity, with a large blue arrow pointing to the center, accompanied by a text box that says 'I want to know more about this intersectionality as it relates to graffiti.' There is also a b
Text discussing graffiti as a conversation in a historical domain, referencing Patricia Alexander's definition of a domain and contrasting it with math, and mentioning Sam Wineburg's thinking like a historian protocol.
Educational infographic titled 'Challenging Middle School Conceptions of Knowledge, Information and Truth (Alexander, 2015)' with three sections discussing students' understanding of graffiti and the difference between knowledge and information, feat
Educational infographic about Curricular Intervention, exploring cultural influences like Aborigines, Romans, New York City, Egypt, and Turkey, with questions on graffiti's purpose, impact, and censorship.
A timeline infographic titled "Graffiti is an Old Literacy with New Potential" showing the history of graffiti from 550 AD to modern times, including ancient graffiti in Rome, the Berlin Wall, Maya graffiti, and Egypt and Turkey Arab Spring, with inf
A blue infographic titled "Key Historical Thinking Skills:" with a paragraph on the left explaining the importance of history and understanding context. To the right, a blue circle divided into four quadrants labeled "Contextualize," "Corroborate," "
Educational slide titled "Importance of Accessing Prior Knowledge" discussing graffiti and graffiti art with questions about its definition, creators, purpose, audience, timing, destructiveness, and reasons behind marking.
Screenshot of a graphic organizer template titled "What does it mean to make your mark?" with five questions in a table, each cell with a blue background containing questions about the significance and communication of a mark or message.
Educational infographic titled "Graphic Organizer: Assessing Historical Consciousness" with sections on individual, collective, and authority levels of historical story and memory, explaining how students can understand who writes history.