Objectives (5 - 7 minutes)

• The students will understand the historical context and significance of early photography, including the invention of the daguerreotype by Louis Daguerre in 1839.
• The students will explore the technological advancements of early photography and the impact these advancements had on society. This will include a focus on the shift from the long exposure times required by the daguerreotype to the more practical and accessible processes that followed.
• The students will engage in hands-on activities to simulate the process of creating a daguerreotype, enhancing their understanding of the complexity and skill required.

Secondary Objectives:

• The students will improve their critical thinking and problem-solving skills through the hands-on activities.
• The students will enhance their collaborative skills by working in groups to complete the hands-on activities.

Introduction (10 - 12 minutes)

• The teacher begins the lesson by reminding the students of previous lessons on the Industrial Revolution, emphasizing its impact on technological advancements. This serves as a necessary foundation for understanding the invention of photography.
• The teacher then presents two problem situations to the students:
  1. "Imagine you are a historian and you have discovered a box of old photographs. How would you determine the age of these photographs and their significance in history?"
  2. "Suppose you are a scientist in the 19th century, and you have just learned about the invention of the daguerreotype. How would you explain the process to your colleagues and how it differs from other forms of art and science at the time?"
• The teacher then contextualizes the importance of the subject by providing real-world applications. For example, the teacher could explain how understanding the invention of photography can help us appreciate the convenience of modern smartphone cameras or the role of photography in preserving historical events.
• The teacher grabs the students' attention by sharing two intriguing stories.
  1. The teacher could share the story of the first photograph ever taken, a daguerreotype of a rooftop in Paris, which took several minutes of exposure time and yet the streets appear empty because the exposure was too short to capture the movement of the people.
  2. The teacher could then share the story of the first known selfie, a daguerreotype taken by Robert Cornelius in 1839, where he had to stand still for several minutes before quickly dashing into the frame and then back out again.
• The teacher then introduces the topic of the day: Early Photography, with a special focus on the invention of the daguerreotype. The teacher explains that despite the convenience of modern photography, the invention of the daguerreotype was a groundbreaking moment in history, bringing about significant changes in art, science, and society as a whole.

Development (20 - 25 minutes)

• The teacher presents a brief overview of the daguerreotype process, emphasizing its complexity and the long exposure time required. The teacher also highlights the significance of this invention as the first widely available form of photography and its impact on society at the time.
• The teacher then introduces a hands-on activity designed to simulate the process of creating a daguerreotype. The aim of this activity is to give students a practical understanding of the complexity and skill involved in early photography.
  1. The teacher divides the class into groups of four or five and provides each group with a 'Daguerreotype Kit' containing items such as a small wooden box, a piece of glass, a bottle of iodine, and a small tin of mercury.
  2. The teacher guides the students through the process of preparing the daguerreotype, explaining each step in detail:
     • First, the students clean the glass with alcohol wipes to ensure a clear image.
     • The students then carefully paint the glass with iodine, which will make it sensitive to light.
     • After that, they quickly put the glass in the box, which must be done in a darkroom or under a black cloth to avoid exposing the iodine to light.
     • Once the glass is in the box, they close the box and open a small shutter for a specific amount of time (teacher's discretion), simulating the long exposure time of a daguerreotype.
     • After the exposure time, they close the shutter and carefully remove the glass.
     • They then carefully paint the glass with mercury, which will develop the image.
     • The final step is to fix the image by rinsing it with a solution of common salt.
  3. The teacher emphasizes the importance of safety during this activity, ensuring that the students understand the potential hazards of working with chemicals like iodine and mercury and the necessity of proper disposal.
• The teacher then guides the students through the process of interpreting a daguerreotype. This could involve examining the image for clues about its age, such as the style of clothing or the presence of certain objects, and discussing what these clues might tell us about the time period in which it was taken.
• After the hands-on activity, the teacher leads a class discussion where each group shares their experience, their thoughts on the process, and their interpretation of the daguerreotype. The teacher encourages the students to connect their hands-on experience to the historical context and significance of early photography, promoting a deeper understanding of the subject.

Secondary activities could include:

1. A classroom debate on the ethics of early photography, such as the use of photography in anthropology and the colonial context.
2. A group research activity where students explore other early photographic processes, such as the calotype or ambrotype, and present their findings to the class.

Feedback (8 - 10 minutes)

• The teacher initiates a group discussion, allowing each group to share their findings, experiences, and thoughts from the hands-on activity. This discussion is an opportunity for students to reflect on what they have learned and to hear different perspectives from their peers. The teacher should guide the discussion to ensure that it remains focused on the historical context and significance of early photography.
• As each group presents, the teacher encourages the other students to ask questions and provide their own insights. This promotes an interactive and engaging learning environment and encourages students to think critically about the topic.
• The teacher then assesses the group's understanding of the topic. This can be done through a combination of observation, questioning, and informal assessment. The teacher should look for evidence that the students understand the historical context and significance of early photography, as well as the complexity and skill involved in the daguerreotype process. The teacher should also assess the students' ability to apply their knowledge and skills to interpret a daguerreotype.
• After the group presentations, the teacher provides feedback on the students' work. This feedback should be constructive and specific, highlighting what the students did well and areas where they could improve. The teacher should also address any misconceptions or misunderstandings that arose during the presentations.
• The teacher then takes a moment to reflect on the lesson, considering what worked well and what could be improved. This reflection is an important part of the teaching process and can help guide future lessons.
• Finally, the teacher assigns a short reflective writing task for homework. The students are asked to write a paragraph reflecting on what they learned during the lesson. They should consider the following questions:
  1. What was the most important concept you learned today?
  2. What questions do you still have about early photography?
  3. How does understanding early photography help you appreciate the convenience of modern photography?

This homework assignment not only reinforces the students' understanding of the lesson but also encourages them to think more deeply about the topic. The teacher can collect and review these reflections in the next class, providing further insight into the students' learning and allowing for any necessary follow-up on unanswered questions or areas of confusion.

Conclusion (5 - 7 minutes)

• The teacher begins the conclusion by summarizing the main points discussed during the lesson. This includes the historical context and significance of early photography, the invention of the daguerreotype, the complexity and skill involved in the process, and the impact of early photography on society and culture. The teacher emphasizes how the hands-on activity helped to bring these concepts to life, giving the students a practical understanding of the topic.
• The teacher then highlights how the lesson connected theory, practice, and applications. The teacher explains that the theoretical knowledge about early photography was applied practically through the hands-on activity. The students were able to see for themselves the complexity and skill involved in the daguerreotype process, enhancing their understanding of the topic. The teacher also points out that the lesson had real-world applications, as the students were able to apply their knowledge and skills to interpret a "historical" daguerreotype.
• The teacher suggests additional materials for students interested in exploring the topic further. This could include books, documentaries, websites, or visits to local museums or historical sites. The teacher could also recommend related topics for further study, such as the development of other photographic processes, the role of photography in art and journalism, or the impact of digital photography on society.
• Finally, the teacher explains the importance of understanding early photography for everyday life. The teacher points out that the invention of photography, particularly the daguerreotype, was a significant technological advancement that has shaped the world we live in today. The teacher explains that understanding this history helps us appreciate the convenience of modern photography and the role it plays in our lives. The teacher also notes that the hands-on activity and the discussion of the ethical implications of early photography can help us think more critically about the images we see and create in our own digital age.