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0.4 Using historical photographs in the classroom  (Page 2/2)

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Mixteca men making rope

mecate
Fabricantes de mecate, Mixtecas, Oaxaca .

Using images to demonstrate a theme

Another benefit of using pictures is to help students fully understand and remember different concepts though the visual aspect. A common theme among Spanish-speaking countries is the disparity between the wealthy and poor classes and the pattern of social inequality. After the restoration of the Second Republic, Porfirio Díaz managed to defeat President Benito Juarez’s re-elected successor and became president. During Díaz’s time in office (1876-1911), known as the Porfiriato , there seemed to be an improvement in the country as well as the economy. The economy’s progress, however, was due to Díaz’s support of rich families through haciendas. This aid provoked a growing unhappiness among the working class and increasing social inequality (since the laborers on the ranches were basically slaves). While explaining how Mexico developed into this hierarchical system during that time, teachers could then present the following image to exhibit a typical day:

View of men and women in the park

park
View of men and women in park , possibly Mexico City.

At first glance, it just looks like men and women relaxing at the park. Zooming into the photo, though (see version on the OAAP site to zoom in), reveals men wearing sombreros and working outfits; not only that, but their juxtaposition with the upper class (women with their sun umbrellas and dresses and the men with their high-class suits and hats) makes this image interesting. This is a clear representation of the gap between the working class and the wealthy during the Porfiriato that partially influenced some revolutionary leaders during the Mexican Revolution.

Using images side-by-side

By comparing and contrasting two (or more) images side by side, teachers can also demonstrate a state of change (be it through people, the landscape, a building, clothing styles, etc.) or continuity. With the following two pictures of Mexico (and both possibly being Mexico City), the students can clearly see differences as well as the similarities. With the town set up, both have some sort of central church, which may have been used for a meeting hall too, some open area for exercise/play, and residential living spaces. However, if you notice the architectural aspect of the houses and buildings, the rooftop view shows rectilinear cement houses, with rectangular holes for windows, which are built vertically. Bird’s eye view (sub-figure b) includes houses with slanted roofs, made of shingles, small closed doors and a few windows; additionally, they are closer to the ground in a horizontal fashion (most of the houses are 1 floor). These details demonstrate how the people in different parts of Mexico lived.

Comparison of mexican neighborhoods

Rooftop view of a mexican neighborhood

Rooftops

Bird's eye view of neighborhood with church building and small buildings with tiled and thatched rooftops

Rooftops2
These rooftop views show the difference in housing in Mexico.

Daytime view of a mexican street with rail car tracks, mules, gas streetlight fixtures, and vendors' stalls

street
This neighborhood photograph shows a street view that includes transportation (rail car and mules). It can be used on its own or compared to the above rooftop images, other images of urban life, or contrasted with images of rural life (such as Figure 2, Fabricantes de mecate, Mixtecas, Oaxaca ).

Examples of photographs to include in class discussions:

Bird's eye view of neighborhood with church building and small buildings with tiled and thatched rooftops, in or near Mexico City . Photographs. 1890. From Woodson Research Center, Rice University , Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

Rooftop view of a Mexican neighborhood, possibly Mexico City . Photographs. 1890. From Woodson Research Center, Rice University , Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

Daytime view of a Mexican street with rail car tracks, mules, gas streetlight fixtures, and vendors' stalls. Photographs. 1890. From Woodson Research Center, Rice University, Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

Farm worker plowing field with two oxen, carriages and onlookers visible in background. Possibly near Mexico City . Photographs. 1890. From Woodson Research Center, Rice University , Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

Street level view with pedestrians, Zocalo, Mexico City . Photographs. 1890. From Woodson Research Center, Rice University , Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

View of railcar stopped along tree shaded road, passengers in formal dress, Mexico . Photographs. 1890. From Woodson Research Center, Rice University , Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

Street scene in Mexico featuring men and women walking on street and stair . Photographs. 1890. From Woodson Research Center, Rice University , Charlotte and Maximilian collection, 1846-1927, MS 356. (External Link) .

For more pictures, visit the Our Americas Archive Partnership website and type in keywords (such as Mexico City, Mexico, images, etc.) in the search box.
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Source:  OpenStax, Using historical documents. OpenStax CNX. Aug 05, 2011 Download for free at http://cnx.org/content/col11316/1.6
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