• Set of 5-6 powerful Depression-era photographs (e.g., Dorothea Lange's work)
• See-Think-Wonder graphic organizers
• Thinking routine posters with instructions
• Background information cards about the Great Depression
• Document camera or digital display
• Sticky notes in three colors
• Reflection exit tickets

Select compelling historical photographs that tell stories about the Great Depression. Create graphic organizers with three columns labeled 'I See' (observations), 'I Think' (interpretations), and 'I Wonder' (questions). Prepare simple background information cards for context. Display thinking routine steps on a poster or slide.

1. Introduction to visible thinking (5 minutes):
2. Explain that thinking routines help make our thinking visible and organized
3. Introduce the See-Think-Wonder routine and its purpose
4. Model the process with a sample image unrelated to the lesson topic
2. Individual See-Think-Wonder with first photograph (10 minutes):
3. Display Dorothea Lange's 'Migrant Mother' photograph
4. Students complete their graphic organizers:
5. I See: Record only objective observations (e.g., 'A woman with two children')
6. I Think: Make interpretations based on observations (e.g., 'She seems worried')
7. I Wonder: Generate questions about the image (e.g., 'Where is the father?')
8. Emphasize the difference between observations and interpretations
3. Small group sharing (5-7 minutes):
4. In groups of 3-4, students share their responses
5. Listen for similarities and differences in thinking
6. Add new ideas to their own organizers
4. Whole-class discussion of first image (5 minutes):
5. Create a class See-Think-Wonder chart for the photograph
6. Discuss how different people notice different aspects
7. Share brief historical context about the photograph
5. Rotation through additional photographs (20-25 minutes):
6. Set up 4-5 stations with different Depression-era photographs
7. Students rotate through stations in small groups
8. At each station, place sticky notes with:
9. Yellow: 'I See' observations
10. Blue: 'I Think' interpretations
11. Pink: 'I Wonder' questions
12. Rotate every 4-5 minutes
6. Pattern recognition (7-8 minutes):
7. Groups review all photographs and sticky notes
8. Identify patterns or themes across the images
9. Discuss what these photographs collectively reveal about the Great Depression
7. Connect to historical context: Provide brief background information about the Great Depression and discuss how these images shaped public perception.
8. Reflection: Complete 'I used to think... Now I think...' exit tickets about the Great Depression.

For younger students, focus on simpler 'See-Think' without the 'Wonder' component. For English learners, provide sentence frames for each thinking type. For advanced students, add primary source quotes to pair with images for deeper analysis.

Review graphic organizers for depth and quality of thinking in each category. Note students' ability to distinguish between observations and interpretations. Evaluate exit tickets for evidence of changed or deepened understanding.