• Write the phrase “A Picture is Worth a Thousand Words” on the board before the students enter
• Direct students’ attention to the phrase and ask them to share what they think it means.
  • Explain: The adage “A picture is worth a thousand words” refers to the notion that a complex idea can be conveyed with just a single still image. It also aptly characterizes one of the main goals of visualization, namely making it possible to absorb large amounts of data quickly
  • Discuss: How can this definition apply to the art of photography?
• Show students photographs 1-4 (see “Document Studies” below). Ask the students to verbalize what each image shows. Record their answers on the board
• Discuss: Is there a story or message being related by each picture? Ask students if they would describe any of the pictures as “Jewish,” and why or why not.
• Discuss: Can a picture be Jewish? Who took these pictures, why and for what purpose? Can a picture be “Jewish” if it wasn’t taken by a Jewish photographer?
• Discuss: Which picture is most artistically compelling and why?
• Explain: Conclude that while a picture in and of itself is not “Jewish,” photography can be used to express Jewish ideas and points of view, reflect values, and influence emotions. Photographers of such photos can be both Jewish and non-Jewish (20-25 minutes)
• Explain: Photojournalism: journalism in which written copy is subordinate to pictorial, usually photographic, presentation of news stories or in which a high proportion of pictorial presentation is used
• Discuss: Which of the four photos we have seen may constitute photojournalism?
• Instruct group 1 to read paragraphs 1–6, group 2 to read paragraphs 7–12, and group 3 to read paragraphs 13–18. Tell each group to find five facts about Ruth Gruber to share with the larger group
• Present students with definition of the word photojournalism
• Divide students into 3 groups and pass out copies of Ruth Gruber’s biography.

When all of the groups are done reading, starting with group 1, have each group share their five facts. Have one student record the 15 facts to save for the next class

• Ask students to recall what was discussed in Part 1
• Show selected Ruth Gruber photos to the students (photo 5-17 in “Document Studies”)
  • Discuss: What story do you see in the pictures? What emotions do the pictures elicit? What may have been the purpose of taking these pictures? Which picture has the most powerful effect on you?
  • Direct students’ attention to the short bio of Ruth Gruber, and also have them look at photo 2.
  • Discuss: What can you tell about Gruber from the biographical facts and the picture?

• Ask students to recall what was discussed in Part 2
• Ask students to read the American Photo Mag article in pairs and complete the “Witness for the World” handout as they read. Provide handouts of the article, or have students read it on their computers and/or phones.
• Assignment:Tell students that they will now become photojournalists, like Ruth Gruber. Instruct them to take pictures during the week: at home, at school (when allowed), during time with friends, at services (when appropriate) etc. Tell them to think about taking photos that are overtly “Jewish” as well as those that may not be
  • Students should email their favorite pictures (no more than five) of that week to the instructor BEFORE the next class.

Tell them to be creative and open to lots of photographic opportunities and that they can use filters or other effects if desired

• Ask students to recall what was discussed in Part 3
• Show 2-3 of each student’s submitted photos.
  • Remind students that the purpose of this activity is to discuss the photos artistically, but not to judge other students’ photo-taking abilities.
  • For each photo: Ask the students (not the one who took the photo being shown) to tell the story behind each photo and if, why and how it constitutes “looking at the world through a Jewish Lens”.
• Assignment. Tell students to email a second set of photos (no more than 5) before the next class.

• Show the second set of pictures (Like in part 4, choose 2-3 pictures from each student)
  • Remind students that the purpose of this activity is to discuss the photos artistically, but not to judge other students’ photo-taking abilities.
  • For each photo: Ask the students (not the one who took the photo being shown) to tell the story behind each photo and if, why and how it constitutes “looking at the world through a Jewish Lens”
  • Have students look at all of their photos that they submitted, and pick their  2 favorites. Encourage students to pick two photos that are different from one another.

Assignment: Journaling. Have students write descriptions for their picture choices. The descriptions should explain the story, mood or reason for taking the picture. Students should be able to express the Jewish view-point behind the picture.  Collect descriptions.

• Print out copies of each student's 2 chosen photos and distribute them.
• Lay out picture frames and mats, windex and paper towels, and acid-free tape.
• Instruct students to sample their pictures behind various mat colors before choosing which one(s) to use Encourage students to “peer edit” mat choices with classmates
• Do the same with the frames
• Have students clean glass and dry thoroughly before mounting the picture. Use the acid free tape to adhere photos to back of mat. Allow students to share framed pictures with each other
• Collect finished pictures for exhibit in school or synagogue space

Final follow-up. Invite parents to “Opening” of exhibit and have students present their work