.A World of Wonders
Integrating Regions Through
Pics, Poetry
and
Picture Books
Patsy Disney
Mason Intermediate School
Mason, Ohio
Summer 2009
Geography has made us neighbors. History has made us friends. Economics has made us
partners, and necessity has made us allies. Those whom God has so joined together, let no
man put asunder.
~John F. Kennedy
The focus of my lesson is to excite students about social studies, language arts, and
writing. With given time constraints, I find it inevitable to combine social studies and
language arts in my teaching. My goal is to make students want to love the subjects as
much as I do and to introduce them to people, places, and events they may only visit in a
book or through the wonders of technology. What better way than to jumpstart their
interests by introducing them to the United States through poetry, picture books,
technology, (especially the Library of Congress) and at the same time fulfilling my
academic content standards? Ultimately, I would like to create a webpage to share my
student’s work with the world.
Teaching with Primary Sources
Illinois State University
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
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Objectives
Students will:
 explore their personal interests in particular events in
North American history, people in societies/cultures,
geography, and human changes to the physical
environment
 explore the US through poems, picture books, textbooks,
nonfiction books, Library of Congress and other websites
 keep a region work portfolio during our study of regions
which will include journal reflections, notes, handouts,
copies of poems, definitions and questions
 study samples of haikus, found poems, sensory poems,
recipe, and 2 voice poems
 Create a multi-poetry project pertaining to each region:
Northeast, Southeast, Midwest, Southwest, West
 pinpoint locations on a US map pertaining to significant
locations in each poetry piece
 research and compile a series of regional graphic
organizers listing:
Famous People/Cultures: Who? What? When? Where?
Why?
Places: State names, cities,
Landforms: rivers, oceans, lakes, gulfs,
canyons, grasslands, deserts, forests, etc.
Major landmarks/Human changes: Erie Canal,
Golden Gate Bridge of San Francisco, Empire
State Bldg, memorials, inventions etc.
Historical Events: wars, etc.
Required
Recommended time frame
Grade level
Curriculum fit
Materials
4-6 weeks
4-8 grade level
Language Arts and Social Studies
Picture books (fiction, nonfiction
Poems
Classroom social studies textbooks
US maps distinguishing boundaries of 5 regions
Online resources
Graphic organizers
Computers
Work portfolio (etc. student created, composition book, or
manila folder)
highlighters
handouts: maps, poems,
Ohio State Learning Standards
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Social Studies Objectives:
G-A Use map elements or coordinates to locate physical and
human features of North America.
1. Use coordinates of latitude and longitude to determine
the absolute location of points in North America.
2. Use maps to identify the location of:
a. The three largest countries of North America; b. 50
states; c. Rocky and Appalachian Mountain systems;
d. Mississippi, Rio Grande, and St. Lawrence Rivers;
e. The Great Lakes
G-B Identify the physical and human characteristics of places
and regions in North America.
1. Describe and compare the landforms, climates,
populations, culture, and economic characteristics of
places and regions in North America.
2. Explain by identifying patterns on thematic maps how
physical and human characteristics can be used to define
regions in North America.
6. Use distribution maps to describe the patterns of
renewable, nonrenewable, and flow resources in North
America including:
a. forests; b. fertile soils; c. oil; d. coal; e. running
water
G-C Identify and explain ways people have affected the physical
environmental of North America and analyze the positive and
negative consequences.
8. Explain how the characteristics of different physical
environments affect human activities in North America.
9. Analyze the positive and negative consequences of
human changes to the physical environment including:
a. Great Lakes navigation; b. highway systems; c.
irrigation; d. mining;
Language Arts Objectives:
Analyze different perspectives on a topic obtained from a
variety of resources
1. Organize historical information in text or graphic format
and analyze the information in order to draw
conclusions.
2. Describe the defining characteristics of literary forms
and genres, including poetry, chapter books, biographies,
fiction and non-fiction.
3. Compare important details about a topic, using different
sources of information, including books and online
resources
4. Identify and explain the use of figurative language in
literary works, including idioms, similes, hyperboles,
metaphors and personification
5. Use organizational strategies (e.g., rough outlines,
diagrams, maps, webs and Venn Diagrams) to plan
writing.
Use available technology to compose text.
Proofread writing, edit to improve conventions,(e.g.,
grammar, spelling punctuation and capitalization), and
identify and correct fragments and run-ons.
8. Apply tools (e.g., rubric, checklist and feedback) to
judge the quality of writing.
9. Prepare for publication (e.g., for display or for sharing
with others), writing that follows a format listed on the
multi-genre handout
6.
7.
Procedures
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Weeks 1: Introduction:
In work portfolio, instruct students to answer this:
 Give all of the possible questions for this answer:
Region
 Without looking at a map, list as many places (cities,
geographical features, landforms, landmarks, etc.) in
each region that you can think of.

Using textbooks and an atlas, compare thematic maps of
landforms, climates, populations, cultures and economic
characteristics of places.
http://www.primarysourcelearning.org/teaching_material
s/learning_experience/directions.php?experiences_key=1
429

Label a US map with 5 regions.
Week 2-3: Collect a series of fiction and nonfiction picture books,
photos, etc. which include interesting landforms, landmarks, human
changes to the environment, etc. that took place in different parts of
the US and at differing times in history. I like to begin with A World
of Wonders: Geographic Travels in Verse and Rhyme,
introducing the students to a large selection of geographic places
using a variety of poetic patterns. Present one picture book and one
photo resources to the class daily. I have typed the words to several
picture books so that students can highlight, with different colors,
examples of landmarks, landforms, examples of human changes
(canals, dams, bridges, etc) figurative language, and poetic patterns.
Return to the resource and identify, as a whole class, features found
that the author used and classify examples of landmarks, and human
changes using a graphic organizer on the board or on chart paper.
Students should be provided 5 handouts of Region Information
Chart and one Photo Observation Worksheet so they can do the
same. I chose to present photos the students have never seen and from
different parts of the US. Have interesting background information to
add to each photo presentation so as to inspire students to yearn to
pursue new information.
Warm-Up Activity:
http://www.primarysourcelearning.org/teaching_materials/learning_e
xperience/sources.php?experiences_key=1193
Building Bridges
http://www.primarysourcelearning.org/teaching_materials/learning_e
xperience/directions.php?experiences_key=4342
At the end of each lesson, students are to transfer information from
their information chart to their region map in their region portfolio.
Conclude the week by evaluating the classroom charts and worksheets
you’ve filled out as a class and review the poetry patterns students will
be responsible for creating.. At this point I will introduce the students
to the following Library of Congress resource:
http://www.loc.gov/teachers/classroommaterials/presentationsandactiv
ities/activities/history/resources/#tools


Weeks 4-6: I would like to know more about …
Now you’re the author. Students need to independently research
and create 1 piece of poetry for each of the five regions we’ve
studied incorporating people, places or events of interest to
them. Describe each region and its general setting using ANY
five poetry forms; one for each region. Teacher will facilitate
students by directing students to available resources on their
chosen topics and editing poems in small groups and peer
editing. (Group students by poem type and meet with small
groups when given independent writing time.
Students should discuss their successes and any roadblocks to
meeting their goals. This kind of discussion puts the student in
control of setting and meeting goals and allows the teacher to
scaffold goal setting to make sure the goals are reasonable for
each child. It’s also a way for students to share resources they
might have found during the week that might be of value to
other students).
Spelli
Evaluation
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

1. Students will be evaluated using a multi-genre Publishing
Tray Ticket and Region Portfolio Rubric.
2. Students will display their poems in the hallway surrounding a
large North American map
3. Optional: Students will memorize one poem of their choice
to perform at our monthly Poetry Slam Contest.
Extension
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Become a Historical Detective:
1. Find poems relating to each of the five regions (5+ poems).
On the back write how this poem is related to the region you
chose. Do research to find out more about the author and any
background information you can find pertaining to the poem.
2. Choose any ocean touching North America or major lake or
river and prepare a report. Include its location and nearest
regions, and how it has affected history, its benefits, and both






positive and negative influences people through the years have
had on it. In ending, report on efforts being taken to solve the
negative influences.
3. Make a list of important historical figures for each letter of
the alphabet. Put each name on a separate 3” x 5” file card.
Categorize each individual by a region. On another card,
construct a short, informative paragraph describing their
accomplishments and explain why you chose to classify them
with that particular region. We’ll post your findings in the hall.
4. Make a list of important monuments, memorials, and/or
manmade landmarks for each letter of the alphabet. Put each on
a separate 3” x 5” file card. Categorize each by a region
and on the back of each card, construct a short, informative
paragraph describing and explaining why you chose to classify
the monument, memorial, and/or landmark with that particular
region.
5. Compose 5 good questions and answers that could be asked
at a National Geography Bee.
6. Compose 5 good questions and answers that could be asked
at a National Region
7. Record three causes and three effects, positive or negative,
from each day’s reading or research.
8.Record three facts and three opinions from today’s reading in
your learning log:
 Something important I learned from today’s lesson is. .
 A question I have from today’s reading or discussion is .
 Record your feelings, reactions and ideas as you read
poems, textbook chapters and outside readings.
 designate a time period for each written piece and record
each topic on a timeline create time lines and identify
possible relationships between events
Additional poetic forms to teach:
Couplet
Limerick List Poem
Quatrain
Lantrene
Acrostic
Alphabet
Ballad
Cinquain
Epic
Madrig
Shape
Sonnet
Ode
Poetry Friday Circle:
http://www.favoritepoem.org/lessonplans-links/poetrycircle.html
Virtual webpage:
Students will create a virtual display as a group project.
Students will work in groups to compile their poems into a
virtual poetry by designated region and present their visuals to
their classmates and store it on a hyperlink to share with others.
http://www.bbc.co.uk/arts/poetry/ondisplay/index.shtml
Maps Explore the history of maps; historical maps, types of maps, etc.
emphasizing the progress of mapmaking.
http://www.loc.gov/teachers/classroommaterials/connections/
map-collections/
http://www.libs.uga.edu/darchive/hargrett/maps/maps.html
Primary Resources from the Library of Congress
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IMAGE
DESCRIPTION
CITATION
Hunting Horse and daughters /
photo by Dedrick, Taloga, Ok.
Group portrait of Indian
family
Ellis Island, Ferry Building,
New York Harbor, New York,
New York County, NY
Cape Hatteras
Lighthouse, Buxton,
North Carolina
LOT 4946 <item> [P&P]
Check for an online group
record (may link to related items)
c1908
Historic American Buildings
Survey (Library of Congress
, Prints and Photograph Division,
Washington, D.C. 20540 USA
Since December 1870
this black-and-whitestriped lighthouse has
been helping mariners
make their way through
the Diamond Shoals off
the North Carolina coast.
At 208 feet, it is the
tallest brick lighthouse
in the United States.
URL
http://memory.loc.gov/cg
ibin/query/r?pp/ils:@filre
q(@field(NUMBER+@b
and(cph+3c06984))+@fi
eld(COLLID+cph))
http://lcweb2.loc.gov/cgibin/query/D?hh:2:./temp/
~pp_rdPb::@@@mdb=fs
aall,brum,detr,swann,loo
k,gottscho,pan,horyd,gen
the,var,cai,cd,hh,yan,lom
ax,ils,prok,brhc,nclc,mat
pc,iucpub,tgmi,lamb,hec,
krb
http://memory.loc.gov/a
mmem/collections/habs_
haer/hhmap09.html#nc
IMAGE
DESCRIPTION
Grand Canyon of the
Colorado River. Grand
Canyon, Arizona
1940 Oct.
CITATION
Lee, Russell, 1903photographer
URL
http://memory.loc.gov/cg
ibin/query/r?ammem/fsaal
l:@field(NUMBER+@ba
nd(fsa+8b26440))
Satellite Map of the
Great Lakes
Google Sightseeing
Aerial View
http://googlesightseeing.c
om/2006/07/17/the-greatlakes/
Erie Canal
And
Connecting Waterways
Windows Internet
Explorer
www.eriecanal.org/maps/ca
nal_map2.jpg
A World of Wonders:
Geographic Travels in Verse
and Rhyme
by J. Patrick Lewis (Author) and
Alison Jay (Illustrator)
Amazon.com: A World of Wonders:
...
60 x 60 pixels
3kB
http://images.google.com
/imgres?imgurl=http://ec
x.imagesamazon.com/images/I/51
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_.jpg&imgrefurl=http://w
ww.amazon.com/WorldWonders-GeographicTravelsVerse/dp/0803725795&u
sg=__2Jp0YyzGkA8b33
68ZjFBy_Auryo=&h=24
0&w=240&sz=15&hl=en
&start=2&tbnid=Fvra_5r
7jWjalM:&tbnh=110&tb
nw=110&prev=/images%
3Fq%3DA%2BWorld%2
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eographic%2BTravels%2
Bin%2BVerse%2Band%
2BRhyme%26gbv%3D2
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G%26ie%3DUTF-8
By Vera Williams
"Here are the postcards and snapshots
that stringbean Coe and his brother
Fred sent home to their mother, their
father, and their grandfather..."
Scholastic Inc. (January 1,
1990)
http://aolsearcht5.search.
aol.com/aol/image?s_it=t
opsearchbox.imagehome
&q=Stringbean%27s+Tri
p+to+the+Shining+Sea
Gold mining in California
Gold miners shoveling sand from
stream into sluice while one miner
pans for gold in the same stream,
small building and mountains in the
background
["Auction & Negro Sales,"
Whitehall Street]
These photographs are of
Sherman in Atlanta,
September-November, 1864.
Destruction of tea at
Boston Harbor
http://lcweb2.loc.gov/cgiNew York : Published by Currier bin/query/h?pp/PPALL:
& Ives, c1871
@field(NUMBER+@1(c
ph+3b49655))
Barnard, George N., 1819-1902,
photographer.
Civil War photographs, 18611865 / compiled by Hirst D.
Milhollen and Donald H.
Mugridge, Washington, D.C. :
Library of Congress, 1977. No.
0707
http://lcweb2.loc.gov/cgibin/query/h?pp/PPALL:
@field(NUMBER+@ban
d(cwpb+03350))
Library of Congress Prints and
Photographs Division
Washington, D.C. 20540 USA
N. Currier (Firm)
http://lcweb2.loc.gov/cgibin/query/h?pp/PPALL:
@field(NUMBER+@1(c
ph+3b52022))
Rubric Options
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Region Poetry Project Rubric
Name ______________________________________________________________
Region _____________________________________________________________
Circle the type of poem being evaluated:
Haiku (5)
found poem
sensory poem
recipe
2 voice poems
Final copy includes evidence of regional research
(Person, Places, Events)
Final copy includes beginning, middle, end
1
2
3
4
1
2
3
4
Final copy included a title to “hook” the reader
1
2
3
4
2
3
4
Demonstrates effective use of capitalization
1
2
3
4
Demonstrates effective use of punctuation
1
2
3
4
Demonstrates effective spelling
1
2
3
4
Includes elements relevant to particular poem pattern
1
2
3
4
Used descriptive language/power words/voice
1
Total
/32
Teacher Comments
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Region Rubric
Name _____________________________________________ Date __________________________
Poem Title: __________________________________Region ___________________ Score ____________
Poem Title: __________________________________Region ___________________ Score ____________
Poem Title: __________________________________Region ___________________ Score ____________
Poem Title: __________________________________Region ___________________ Score ____________
Poem Title: __________________________________Region ___________________ Score ____________
Region Rubric
CATEGORY
Engages the
Reader
Region
Research
Observed
Language
Use
Conventions
4
3
2
1
Captivates and
involves the reader
deeply.
Well focused and
interests reader
throughout.
Some focus, but
lacks continuity.
Unfocused; author
seems unsure of
direction.
Vivid, detailed
images pertaining to
our study of regions
are used consistently
in the poem.
Clearly researched
topic written about
and used examples
of a variety of
images in the
majority of the poem.
Some use of region
description, image,
idea, or emotion in
the poem.
Difficult to determine
which region was
described. No
visualize images or
emotion in poem..
Rich, imaginative,
Appropriate choice
and expressive word of language.
choice.
Word choice
expresses thoughts
to a limited degree.
Inappropriate or
imprecise word
choice.
No spelling or
grammar mistakes. If
handwritten, best
handwriting was
used and is easy to
read. If typed, font is
easy to read and is
an appropriate size
and color.
Several (4-5)
spelling or grammar
mistakes. If
handwritten, parts
are hard to read. If
typed, font, size, or
color is hard to read.
6 or more grammar
or spelling mistakes.
If handwritten, very
difficult to read. If
typed, font, color,
and size are very
difficult to read.
A few (less than 3)
spelling or grammar
mistakes. If
handwritten, good
handwriting was
used and is fairly
easy to read. If
typed, font, size, and
color are fairly easy
to read.
Comments:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Student Self-Evaluation
Name ________________________________________ Date__________________________
Using the scale below, rate yourself regarding how much effort you demonstrated
during our geography and regions unit. How much independent work did you get completed
during class time and to what extent did you research materials including
poetry, picture books, textbooks, photos, websites, and all publications on your own time.
4
Superior. Lots of studying on my own and lots of trying what I’m
learning which is evident in my writing.
3
Good. I’ve studied some on my own which I’ve added to in my
writing.
2
Just OK. I’ve tried what we’ve done as a whole class with learning from
writers, but not much else.
1 Need work here. I haven’t really been paying much attention to learning
from the lessons presented, either with the whole class or on my own.
I give myself a score of _______________.
Write comments that explain why you gave yourself the score you did.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Region Work Portfolio
How well did you do keeping your region’s work portfolio? Were you careful to organize your
handouts without losing them? Did you write a rough draft for each poetic pattern? Did you push
yourself to improve your writing skills? Did you push yourself to research and take notes using the
handouts provided? Did you add to your region work portfolio by researching outside of school?
I give myself a score of _______________.
Write comments that explain why you gave yourself the score you did.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Handouts
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Publishing Tray Ticket
Name ______________________________________________ Region ________________________________
This sheet is your “ticket” to publish. Publishing is hard work and I want you now to take the time to evaluate
your progress. My goal is for you to think, read, and analyze your wonderful work as a writer.
Form: the structure that holds your ideas together. What particular form is this piece of writing? Circle
your answer below.
Haiku (5)
found poem
sensory poem
recipe
2 voice poems
1.
2.
3.
4.
_____ I have paperclipped my original rough drafts to the back of this paper.
_____ I have reread my piece at least 6 times to look for ways to improve even more.
_____ My name is typed on my paper.
_____ I have centered my poem in the middle of the paper. Not too high and not too
low. My piece looks like a poem.
5. _____ My poem is punctuated like prose-commas after fragments, periods after a
complete thought and end of stanzas.
I have used the following mini-lessons/craft/figurative language to make my
writing better: (Make sure you can show examples of each checked item in your attached poem)
___ Metaphor ___ Simile ___ Alliteration ___ Personification ___ Idioms
___ Onomatopoeia ___ Hyperbole ___ Imagery ___ Adjectives ___ Adverbs
___ Avoided overused words (and/then/stuff, etc.) ___ Sharon Creech craft
___ Other _________________________________
___ Mood: What effect do you want your poem to have on the reader? Circle your answer.
Serious funny sad happy suspenseful spooky touching inspiring
Other _____________________________
Teacher Comment:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Region ____________________________________________________________
Student Name ____________________________________________________
Famous
People
Places
Landforms
Historical
Event
Now choose a variety of words from your list above and think like a poet………….
Ordinary Word
Descriptive Poetic Word
Landmarks
Human Changes
Photo Observation Sheet
Name _________________________________________________________________
Picture ________________________________________________________________
Details: Describe the objects you see Weather conditions, lighting, colors,
Sounds: Voices? Silence? What
as accurately as you can in this box.
adjectives
kind of silence? Empty? Lonely?
Smells:
If I touched it, this image might feel
like…
I wonder………………
Similes (like, as)
Metaphors I have of this image…
Feelings I have about this image
are…
Picture ________________________________________________________________
Details: Describe the objects you see Weather conditions, lighting, colors,
Sounds: Voices? Silence? What
as accurately as you can in this box.
adjectives
kind of silence? Empty? Lonely?
Smells:
If I touched it, this image might feel
like…
I wonder………………
Similes (like, as)
Metaphors I have of this image…
Feelings I have about this image
are…
Picture Books
Stringbean's Trip to the Shining Sea (Mulberry Books) (Paperback)
by Vera B. & Jennifer Williams
Tulip Sees America by Cynthia Rylant and 4isa Desmini
America the Beautiful by Katharine Lee Bates and Neil Waldman
State-by-state Guide (United States Of America) by Millie Miller and Cyndi Nelson
Home: A Journey through America by Thomas Locker
America : A Patriotic Primer by Lynne Cheney and Robin Preiss Glasser
America Is... by Louise Borden and Stacey Schuett
14 Cows for America by Carmen Agra Deedy
North America (True Books: Continents) by David Petersen
This Is America: The American Spirit in Places and People by Don Robb and Christine Joy Pratt
A is for America by Devin Scillian, Devin Scillian, and Pam Carroll
Teacher Resources on Geography Listed in Library of Congress
Kids Learn America!: Bringing Geography to Life With People, Places & History (Williamson Kids Can!)
by Patricia Gordon, Reed C. Snow, and Loretta Trezzo Braren
Language Arts Resources
http://www.readwritethink.org/lessons/lesson_view.asp?id=148
http://www.readwritethink.org/lessons/lesson_view.asp?id=413
http://www.readwritethink.org/student_mat/student_material.asp?id=39
http://www.readwritethink.org/lessons/lesson_view.asp?id=306
http://www.readwritethink.org/lessons/lesson_view.asp?id=925
http://www.readwritethink.org/lesson_images/lesson147/NonfictionBooksEval.pdf
http://www.readwritethink.org/lessons/lesson_view.asp?id=129
Sensory Poems
http://www.brighthub.com/education/k-12/articles/36248.aspx
General Reading Resources Listed in the Library of Congress
http://memory.loc.gov/learn/collections/book/cntrbook.html
Poetry
"Eternity" by William Blake
"The Soldier" by Rupert Brooke
"The City" by C. P. Cavafy
from "Rime of the Ancient Mariner" by Samuel Taylor Coleridge
"Proem: to Brooklyn Bridge" by Hart Crane
"Immigrants" by Robert Frost
"Birches" by Robert Frost
"Those Winter Sundays" by Robert Hayden
"Do You See the Town?" by Hugh von Hofmannsthal
"Driving Montana" by Richard Hugo
"The New Colossus" by Emma Lazurus
"A Psalm of Life" by Henry Wadsworth Longfellow
"Our Land" by Yannis Ritsos
"Fern Hill" by Dylan Thomas
"A Far Cry from Africa" by Derek Walcott
How To Research
http://memory.loc.gov/ammem/ndlpedu/educators/workshop/discover/index.html
http://www.readwritethink.org/materials/hints-on-print/index.html
Language Arts Resources
http://www.readwritethink.org/lessons/lesson_view.asp?id=148
http://www.readwritethink.org/lessons/lesson_view.asp?id=413
http://www.readwritethink.org/student_mat/student_material.asp?id=39
http://www.readwritethink.org/lessons/lesson_view.asp?id=306
http://www.readwritethink.org/lessons/lesson_view.asp?id=925
http://www.readwritethink.org/lesson_images/lesson147/NonfictionBooksEval.pdf
http://www.readwritethink.org/lessons/lesson_view.asp?id=129
Sensory Poems
http://www.brighthub.com/education/k-12/articles/36248.aspx
General Reading Resources Listed in the Library of Congress
http://memory.loc.gov/learn/collections/book/cntrbook.html
Maps
http://memory.loc.gov/learn/collections/rotog/thinking.html
http://memory.loc.gov/learn/community/cc_maps.php
https://www.cia.gov/library/publications/the-world-factbook/index.html
http://myloc.gov/Education/OnlineActivities/Pages/onlineactivities/mapmaking/index.html
http://memory.loc.gov/learn/features/maps/introduction.html
http://memory.loc.gov/learn/collections/book/c.html#cwmaps
Graphic Organizers and Handouts
http://interactives.mped.org/view_interactive.aspx?id=127&title=
http://www.readwritethink.org/lesson_images/lesson925/blank-go.pdf
http://www.readwritethink.org/lesson_images/lesson1059/image_analysis.pdf