First read the post from "Investigating US History." Be sure to scroll down to the segment entitled "Visual Evidence in the History Classroom." As you will notice, the author presents two challenges to teachers using graphic or visual representations with students. One is that we too often use visuals or graphics as a supplement to the material being taught - as presentational tools - and not as instructional or content delivery tools (meaning we use the image to teach the content). The second issue is that we often use visuals to entertain students and not to stretch them as historical thinkers. Describe a time when you had a teacher "miss the mark" using a visual to teach history by failing to substantively analyze an image, graphic, or visual. How might that teacher have better used the image, graphic, or visual to teach content or to develop analytical skills? Post your response as a comment below.