PROGRESSIVE ERAPROGRESSIVE ERAMusic VideoMusic Video

SARA BETH CHAMBERSSARA BETH CHAMBERS

StudentsStudents 1010THTH GRADE HONORS AMERICAN GRADE HONORS AMERICAN

HISTORYHISTORY INTELLECTUALLY GIFTED STUDENTSINTELLECTUALLY GIFTED STUDENTS

MUSIC VIDEOMUSIC VIDEOLesson Plan GoalsLesson Plan Goals

During this 4 day project, students will During this 4 day project, students will acquire knowledge of the era while acquire knowledge of the era while researching their topic. They will utilize researching their topic. They will utilize advanced technological skills to present advanced technological skills to present their material, displaying their creative their material, displaying their creative skills as well. Upon presentation, skills as well. Upon presentation, material will be reinforced with material will be reinforced with presenters and audience.presenters and audience.

Ohio Content Standards Ohio Content Standards CoveredCovered

HistoryHistory 4. Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and 4. Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and

Progressivism. Progressivism. 9. Analyze the major political, economic, and social developments of the 1920’s including:9. Analyze the major political, economic, and social developments of the 1920’s including: b. Women’s Right to Voteb. Women’s Right to Vote d. Immigration restrictions, nativism, race riotsd. Immigration restrictions, nativism, race riots

People in SocietiesPeople in Societies 1. Describe how the perspective of cultural groups helped to create political action groups1. Describe how the perspective of cultural groups helped to create political action groups 2. Explain the effects of immigration on society in the United States2. Explain the effects of immigration on society in the United States

GeographyGeography Explain how the perspectives and characteristics of geographic regions in the United States have changed over timeExplain how the perspectives and characteristics of geographic regions in the United States have changed over time Analyze the geographic processes that contributed to changes in American society Analyze the geographic processes that contributed to changes in American society

EconomicEconomic 2. Analyze the development of labor unions and impact of labor unions, farm organizations and business organizations 2. Analyze the development of labor unions and impact of labor unions, farm organizations and business organizations

on the US economyon the US economy Demonstrate how US policies affect individuals and businessesDemonstrate how US policies affect individuals and businesses Explain the reasons for the creation of the Federal Reserve system and importance to the economyExplain the reasons for the creation of the Federal Reserve system and importance to the economy

GovernmentGovernment 1. Explain how the 19th and 26th amendments were enacted and how they affected individuals and groups.1. Explain how the 19th and 26th amendments were enacted and how they affected individuals and groups. Citizenship Rights and ResponsibilitiesCitizenship Rights and Responsibilities 2. Explain how civil disobedience differs from other forms of dissent and evaluate its application and consequences2. Explain how civil disobedience differs from other forms of dissent and evaluate its application and consequences 3. Explain the considerations and criteria commonly used to determining what limits should be placed on specific rights 3. Explain the considerations and criteria commonly used to determining what limits should be placed on specific rights

Social Studies Skills and MethodsSocial Studies Skills and Methods 1. Determine the credibility of sources1. Determine the credibility of sources 3. Analyze one or more issues and present a persuasive argument to defend a position3. Analyze one or more issues and present a persuasive argument to defend a position

MethodsMethods

Initial Lecture/ InstructionInitial Lecture/ InstructionGroup WorkGroup WorkResearch in Computer LabResearch in Computer LabTechnology use of Movie MakerTechnology use of Movie MakerPresentation of ProjectsPresentation of Projects

MATERIALS NEEDEDMATERIALS NEEDED

MUSIC VIDEO example DVDMUSIC VIDEO example DVDCOMPUTER LAB COMPUTER LAB TEXTBOOKSTEXTBOOKSSTUDENT HANDOUT STUDENT HANDOUT (see music video student (see music video student

handout)handout)

AWESOME SURROUND SOUND AWESOME SURROUND SOUND SYSTEMSYSTEM (included with classroom AV/Tech setup)(included with classroom AV/Tech setup)

PROCEDUREPROCEDURE

DAY 1- CLASSROOMDAY 1- CLASSROOM Instruction:Instruction:

Project ExplanationProject Explanation Brief overview of Microsoft Movie MakerBrief overview of Microsoft Movie Maker

Students:Students: Students choose partners for GROUP WORKStudents choose partners for GROUP WORK Groups consult text to choose their topicGroups consult text to choose their topic Brainstorm song to useBrainstorm song to use

SONG & LYRICSSONG & LYRICS

Students choose appropriate song Students choose appropriate song relevant to their topic (in lyrics or style)relevant to their topic (in lyrics or style)

Use song from home library (CD or PC)Use song from home library (CD or PC)

PROCEDUREPROCEDURE

DAY 2- COMPUTER LABDAY 2- COMPUTER LABStudents submit song lyrics for Students submit song lyrics for

approvalapprovalResearch images/ quotes/ cartoons Research images/ quotes/ cartoons

for their issue to use in videofor their issue to use in videoComplete 10 frames of video by end Complete 10 frames of video by end

of first day- to be checked by of first day- to be checked by instructorinstructor

Useful Resources for ImagesUseful Resources for Images

http://images.google.com/imghp?tab=http://images.google.com/imghp?tab=wiwi

http://www.loc.gov/index.htmlhttp://www.loc.gov/index.htmlhttp://www.digitalhistory.uh.edu/modulhttp://www.digitalhistory.uh.edu/modul

es/progressivism/links.cfmes/progressivism/links.cfm

http://memory.loc.gov/learn/features/tihttp://memory.loc.gov/learn/features/timeline/progress/cities/urban.htmlmeline/progress/cities/urban.html

PROCEDUREPROCEDURE

DAY 3- COMPUTER LABDAY 3- COMPUTER LABStudents finish video with at least 30 Students finish video with at least 30

frames of pictures and information.frames of pictures and information.Sync music to video, completing Sync music to video, completing

project.project.DAY 4- CLASSROOM PRESENTATIONSDAY 4- CLASSROOM PRESENTATIONSStudents present completed projects Students present completed projects

to the class.to the class.

COMPUTER LAB COMPUTER LAB CONSIDERATIONSCONSIDERATIONS

Students experience limitations with Students experience limitations with lab rules; talk with lab expert to lab rules; talk with lab expert to overcome challengesovercome challengesi.e. if bringing in flashdrives, must be i.e. if bringing in flashdrives, must be

scanned for viruses by lab geniusscanned for viruses by lab geniusProjects saved under student’s Projects saved under student’s

school account and saved on server school account and saved on server are easiest to access in classroomare easiest to access in classroom

ASSESSMENT RUBRICASSESSMENT RUBRIC

Day 1 in Computer LabDay 1 in Computer Lab: Bring song on CD or lyrics to : Bring song on CD or lyrics to class for approval. Locate images from the Internet and class for approval. Locate images from the Internet and finish at least 10 slides for the presentation. finish at least 10 slides for the presentation.

_____/5 pts_____/5 pts Music Music _____/10 _____/10 ptspts 10 Slides10 Slides

Day 2 in Computer LabDay 2 in Computer Lab: Finish presentation with at : Finish presentation with at least 30 slides. Sync music with presentation for least 30 slides. Sync music with presentation for completion.completion.

_____/30 pts_____/30 pts 30 Slides30 Slides _____/10 pts_____/10 pts Coverage of Issue (Past & Coverage of Issue (Past &

Present)Present) _____/5 pts_____/5 pts Music synched with presentation Music synched with presentation

_____/60 pts TOTAL_____/60 pts TOTAL

Intervention/ AdaptationsIntervention/ Adaptations

For students with no access to music:For students with no access to music:Pair with student who doesPair with student who does

OROR

Provide music from personal libraryProvide music from personal libraryFor students without access to For students without access to

Computer Lab accounts Computer Lab accounts (haven’t (haven’t submitted their network access forms):submitted their network access forms):Pair with student who has accessPair with student who has access

ENJOY THE SHOWS!ENJOY THE SHOWS!