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PowerPoint for Use of Documentaries Featuring The Barber of Birmingham, presented by Whitney Olson, Mary Janzen, and Debbie Granger
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U S I N G D O C U M E N T A R I E S T O T E A C H H I S T O R Y A S W E L L A S
H I S T O R I C A L A N D L A N G U A G E - R E L A T E D L I T E R A C I E S
The Barber of Birmingham
Presenters
Whitney Olson: National History Day -Sonoma County: [email protected]
Debbie Granger: Orange County Department of Education: [email protected]
Mary Janzen: Fresno County Office of Education: [email protected]
Very Special Thanks to…
Robin Fryday, Producer: The Barber of Birmingham
Today’s Plan
Outcomes
Learn how translating informational text/sources to narrative structure leads to meaningful, rich learning experiences.
Experience and integrate elements of the Well Told Story and Historical Documentaries into documentary analysis.
Utilize tools that allow the teacher to facilitate student learning.
Session Agenda
Connect with Common Core State Standards
Overview of historical “story” elements
Application of tools to The Barber of Birmingham
Application of tools to a new student-developed documentary
Q & A
R E A D I N G A N D W R I T I N G I N H - S S
Overview of Common Core State Standards
Six Shifts
1. Increase in non-fiction texts
2. Content area literacy
3. Increase complexity of texts
4. Focus on text-based questions
5. Focus on writing arguments
6. Academic vocabulary
Common Core State Standards
READING IN H-SS Summary based on pp. 50 - 51, California’s Common Core State Standards
Use textual evidence from primary and secondary sources to support analysis. Determine central ideas; create summaries indicating relationships among various
elements. Evaluate various explanations, determining which, based on evidence is most
plausible. Determine meaning of words and phrases in context. Read primary sources closely, identifying elements and structural components that
contribute to its meaning. Assess claims, reasoning, and evidence of authors with different perspectives. Integrate multiple sources from different media into understanding to address a
question or solve a problem. Evaluate author’s premises, evidence, and reasoning by corroborating or
challenging with other information. Integrate information from diverse sources into a coherent understanding of an era,
person, and/or event. Read at grade level.
Common Core State Standards
WRITING in H-SS
ARGUMENTATIVE WRITING Summary based on pp. 54- 56, California’s Common Core State Standards
Write arguments based on evidence with the following elements:
Precise, knowledgeable claims based on evidence and identify significance.
Logical organizational structure identifying claims and counterclaims.
Analysis of quality of reasoning, evidence on each side of the argument.
Words, phrases, structure, transitions that create a logical, coherent, effective argument using discipline-specific strategies in a formal style.
Concluding statement that follows or relates to the argument presented
Common Core State Standards
WRITING in H-SS EXPLANATORY OR INFORMATIONAL
WRITING Summary based on pp. 55 -56, California’s Common Core State Standards
Write informational and explanatory text with the following elements: Introduction to the topic. Organizational structure in which each element builds upon what precedes it and supports
what follows it. Thorough development of topic with most significant details, extended definitions of key
concepts, concrete details, quotations, and other information in recognition of audience and its concerns.
Language, structure, and transitions to logically and effectively build a coherent narrative in which complex relationships among elements are integrated into a cohesive whole.
Management of topic complexity with use of precise language, metaphor, simile, etc. Concluding statement highlighting significance of topic.
21st Century Skills
High School-Visual Arts: 2.0 Creative Expression
Communicate and Express Through Original Works of Art
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
High School-Visual Arts: 4.0 Aesthetic Valuing
Derive Meaning
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.
4.3 Analyze and articulate how society influences the interpretation and message of a work of art.
Process/Form
Meaning
Context
Documentary
N A R R A T I V E S T O R Y S T R U C T U R E
The Well Told Story
The Power of Story in Teaching and Learning
Source: http://www.memeticians.com/2008/02/06/storyteller.jpg
Well Told Story – Narrative Structure
Exposition
Crisis
Conflict
Climax
Resolution
Exposition
Background
Context
What has already
taken place
Crisis
The catalyst for everything that follows
The “log in the road” that somehow must be gotten around
Forces the protagonist to take his/her journey
Conflict
Challenges that must be overcome along the way
Usually at least 3 conflicts
Climax
The high point of the action
Crisis is resolved
Resolution
Protagonist/hero(ine) is a changed person – discovers something about life or about him/herself
Additional challenges/ completing action that began earlier
Conclusion
Resolution
Protagonist/hero(ine) is a changed person – discovers something about life or about him/herself
Additional challenges/ completing action that began earlier
Conclusion
C R E A T I N G A N E N G A G I N G , I N F O R M A T I O N A L , S T O R Y W H I C H P O I N T S T O T H E
S I G N I F I C A N C E O F A P E R S O N , P L A C E , E V E N T , O R E R A I N H I S T O R Y
Elements of Historical Documentaries
Elements of History-Specific Documentaries
1. Content
2. A Story
3. Exploration of Change Over Time
4. Historical Perspective
5. Context
6. Well-Crafted Questions
7. Conclusions
8. Foundation of Facts
1. Content
Live video
Interviews
Photographs
Graphics
Film footage
Audio footage
2. A Story
Beginning, middle, end
Dramatic moments
Vivid images
Colorful/controversial quotations
Organization – chronological or thematic
3. Exploration of Change Over Time
What happened?
Why?
4. Historical Perspective
Multiple perspectives on era, event, person
5. Context
Location description
Description of time period, key events taking place
6. Well-Crafted Questions
Open-ended
Research-based
What’s controversial or debated in the research?
What questions did you develop that weren’t answered through research?
7. Conclusions
Evidence-based
Hint at or specifically state significance
8. Foundation of Facts
Begin with basics
Who
What
When
Where
Why
How
Documentary Analysis and CCSS
Introduction of topic &/or argument
Multiple perspectives
Primary and secondary sources
Coherent narrative
Chronological
Thematic
Beginning, middle, end
Key terms, people
Conclusion
The Barber of Birmingham
Elements Analysis
Pairs view documentary
“A” – Well Told Story
“B” – Elements of Historical Documentary
Think about 6 potential storyboard “squares” (where the elements of the well told story and the elements of historical documentary come together).
E.g., Beginning, Middle, and End combine with Exposition, Crisis & Conflict, and Resolution & Conclusion
Storyboard the 6 pieces with a neighbor.
Pairs-Square to share
Application
Pairs select possible documentary topic
“A” – outline elements of Well Told Story
“B” – outline elements of Historical Documentary
A & B identify 6 places that the two components come together
A & B develop 6-pane storyboard
Pairs-square and share
Q & A
What we accomplished
Learned how to connect using documentaries as a learning tool while addressing Common Core State Standards
Experienced and integrated elements of the Well Told Story and Historical Documentaries into documentary analysis.
Utilized tools that allow the teacher to facilitate student learning