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Barber of Birmingham - Use of Documentaries Presentation


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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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Barber of Birmingham - Use of Documentaries Presentation

  2. 2. Presenters Whitney Olson: National History Day -Sonoma County: Debbie Granger: Orange County Department of Education: Mary Janzen: Fresno County Office of Education:
  3. 3. Very Special Thanks to… Robin Fryday, Producer: The Barber of Birmingham
  4. 4. Today’s Plan
  5. 5. 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.
  6. 6. 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
  7. 7. Overview of Common Core State Standards READING AND WRITING IN H-SS
  8. 8. Six Shifts1. Increase in non-fiction texts2. Content area literacy3. Increase complexity of texts4. Focus on text-based questions5. Focus on writing arguments6. Academic vocabulary
  9. 9. 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.
  10. 10. 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
  11. 11. Common Core State Standards WRITING in H-SSEXPLANATORY 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.
  12. 12. 21st Century Skills
  13. 13. High School-Visual Arts: 2.0 Creative ExpressionCommunicate 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.
  14. 14. High School-Visual Arts: 4.0 Aesthetic ValuingDerive 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.
  15. 15. Process/Form Meaning ContextDocumentary
  16. 16. The Well Told StoryNARRATIVE STORY STRUCTURE
  17. 17. The Power of Story in Teaching and Learning Source:
  18. 18. Well Told Story – Narrative Structure Exposition Crisis Conflict Climax Resolution
  19. 19. Exposition Background Context What has already taken place
  20. 20. 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
  21. 21. Conflict Challenges that must be overcome along the way Usually at least 3 conflicts
  22. 22. Climax  The high point of the action  Crisis is resolved
  23. 23. Resolution Protagonist/hero(ine) is a changed person – discovers something about life or about him/herself Additional challenges/ completing action that began earlier Conclusion
  24. 24. Resolution Protagonist/hero(ine) is a changed person – discovers something about life or about him/herself Additional challenges/ completing action that began earlier Conclusion
  26. 26. Elements of History-Specific Documentaries1. Content2. A Story3. Exploration of Change Over Time4. Historical Perspective5. Context6. Well-Crafted Questions7. Conclusions8. Foundation of Facts
  27. 27. 1. Content Live video Interviews Photographs Graphics Film footage Audio footage
  28. 28. 2. A Story Beginning, middle, end Dramatic moments Vivid images Colorful/controversial quotations Organization – chronological or thematic
  29. 29. 3. Exploration of Change Over Time What happened? Why?
  30. 30. 4. Historical Perspective Multiple perspectives on era, event, person
  31. 31. 5. Context Location description Description of time period, key events taking place
  32. 32. 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?
  33. 33. 7. Conclusions Evidence-based Hint at or specifically state significance
  34. 34. 8. Foundation of Facts Begin with basics  Who  What  When  Where  Why  How
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. Q&A
  39. 39. 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