Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Barber of Birmingham - Use of Documentaries Presentation

421 views

Published on

PowerPoint for Use of Documentaries Featuring The Barber of Birmingham, presented by Whitney Olson, Mary Janzen, and Debbie Granger

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Barber of Birmingham - Use of Documentaries Presentation

  1. 1. The Barber of BirminghamUSING DOCUMENTARIES TO TEACH HISTORY AS WELL AS HISTORICAL AND LANGUAGE-RELATED LITERACIES
  2. 2. Presenters Whitney Olson: National History Day -Sonoma County: smowbo@sbcglobal.net Debbie Granger: Orange County Department of Education: dgranger@ocde.us Mary Janzen: Fresno County Office of Education: mjanzen@fcoe.org
  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: http://www.memeticians.com/2008/02/06/storyteller.jpg
  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
  25. 25. Elements of Historical DocumentariesCREATING AN ENGAGING, INFORMATIONAL, STORY WHICH POINTS TO THESIGNIFICANCE OF A PERSON, PLACE, EVENT, OR ERA IN HISTORY
  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

×