TPS training storyboards is a complete design and development course for teaching high students how to conduct historical research and investigations in the digital age.

1. 1
Homepage Storyboard page 1
Project Title: Conducting Authentic Historical Investigations in
the Digital Age
Links:
Library of congress Teaching with Primary Sources
University of Central Florida
Tps.spruz.com
Page _1___ of _12___
Date: 4/8/2013
File Name: Authentic Historical Investigations
Screen Description:
The intro page has Sherlock Holmes
character holding a Magnifying glass.
Additional image of
Magnifying glass with collages of famous
people.
UCF Logo, TPS logo
Project title and historical images and Dark
Grunge Paper texture background.
Script:
(A student from the UCF Theatre Acting program to
read the narrative)
[Frame] 1: Conducting Authentic Historical
Investigations in the Digital Age involves
students in engaging educational
experiences that allow them to make
comparisons, analyze a variety of sources,
construct plausible narratives, and forces
them to think critically about issues of
importance to the learner.
History instruction typically involves
memorization of names, dates, places, and
events. However, to promote interest and to
develop historical and critical thinking skills,
history instruction much shift from a focus on
the memorization of facts towards
approaches that utilize the investigation of
primary sources and allows for the
construction of authentic historical narratives.
Links From Screen:
Link to Intro page
Screen Layout:
Background: Dark Grunge Paper texture
Color Schemes: Harvest Gold, Sage Green, Teal
Text Attributes: Headings Berlin Sans FB Demi Bold 30pt;
Website Arial Bold 18
Graphic Stills: Vector image Sherlock
Holmes, Magnifying glass,
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf

2. 2
Intro Storyboard 2: Intro page
Project Title: Conducting Authentic Historical Investigations in the
Digital Age
Page _2___ of _12___
Date: 4/8/2013
File Name: Authentic Historical Investigations
Screen
Description:
Project title and
historical images
and Dark Grunge
Paper texture
background.
Script:
(A student from the UCF Theatre Acting program to read the narrative)
[Script] Frame 1: As students have opportunities to construct
their own historical narratives, they begin to understand that
history is not a pre-determined, definitive story, with a series of
“facts” threaded together.
Links From Screen:
Home page
Links To Screen:
History eight elements.
Background: Dark Grunge Paper texture
Color Schemes: Harvest Gold, Sage Green, Teal
Text Attributes: Headings Berlin Sans FB Demi
Bold 30pt; Website Arial Bold 18
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf
ConductingAuthentic Historical Investigations
in the DigitalAge
ConductingAuthentic Historical Investigations
in the DigitalAge

3. 3
Video Storyboard 3: History eight elements
Project Title: Conducting Authentic
Historical Investigations in the Digital
Age
Page _3___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description:
Colored boxes of
eight elements and
Dark Grunge Paper
texture
background.
Script:
(A student from the UCF Theatre Acting program to read the narrative)
[Script] Frame 1: Constructing authentic historical investigations consists of an eight element
approach.
[Script] Frame 2: The first elements consist of creating authentic questions Students must be
provided with opportunities to ask questions of personal interest. For example, consider this
statement by President John Fitzgerald Kennedy. “Ask not what your country can do for you. Ask
what you can do for your country.”
In order to know what was meant by President Kennedy when he spoke these words, consider
questions that might be interesting and useful for students to know these answers to. For
example, they might ask, “what else was going on at this particular time in history” or “who was
the audience of the speech.
[Script] Frame 3: To answer these questions, students need to utilize diverse sources
published documents, unpublished documents, oral histories, visual documents, and artifacts.
[Script] Frame: 4 The next element includes students scrutinizing the sources. While it is
important to collect an assortment of relevant sources, the purpose, context, and validity of the
sources are also critical to consider. By not accepting the sources as they are, or at face-value,
investigation in an effort to get a more comprehensive view of historical events.
[Script] Frame 5: Next, allow students to determine the context of each source. The context,
or the setting and purpose for which a document was constructed or intended, are vital to
consider. As with most situations, a document taken out of context can lead to invalid or
inaccurate conclusions.
[Script] Frame 6. Next - Sources should be read closely and efforts should be made to “read
between the lines.” The sources are the parts of the puzzle that help verify the events in history.
[Script] Frame 7: The next elements consist of considering alternative perspectives. This is
important, as it allows students to begin understanding that historical narratives often have more
than one, beginning, middle, end, setting, characters, problem, and resolutions.
[Script] Frame 8: Next, corroborate the sources is important. This additional verification
significantly improves the likelihood of the validity of sources.
[Script] Frame 9: Lastly, is the construction of plausible narratives. Opportunities should be
presented where students have a chance to construct historical narratives from a multitude of
sources to support where gaps in the sources or the author’s knowledge exist.
Links From Screen:
Intro page
Links To Screen:
Discussion of narrative
As script is read
each frame is faze
onto the screen.
Scene Layout sequences:
Background: Dark Grunge Paper texture
Color Schemes: Harvest Gold, Sage Green,
Teal
Text Attributes: Website Arial Bold 14
Audio:
[Script]
Video:
Size: 350
x 270;
Flash
file.swf
(SCRIPT)
8. Con struct
narratives
7. Corroborate
the sources
6. Consider
alternative
perspe ctives
5. Read
the sou rces
4. D etermine
the co ntext
of each
source
3. Scrutinize
the sou rces
2. Utilize
diverse
sources
1. C reate
authentic
questions
Frame 1
Frame 2
(SCRIPT)
Frame 3
(SCRIPT)
Frame 6
(SCRIPT)
Frame 7
(SCRIPT)
Frame 4
(SCRIPT)
Frame 8
(SCRIPT)
Frame 5
(SCRIPT)
Frame 9
(SCRIPT)
8. Construct
narratives
7. Corroborate
the sources
6. Consider
alternative
perspectives
5. Read
the sources
4. Determine
the context
of each
source
3. Scrutinize
the sources
2. Utilize
diverse
sources
1. Create
authentic
questions

4. 4
Video Storyboard 4: Discussion of narrative
Project Title: Conducting Authentic Historical
Investigations in the Digital Age
Page _4___ of _12___
Date: 4/8/2013
File Name: Authentic Historical Investigations
Screen Description:
As script is read each frame is
faze onto the screen elements
within magnifying glass. Two
students at a desk. Dark Grunge
Paper texture background.
Script:
(A student from the UCF Theatre Acting program to read the narrative)
[Script] Frame 1. The instructional strategy for supporting the
historical inquiry process consists of a seven basic events:
[Script] Frame 2. First, provide a hook to ignite the interest of the
student with provoking images, documents, or other sources
related to the content.
[Script] Frame 3. Second, identify Fundamental Question(s) that
encourage deep and on-going inquiries. In doing this, focus on
Non-Dichotomous Questions as well as questions that
Encourage Inquiry.
[Script] Frame 4. Third, Advocate engagement with Primary and
Secondary Sources
[Script] Frame 5. Fourth, consider Multiple Perspectives &
Historic Causation, through actions such as Challenging the
Mono-Causal History and Resisting the Historical Presentism
[Script] Frame 6. Fifth, Piece Together a Plausible Narrative that
Streamlines multiple perspectives.
[Script] Frame 7. Sixth, provide a complete Authentic
Assessment, and .
[Script] Frame 8. Lastly, encourage reflections on the learning
experience.
Links From Screen:
History eight elements
Links To Screen:
Valley of the Shadow website
Screen Layout:
Background: Dark Grunge Paper texture
Text Attributes: Arial Black Bold 18
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf
Background: Dark Grunge Paper texture
Color Schemes: Harvest Gold, Sage Green, Teal
Text Attributes: Headings Berlin Sans FB Demi
Bold 30pt; Website Arial Bold 18
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf
Frame 2
(SCRIPT)
Frame 3
(SCRIPT)
Frame 6
(SCRIPT)
Frame 7
(SCRIPT)
Frame 4
(SCRIPT)
Frame 8
(SCRIPT)
Providing
a Hook
Frame 1
(SCRIPT)
Identifying
Fundamental
Question
Piecing
Together a
Plausible
Narrative
Providing
a complete
A
uthentic
A
ssessment
Encouraging
reflection
A
dvocating
engagem
e nt
w
ith P rim
ary
and
Second ary
Sou rces
Frame 5
(SCRIPT)
Consid ering
M
u ltiple
Perspectives
&
Hi storic
Caus ation
Discussion of narrative

5. 5
Video Storyboard 5: Valley of the Shadow website resource
Project Title: Authentic Historical
Investigations in the Digital Age
Page _5___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description: Valley of the Shadow
web site sample census form.
Script:
(A student from the UCF Theatre Acting program to read
the narrative)
[Script] Frame 1: Let’s take a look at an example using
the Valley of the Shadow web site resources, such as
letters and diaries, census and government records,
and others.
This lesson uses the Authentic Historical Investigation
approach to learn about the life of Thomas Garber, a
private in the 12th Virginia Cavalry, during the
American Civil War.
Links From Screen:
Discussion of narrative
Links To Screen:
Investigation intro
Animation/Video Layout:
Background: Dark Grunge Paper texture Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf

6. 6
Video Storyboard 6: Investigations intro
Project Title: Authentic Historical
Investigations in the Digital Age
Page _6___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description: Sherlock Homes
character image with Magnifying glass of an
image of Thomas in blended into glass.
Dark Grunge Paper texture background
Script:
(A student from the UCF Theatre Acting program to read
the narrative.)
[Script] Share we begin the historical investigation!
[Script] Let’s bring in Sherlock Holmes to help us with
our investigation.
(Narrative in Sherlock Holmes character-delivered in a
English voice)
[Script] Frame 1: Who was Thomas Garber? How was
he involved in the Civil war?
Links From Screen:
Valley of the Shadow website
Links To Screen:
The hook
.
Animation/Video Layout:
Text Attributes: Arial Bold Black 30pt
Background: Dark Grunge Paper texture
Video: Size: 350 x 270
Flash file (.swf; Sherlock character image Lip
Syncing.)

7. 7
Video Storyboard 7: The hook
Project Title: Authentic Historical
Investigations in the Digital Age
Page _7___ of _12___
Date: 4/8/2012
File Name: Authentic Historical
Investigations
Screen Description: Letters are faze on to
screen and info from letter pullout are
enlarged.
Dark Grunge Paper texture background
Script:
(A student from the UCF Theatre Acting program to read
the narrative.
Narrative in Sherlock Holmes character-delivered in a
English voice)
[Script] Frame 1: In a 1st
letter, We will hook their
interest with a series of letters, starting with this one
Thomas Garber write’s a letter to his brother to report
on his enlistment of soldier in the "Southern
Fencibles.".
[Script] Frame 2: In a 2nd letter, Thomas write’s a letter
to his sister Addie to tell her about the military company
he has joined.
[Script] Frame 3: In a 3rd
letter, Asher Harman, writes
to his Uncle Albert to praise the bravery and dedication
of his cousin Thomas.
[Script] Frame 4: In another resource, we examine
Charles Triplett O'Ferrall’s Autobiography describing
Thomas the Color bearer.
[Script] Frame 5: In a 4th letter, M.G. Harman writes;
he heard Maj T.P. Eskridge tell Mr. B. Evans that Tom
was killed.
[Script] Frame 5: Lastly, this sketch from the Battle of
Upperville depict’s the scene where Tom’s was killed in
action.
Links From Screen: Investigation intro
Links To Screen: Identify the
fundamental Questions
[Sound] Background horses galloping,
rifle fire, cannon artillery explosion and
the song Dixie's music.
Animation/Video Layout:
Text Attributes: Arial Bold 14pt & Arial Bold
Black 18pt
Background: Dark Grunge Paper texture
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf

8. 8
Video Storyboard 8: Fundamental questions
Project Title: Authentic Historical Investigations
in the Digital Age
Page _8___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description: Sherlock
Homes, dog and student at a
desk.
Dark Grunge Paper texture
background
Script:
(A student from the UCF Theatre Acting program to read the
narrative)
[Script] Frame 1: Next, let’s identify some fundamental Questions in
this Historical Investigation
[Sound] Dog sniffing
(Narrative in Sherlock Holmes character-delivered in a English voice)
[Script] Frame 2: What is it boy?
From these documents, what do we know about Thomas Garber,
What do we want to know?
[Script] Frame 3: Let ask the students to construct a KWL chart to
answer to these questions.
Who were Thomas' parents?
Did Thomas have other brothers and sisters?
Where was he born?
What did you learn about Thomas Garber from reading this letter?
What does this tell you about the life of a Civil War soldier?
What do you think was Thomas' job in the army?
[Script] Frame 4: As we move forward, the KWL chart can be used
to guide the inquires. Each column is used to pull out major details.
[Script] Frame 5: The K column is What they know
[Script] Frame 6: The W column What they want to know
[Script] Frame 7: The L column What they learned
[Script] Frame 8: KWL chart, could guide an inquired lesson that
would help them to learn in their investigation of Thomas Garber
and his involvement in the American Civil War.
Links From Screen: The Hook
Links To Screen: Engagement with primary &
Secondary sources
Screen Layout:
Text Attributes: Arial Bold 14pt & Arial Bold
Black 18pt
Background: Dark Grunge Paper texture
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf
Frame 1
(SCRIPT)
Frame 2
(SCRIPT)
Frame 5
(SCRIPT)
Frame 6
(SCRIPT)
Frame 3
(SCRIPT)
Frame 7
(SCRIPT)
Frame 4
(SCRIPT)
Frame 8
Identify the
fundamental
Questions What I Know
What I Want to Know
What I Learned
Topic
KWL Chart KWL Chart
What I Know What IWant to Know What I Learned
Topic
KWL Chart
KWL Chart
KWL Chart
What I Know
What I Want to Know
What I Learned
Topic
What I Know
What I Want to Know
What I Learned
Topic
What I Know
What I Want to Know
What I Learned
Topic
KWL ChartKWL Chart
Who was Thomas Garber?
WhatdidyoulearnaboutThomasGarberfromreadingthisletter?
WhatwaslifelikeduringtheCivilWarfortheaveragefamily?
WhatwasitliketobeateenagerduringtheCivilWar?
What
I Know
What
IWant
toKnow
What
I Learned
Topic
K W L
(SCRIPT)

9. 9
Animation/Video Storyboard 9: Engagement with sources
Project Title: Authentic Historical
Investigations in the Digital Age
Page _9___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description:
Sherlock Homes and Dr.
Watson character
Shadow Valley website
screen shots
Script:
(A student from the UCF Theatre Acting program)
[Script] Frame 1: Let’s now explore some Primary & Secondary sources
(Sherlock Holmes and Dr. Watson characters voice narrative)
[Script] Dr. Watson LipSync Frame 2:
Homes-How will we engage the students?
[Script] Sherlock LipSync: I say, the sources are elementary! My dear Watson,
Elementary!
(A student from the UCF Theatre Acting program)
[Script] Frame 3: The Shadow Valley website is an excellent place to start to locate data
about Thomas and were he was raised.
[Script] Here we will find the U.S. Census database that shows personal information that
can help us identify Thomas.
The 1860 data allows us to learn more about Thomas and the members of his family. For
example, we can learn that Thomas was 14 in 1860, and he could not read or write.
[Script] Frame 4: Next, we can introduce an article in the Harper’s Weekly of July 1863 that
describes the Battle of Upperville. There is a link to download an Alfred Waud’s Battlefield
sketch of Upperville, where Thomas was kill in battled.
[Script] Frame 5: Next, we have an announcement published in the Staunton Vindicator:
May 11, 1863 that announces Thomas death.
[Script] Frame 6: Followed by a letter from M. G. Harman that tells of Thomas fate and
interment.
[Script] Frame 7: and then Thomas Garber’s Tombstone is found in the Thornrose
Cemetery, were he was laid to rest in Staunton, VA beneath the sod of old Augusta.
[Script] Frame 8: Lastly, we might introduce the autobiography by Charles Triplett
O’Farrell that recounts tales of Thomas’s gallant nature, bravery and final moments as a
color-bearer prior to his dead in battle. On pages 79 and 80, one can find a fairly brief but
detailed description of Thomas’ time in the Twelfth Virginia Cavalry. For many students,
examining the autobiography pulls it all together and serves as a tribute to an amazing
individual whose exemplary character is clearly displayed through the sources utilized
throughout the historical investigation.
Links From Screen:
Fundamental questions
Links To Screen:
Complete Assessment
Screen Description:
Flash file
Source documents scroll
across screen one by one)
Animation/Video Layout:
Text Attributes: Arial Bold 14pt & Arial Bold
Black 18pt
Background: Dark Grunge Paper texture
Audio: [Script]
Video: Size:
350 x 270;
Flash file.swf

10. 10
Video Storyboard: 10 Complete Assessment
Project Title: Authentic
Historical Investigations in
the Digital Age
Page _10___ of _12___
Date: 4/8/2013
File Name: Authentic
Historical Investigations
Screen Description:
Dark Grunge Paper
texture background
Images of the
assessment rubric,
checklist.
Sherlock Homes and Dr.
Watson LipSync
Script:
(A students from the UCF Theatre Acting program )
Complete Assessment: (A students from the UCF Theatre Acting program
[Script] Frame 1: Complete Authentic Assessment
(Sherlock Holmes and Dr. Watson characters voice narrative)
[Script] Dr. Watson LipSync Frame 2: Homes how do the student assess what they learned?
Sherlock LipSync: Let’s start with an assessment rubric to assess the Plausible narrative.
Dr. Watson LipSync: Hmmm…… an assessment rubric.
Sherlock LipSync: We will use assessment rubric to measure what students learned from the
Authentic Historical Investigation.
[Script] Sherlock LipSync Frame 3: Let’s review some key points on the rubric.
Exemplary (90-100pts) Manipulates and integrates the use of various sources to support
answer/explanation. The Shadow web site, Charles Triplett O'Ferrall’s autobiography,
Harper’s weekly supported and explanation vital question about Thomas.
[Script] Proficient (80-89pts) Explanation for events/answer to question presented from two
perspectives. The letters by Asher Harman and M. G. Harman collaborated Thomas fate from
two perspectives.
[Script] Developing (80pts) Explanation for events/answer is based on one cause.
[Script] Dr. Watson LipSync Frame 4: Homes how did the students perform in the Investigation?
This Performance checklist will evaluate the Primary Sources. I see that there are more
checks in the yes column. Let review some comments.
The sources supplied were adequate in support of the answers to the fundamental
questions.
The criteria for validation maximize the sources in the investigation.
Multiple sources and references links were supplied to corroborate answers to remaining
questions.
[Script] Sherlock LipSync Frame 5: There Watson, you see…A Complete Authentic Assessment .
Dr. Watson LipSync: Bravo Homes! Bravo!
Links From Screen:
Engagement with sources
Links To Screen:
Express findings
Animation/Video Layout:
Text Attributes: Arial Bold
14pt & Arial Bold Black 18pt
Audio: [Script]
Video: Size: 350 x
270;
Flash file.swf
Frame 4
Performance checklist
Frame 1
(SCRIPT)
Frame 2
Assessment rubric
Complete Authentic
Assessment
Frame 5
Frame 5
Frame 3
• Narrative presents plausible explanation/answer(s) to fundamental question
that attends to alternatives
• Manipulates and integrates the use of various sources to support
answer/explanation
• Explanation for events/answer to question presented from multiple perspective
• Explanation for events/answer to question demonstrates historical empathy
• Explanation for event/answer to question based on multiple causes
• Narrative presents plausible explanation/answer(s) to fundamental question
• Uses various sources to support answer/explanation
• Explanation for events/answer to question presented from two perspectives
• Explanation for events/answer to question demonstrates historical
understanding
• Explanation for event/answer to question based on two causes
• Narrative fails to provide plausible explanation/answer(s) to fundamental
question
• Uses one or few sources to support answer/explanation
• Explanation for events/answer to question presented from one perspective
• Explanation for events/answer to question mired in presentism
• Explanation/answer is based on one cause
Exemplary
(90-100pts)
Proficient
(80-89pts)
Developing
(80pts)
Manipulatesandintegratestheuseofvarioussourcestosuppor t
answer/explanatio n
Explanationforevents/answertoquestionpresentedfromtwoperspective s
Explanation/answerisbasedononecaus e
(SCRIPT) (SCRIPT)
Perform
ance
Checklist
Sample Assessment
Rubric
• Narrative
presents
plausible
explanation
/answer(s)
to fundamenta
l question
that attends
to alternatives
• Manipulates
and integr
ates the use of various sources to suppor
t
answer
/explanation
• Explanation
for events/answ
er to question
presented
from multiple
perspective
• Explanation
for events/answ
er to question
demonstrate
s historical
empathy
• Explanation
for event/answ
er to question
based
on multiple
causes
• Narrative
presents
plausible
explanation
/answer(s)
to fundamenta
l question
• Uses
various
sources
to support
answer/exp
lanation
• Explanation
for events/answ
er to question
presented
from two perspectives
• Explanation
for events/answ
er to question
demonstrate
s historical
understandi
ng
• Explanation
for event/answ
er to question
based
on two causes
• Narrative
fails to provide
plausible
explanation
/answer(s)
to fundamenta
l
question
• Uses
one or few sources
to support
answer/exp
lanation
• Explanation
for events/answ
er to question
presented
from one perspective
• Explanation
for events/answ
er to question
mired
in presentism
• Explanation
/answer
is based
on one cause
Exem
plary
(90-100pts)
Proficient
(80-89pts)
Developing
(80pts)
(SCRIPT)
Performance
checklist
Assessment
rubric
(SCRIPT)
Characteristic
1. Contemplate fundamental
question(s) to consider
what types of sources may
be used to formulate and
support answe r.
2. Define criteria for
determining validity of
source(s).
3. Identify relevant
repositories for finding
valid sources.
4. Locate valid source(s) for
supporting narrative.
5. Observe source(s) and
describe physical
characteristics
6. Reflect on source(s) to
interpret meaning of
physical characteristics
7. Reexamine source(s) to
identify any remaining
questions
8. Find additional source(s)
to corroborate or refute
original explanation and
answer remaining
questions
The sources supplied were
adequate in support the
answered to the fundamental
questions.
Not able to observe sources
and physical characteristics
Multiple sources and
references links were supplied
to corroborate answers to
remaining questions.
Does chart exhibit
the characteristic?
Yes No
Comment
Char
acter
istic
1. Contem
plate
fundam
ental
questio
n(s)
to conside
r
what
types
of sources
may
be used
to formula
te and
support
answe
r.2. Define
criteria
for
determi
ning
validity
of
source(
s).
3. Identify
relevan
t
reposito
ries
for finding
valid
sources
.4. Locate
valid
source(
s) for
support
ing
narrativ
e.
5. Observ
e source(
s) and
describ
e physica
l
charact
eristics
6. Reflect
on source(
s) to
interpre
t meanin
g of
physica
l charact
eristics7. Reexam
ine
source(
s) to
identify
any
remaini
ng
questio
ns
8. Find
addition
al source(
s)
to corrobo
rate
or refute
original
explana
tion
and
answer
remaini
ng
questio
ns
The
sources
supplie
d were
adequa
te in support
the
answer
ed to the
fundam
ental
questio
ns.
Not
able
to observe
sources
and
physica
l charact
eristics
The
criteria
for validati
on
maximi
ze the
sources
in the
investig
ation.
Multiple
sources
and
referenc
es links
supplie
d
to corrobo
rate
answer
s to
remaini
ng questio
ns.
Does
char
t exhibit
the
char
acter
istic?
Yes
No
Com
ment

11. 11
Video Storyboard: 11 Express findings
Project Title: Authentic Historical
Investigations in the Digital Age
Page _11___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description:
Dark Grunge Paper texture
background
Images of the KWL chart
Sherlock Homes and Dr. Watson
LipSync
(A students from the UCF Theatre Acting program )
[Script] Frame 1: As a final event, let’s have student Reflect on the
Experience.
(Sherlock Holmes and Dr. Watson characters voice narrative)
[Script] Dr. Watson LipSync Frame 2:
Homes; don’t you think it’s a good ideal to allow the students to reflect
on this learning experience.
[Script] SHERLOCK: Absolutely. Student should reflect on actions
and decisions they made throughout the historical inquiry process that
were useful, which were less useful, what they might do differently in a
future investigation, what they learned, and what else they might want
to know.
Links From Screen: Complete Authentic
Assessment
Links To Screen: Conclusion summary
Animation/Video Layout:
Text Attributes: Arial Black 18pt &
Screen Description:
Dark Grunge Paper texture
background
Images of the
Sherlock Homes and Dr. Watson
LipSync
Classroom setting and student and
desk. Online lesson
Audio: [Script]
Video: Size: 350 x 270;
Flash file.swf

12. 12
Video Storyboard: 12 Conclusion summary
Project Title: Authentic Historical
Investigations in the Digital Age
Page _12___ of _12___
Date: 4/8/2013
File Name: Authentic Historical
Investigations
Screen Description:
Dark Grunge Paper texture background
Images of the.
Sherlock Homes LipSync
Script:
(A student from the UCF Theatre Acting program )
[Script] Frame 1: In conclusion Conducting Authentic
Historical Investigations in the Digital Age will increase
enjoyment for studies history.
It is vital that history teachers move away from the
traditional, didactic methods found in the typical history
classroom.
[Script] Students must have opportunities to create
authentic questions, utilize, scrutinize, determine the
context of, and read a variety of primary and secondary
sources, consider alternative perspectives, corroborate
sources, and construct plausible narratives
[Script] With the increasing availability of freely
available primary and secondary sources,such as the
more then 36 million digitized primary sources available
from the Library of Congress, digital historical inquiry is
becoming increasingly easier to implement, affording
students with extensive opportunities to increase their
knowledge of the past, gain a better understanding of
the historical inquiry process, and develop greater skills
to negotiate the present.
HOLMES: Here!, here!.
Outro music
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