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

1. The Barber of Birmingham
USING DOCUMENTARIES TO TEACH HISTORY
AS WELL AS
HISTORICAL AND LANGUAGE-RELATED
LITERACIES

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. Very Special Thanks to…
 Robin Fryday, Producer: The Barber of Birmingham

4. Today’s Plan

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. 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. Overview of Common Core
State Standards
READING AND WRITING IN H-SS

8. 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

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. 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. 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.

12. 21st Century Skills

13. 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.

14. 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.

15. Process/Form
Meaning
Context
Documentary

16. The Well Told Story
NARRATIVE STORY STRUCTURE

17. The Power of Story in Teaching and Learning
Source: http://www.memeticians.com/2008/02/06/storyteller.jpg

18. Well Told Story – Narrative Structure
 Exposition
 Crisis
 Conflict
 Climax
 Resolution

19. Exposition
 Background
 Context
 What has already
taken place

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. Conflict
 Challenges that must be
overcome along the way
 Usually at least 3
conflicts

22. Climax
 The high point of the
action
 Crisis is resolved

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. 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. Elements of Historical
Documentaries
CREATING AN ENGAGING, INFORMATIONAL,
STORY WHICH POINTS TO THE
SIGNIFICANCE OF A PERSON, PLACE, EVENT,
OR ERA IN HISTORY

26. 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

27. 1. Content
 Live video
 Interviews
 Photographs
 Graphics
 Film footage
 Audio footage

28. 2. A Story
 Beginning, middle, end
 Dramatic moments
 Vivid images
 Colorful/controversial quotations
 Organization – chronological or thematic

29. 3. Exploration of Change Over Time
 What happened?
 Why?

30. 4. Historical Perspective
 Multiple perspectives on era, event, person

31. 5. Context
 Location description
 Description of time period, key events taking place

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. 7. Conclusions
 Evidence-based
 Hint at or specifically state significance

34. 8. Foundation of Facts
 Begin with basics
 Who
 What
 When
 Where
 Why
 How

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. 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. 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. Q&A

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