Press Play on History: Unlocking 70 Years of Primary Source Materials for Distance Learning with the AAPB
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“Press Play on History” focuses on activities to engage students with primary sources in the AAPB's Protesting in America exhibit. The American Archive of Public Broadcasting, a collaboration between the Library of Congress and public media producer GBH, streams primary and secondary public broadcasting content dating back more than 70 years. Over 130 organizations have contributed historic and culturally significant collections to the AAPB, providing educators with online, audiovisual materials for distance teaching and learning.
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Press Play on History: Unlocking 70 Years of Primary Source Materials for Distance Learning with the AAPB
- 1. Welcome! Press Play on History: Unlocking 70 Years of Primary Source Materials for Distance Learning with the AAPB
- 2. Mission A collaboration between the Library of Congress and WGBH to coordinate a national effort to digitally preserve and make accessible historically significant public radio and television programming that has aired over the past 70+ years. 113,000+ historic programs | 55,000+ streaming online
- 3. Deterioration Understanding the need for digital preservation. ->
- 4. Packard Campus for Audio Visual Conservation, Culpeper, VA
- 6. AAPB at a Glance News and Public Affairs Programs - Compare how national and international events have shaped local communities from the late 1940s to 2019 Unedited and Raw Interviews - Eyewitnesses of historic events, authors, and historians Live Coverage - From latter half of the 20th century through the present Cultural Programming - Programming by, for, and about local communities “Creative Person; 70; Fred Rogers.” 1967-10-08. WQED
- 7. Special Collections - Series PBS NewsHour, Say Brother, Woman, Vegetable Soup - Documentaries Vision Maker Media, National Educational Television, John Beyer - Raw interviews Eyes on the Prize, American Experience, Ken Burns’ The Civil War - Topical Jewish American Heritage, LGBT+
- 8. Exhibits - Recently launched: Televising Black Politics in the Black Power Era: Black Journal and Soul! - Voices from the Southern Civil Rights Movement - “Gavel-to-Gavel”: The Watergate Scandal and Public Television - Climate Change Conversations: Causes, Impacts, Solutions
- 10. How to Share from the collections
- 11. Educational Value •The AAPB is suited for virtual learning •Meaningful engagement with primary sources •Allows for student choice
- 12. Speaking and Protesting in America Exhibit Example activities using the
- 13. Background and introduction of the topic Activity 1
- 14. Assess understanding of the exhibit topic Activity 1, pt. 2
- 15. Students find an interesting clip in the exhibit Activity 2
- 16. Activity 2 – example from Pacifica Radio Archives, 1965 https://americanarchive.org/c atalog/cpb-aacip-28- kw57d2qp45?start=321.4&end =535.08
- 17. Answer one of the following and include a segmented link to the content on the AAPB website: - How can you relate this clip to the broader historical context of the 1960s and/or 1970s? - Do you personally find the speaker to be persuasive? Why or why not? - Can you compare something in this clip to a modern-day protest movement (e.g. #BlackLivesMatter, #MeToo)? Students write a blog for other students Activity 3
- 18. “I found it interesting that…” “I think it’s really important that…” “This reminded me of when we learned about…” “This is similar to today in that…” Peer review Activity 4
- 19. Synthesis and Reflection Extension Activity 5 What are some similarities between the different protest movements of the 1960s and 1970s? What are some differences? What makes a protest movement effective? What makes a protest movement ineffective? Based on what you know of modern society, do you think these protest movements were effective?
- 20. Additional suggestions americanarchive.org - Teach students media criticism - Examine local/ state histories - Curate digital exhibits using the segmentation tool
- 21. Additional resources • Website: americanarchive.org • Social media: @amarchivepub • Blog: americanarchivepb.wordpress.com • Sign up for the AAPB Newsletter for updates on new collections and volunteer opportunities! Thank you!
Editor's Notes
- RYN Thanks, Share My Lesson team! It’s an honor to be a part of the Summer Learning series of Share My Lesson. I’d like to welcome our audience, for joining today’s webinar: ’Press Play on History: Unlocking 70 Years of Primary Source Materials for Distance Learning with the American Archive of Public Broadcasting’. My name is Ryn Marchese. I am the Engagement and Use Manager of the AAPB, meaning I spend my days engaging with the public, public media producers, students, scholars, and educators, including Mr. Benjamin Leff who is co-presenting with me today in his official volunteer capacity as a member of the AAPB Education Advisory Committee, which is a group of individuals working in education who are passionate about public media and its long-term preservation and access. Ben, why don’t you go a head an introduce yourself! We planned this presentation to be informational, yet engaging, so we welcome comments and questions. To quickly break the agenda down, I will be giving a brief background on the AAPB and what type of content is accessible online, as well as how to navigate the website and share content from the collection. With that as a foundation, you will then be certified AAPB search experts and then I’ll pass the mic over to Ben, who will share example classroom activities using the Speaking and Protesting Exhibit in the AAPB. I hope today’s webinar will be the start of a conversation about using public media archives as primary source material and the value that brings to the virtual classroom.
- RYN AAPB’s mission is to digitally preserve and make accessible historically significant broadcast content that has aired over the past 70+ years. The AAPB was conceived by the Corporation for Public Broadcasting and in 2011/2012, CPB funded an initial inventory project where 120 public media stations across the U.S. went through their closets and storage units to create a rough inventory of all the tapes held in their position. This project resulted in 2.5 million records of items held at these stations and CPB subsequently funded a major digitization project where 40,000 HOURS of content were digitized. These records and digitized items became the foundation of the AAPB and in 2013, CPB awarded the Library of Congress and WGBH co-stewardship of the initiative. Together, they develop policies and plans for growing the archive and sustaining it into the future. In 2015, the AAPB launched the “Online Reading Room” at americanarchive.org, providing streaming access to digitized programs in the collection for research, educational and informational purposes anywhere in the U.S. To date, the AAPB has preserved over 113,000 digitized programs and original materials from stations in almost all of the 50 states. While some of the contributed items can only be viewed on-site due to copyright restrictions, over 55,000 of these programs are available for streaming online, which is a valuable resource for virtual learning, and why we hope todays examples will encourage you take advantage of America’s public broadcasting legacy. Out of curiosity, how many of you are familiar with the AAPB? – You’ve either visited the website, or you already use AAPB in the classroom, or you’re completely new? As the results come in, let us know in the chat box what brought you to today’s webinar. AND if you already use AAPB in the classroom, what topics are you teaching and what items are you using in the AAPB collection? READ PERCENTAGES. READ REMARKS. Educators on the is call may also be familiar with PBS Learning Media, which is a great resource and a collaborator with the AAPB. We are currently working on a project to link the clipped items in PBS Learning Media with the original, in-full broadcasts in the AAPB. For example students can view a clipped interview of Rosa Park from the Eyes on the Prize documentary in PBS Learning Media, and there is now a link to the original, unedited interview preserved in the AAPB under the supporting materials section. I mention this because it’s a great way to incorporate media literacy into your lesson plans. The original interview is uncut and includes producer’s questions and guidance from behind the camera, which is a great opportunity for students to see how media is made and question media’s representation and authenticity. I would be remiss to not let the collection speak for itself, since, after all, it is an audiovisual archive. Here’s an example of what kind of historical programming are preserved in the AAPB. Let’s roll the clip! MUTE YOUR MIC
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- RYN Quickly, for the spatial learners, here’s the Library of Congress’ Packard Campus for Audio Visual Conservation in Culpeper, Virginia which serves as the preservation arm of the AAPB where the digitized collection is preserved for posterity.
- RYN And WGBH’s role on the initiative is access and outreach. You may be familiar with some of the programs WGBH produces that you see on PBS, such as American Experience, Antiques Roadshow, Masterpiece Theatre, and NOVA, to name a few. I myself work at the WGBH campus in the Media Library and Archives, which is one of the most experiences public media archives in the industry.
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- BEN Activity 1: Introduction and Background On the AAPB website, students will read the text on the Exhibit Overview Page and the Protesting in the 1960s and 1970s page (students would just read the intros; don’t click any links yet!) . In order to assess students’ understanding, one could: Have students complete a quiz based on the reading via Kahoot or Google Forms. OR If you have already discussed the protest movements of the 1960s and early 1970s in a previous lesson, students could write a response relating the readings on the AAPB website to what they already learned in a previous lesson
- BEN Activity 1: Introduction and Background On the AAPB website, students will read the text on the Exhibit Overview Page and the Protesting in the 1960s and 1970s page (students would just read the intros; don’t click any links yet!) . In order to assess students’ understanding, one could: Have students complete a quiz based on the reading via Kahoot or Google Forms. OR If you have already discussed the protest movements of the 1960s and early 1970s in a previous lesson, students could write a response relating the readings on the AAPB website to what they already learned in a previous lesson
- BEN Activity 1: Introduction and Background On the AAPB website, students will read the text on the Exhibit Overview Page and the Protesting in the 1960s and 1970s page (students would just read the intros; don’t click any links yet!) . In order to assess students’ understanding, one could: Have students complete a quiz based on the reading via Kahoot or Google Forms. OR If you have already discussed the protest movements of the 1960s and early 1970s in a previous lesson, students could write a response relating the readings on the AAPB website to what they already learned in a previous lesson
- BEN Activity 2: Finding an interesting clip Each student find a clip that interests them and listen to it. The Protesting in the 1960s and 1970s page includes a number of clips from the AAPB archive, which are either embedded into the paragraphs in the “Fight Against Racism and Injustice” “The New Left: Student Protests, Vietnam, and Women’s Liberation” sections or in the “Tour Our Resources” lists. Students shouldn’t just click the first link they see. Encourage them to think about which social movement interests them the most (Black Power? Chicano Movement?) and read the description for a given clip before they start listening.
- BEN Activity 2: Finding an interesting clip CLIP FROM Commentary of a Black Southern Bus Rider / Rosa Parks Here’s a clip from Commentary of a Black Southern Bus Rider / Rosa Parks. I encourage students to think about the following questions as they listen: According to the speaker, what is unjust about American society? What changes must occur to address those injustices? What tactics must be used to address injustice? Can you draw any connections to what you’ve already learned about protest movements in this era? As they listen, students should take notes on key ideas in the clip and write down timestamps of key moments they might want to revisit. Let’s try it a moment. MUTE YOUR MIC https://americanarchive.org/catalog/cpb-aacip-28-kw57d2qp45?start=321.4&end=535.08 (3:33 mins) CHAT: What struck you about this clip? How would you incorporate it into your lesson plan?
- BEN Activity 3: Writing a Blog Each student will write a blog post about the clip they listened to (Perhaps you have a blog functionality in a Learning Management platform used by your school? Alternatively, there are various free blogging websites that could be used). This blog would be written for other students in the class to read. You can decide on the appropriate blog length, but it would be a good idea if the blog includes the following components: The blog writer should create a title that introduces the focus on the blog post. The blog writer should start by introducing the speaker in the clip they listened to as well as the protest movement in which they participated. (If students want more background context, they can use the links in the “Keep Exploring” sections or do other web research) The blog writer should briefly summarize some of the key points that the speaker was making. Summarizing is great, but if there are some illustrative quotes to use, that can be quite effective. Then the blog writer should answer one or more (NOT all) of the following questions about the clip How can you relate this clip to the broader historical context of the 1960s and/or 1970s? Is something the speaker says typical of the goals, tactics, or ideology of a particular protest movement? Alternatively, can you describe what problems in American society that the speaker is responding to? Do you personally find the speaker to be persuasive? Why or why not? What are some of your personal feelings or experiences in regard to the social issues that the speaker is discussing Can you compare something in this clip to a modern-day protest movement (e.g. #BlackLivesMatter, #MeToo)? How are they similar or different? Is there anything else that you find interesting and historically/socially significant about the clip? At the bottom, the writer should include the link to the AAPB clip so readers can read the blog.
- BEN Activity 4: Reading Blogs Each student should read and comment upon four of the blogs written by their peers (or some different number, depending on your preferences as a teacher) Encourage students to choose blogs that concern a variety protest movements. When students write comments, the goal should not be to argue or criticize another student’s blog. Instead, a comment is “continuing the conversation” that started in the blog. Thus, a comment should follow a format like: “I found it interesting that…” “I think it’s really important that…” “This reminded me of when we learned about…” “This is similar to today in that…”
- BEN Extension Activity 5: Synthesis and Reflection It would be great to finish by allowing students to do some reflection about the activity. If you have the ability to do live synchronous discussion (either because you are in physical school or because your class has the ability to hold virtual discussions via Zoom or some other platform), you could do your synthesis that way. Alternatively, you could have students write a reflection in a blog post or some other written form. Here would be some interesting questions for students to consider: What are some similarities between the different protest movements of the 1960s and 1970s? What are some differences? (think about the criticisms, goals, ideologies, and tactics of the different movements) What makes a protest movement effective? What makes a protest movement ineffective? Based on what you know of modern society, do you think these protest movements were effective? What changes have there been in American life that might credit to these protest movements? Or what are some ways that you think America hasn’t changed? How are these protest movements similar or different to some protest movements that you see today?
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