This document summarizes a presentation on effectively using rich video in education. It discusses starting with video clips to set contexts for literary works, understand perpetrator behavior, and demonstrate stereotype threat. Strategies are presented for having students engage with videos by identifying things they learned, questions raised, and ideas to explore further. Alternative strategies like Zaption are also covered. The presentation emphasizes choosing high-quality videos and developing media projects where students can become media producers and create their own primary sources. Testimonials from students and alumni show how video testimonies and first-person accounts made history more impactful and meaningful by bringing it to life.

1. TRUE ENGAGEMENT
USING RICH VIDEO MORE EFFECTIVELY
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

2. YOUR PRESENTERS:
Mary Hendra
• Southern California Educator (primarily Los Angeles)
• Facing History and Ourselves
• 3rd
-year CUE Participant
Michelle Sadrena Clark
• San Diego Educator (High Tech High North County)
• Facing History teacher
• USC Shoah Foundation Regional Consultant
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

3. WHY USE VIDEO?
Polleverywhere.com
Text FHLA to 22333 to join
Then share your thoughts via text.
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

4. HOW NOT TO USE VIDEO!
What are the worst uses of video you’ve seen?
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5. STARTING WITH RICH VIDEO
• “Setting the Setting” for To Kill a Mockingbird
• Understanding Perpetrator Behavior
• Stereotype Threat and how it impacts student
performance
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

6. STRATEGY:
3 Things you learned
2 Questions raised by the film
1 Idea you want to think more about
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7. TEACHER HAT: HOW WAS THIS PEDAGOGY
DIFFERENT FROM STRAIGHT RECALL OR A
WORKSHEET?
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9. ALTERNATIVE STRATEGY: ZAPTION
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10. TEACHER HAT: WHAT MAKES A GOOD ZAPTION?
1. Video Choice
2. Think through audience and purpose
3. Less is More
4. Choose the best fit ”element”
5. Consider how this tour connects to the rest of your
teaching
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

11. STUDENTS AS MEDIA PRODUCERS
(WITH GOOD CONTENT)
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

13. Pathways to IWitness!
● Watch Testimony
● IWitness Activity (Video,
InfoQuest, Mini-Quest)
● Customize an IWitness
Activity
● Build Your Own
IWitness Activity

14. Pathway #1 Watch

15. Pathway #2 Activities

16. Pathway #3 Customize

17. Pathway #4 Build

18. Q&A/Takeaways!

19. ADDITIONAL RESOURCE FOR STUDENTS AS
MEDIA PRODUCERS – CREATING NEW
PRIMARY SOURCE MATERIAL THEMSELVES!
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
StoryCorps App – collecting oral testimony

20. THANK YOU!
MARY & MICHELLE
HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/

21. Student Testimonials
“Beyond simply the development of my
reflective writing and thoughts, this unit has
taught me to slow down and appreciate
people’s life stories as more than stories. I
really understood all the testimonies as their
lives and empathized with their experiences.”

22. Student Testimonials
“I really enjoyed hearing the actual
testimonies of survivors. Last year we didn’t
do this and I got a much different education.
Hearing actual survivors speak was a fresh,
new perspective to look at the Holocaust.”

23. Life used to be so easy. There always seemed to
be an answer to everything. Everything fit into
place, getting up at seven o’clock, going to school
at eight, coming home at four, doing homework at
eight, and finally going to bed at eleven. In my
tightly scheduled life I left no time to reflect. In
these past four months, however, I’ve been forced
to think.
Facing History student:

24. Student Testimonials
“Through experiencing Holocaust education in the way of
testimonies (whether that be by book, by video, or by visitors) and
simply by learning in such depth, I have come to realize that history
is made up by people. History is best told through stories, for it is full
of heart. We learn history so that we are not ignorant and so that we
can understand how we go to the place where we now reside. And
just like experiences in our own lives, we must learn from our
mistakes and use them to grow.”

25. Student Testimonials
“Being honest, I’ve studied the Holocaust
since 8th grade, I feel that I’m well rounded in
the subject, but learning what life was like
and watching IWitness was a completely
new experience for me. Next year you
should keep it like how you teach where it’s
less history and more testimonies of daily
life.”

26. “Facing History and Ourselves
made me realize that my choices
matter. When I am indifferent,
the world loses and I lose. The
world needs me to act. And if my
choices matter, then I matter.
That’s a very important lesson to
learn as a child and to own as an
adult.”
Facing History Alumnus