Katie Hansen, M. PA North High School William Reimers, MA, M. Ed Suzanne Vogt, NBCT, M. Ed Trevor G. Browne High School

 This digital storytelling project will include a modified project-based learning strategy. There will be assignments to scaffold the final product: a digital story, i.e., documentary. These assignments include practice with analyzing and evaluating primary sources and developing historical argument and narrative through both writing and speaking. There will be technology integration in the project and students will be expected to time manage as they complete the project. Overview

 Grade Level & Time  Grades  10 days  including homework  modify with groups, # of documents, time limits, etc.

 History and Social Studies: Grades 11 – 12 Key Ideas and Details: CCSS. ELA-Literacy. RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS. ELA-Literacy. RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure: CCSS. ELA-Literacy. RH Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Common Core State Standards: ELA Reading (1)

 History and Social Studies: Grades 11 – 12 Integration of Knowledge and Ideas: CCSS. ELA-Literacy. RH Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS. ELA-Literacy. RH Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. CCSS. ELA-Literacy. RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Common Core State Standards: ELA Reading (2)

 English Language Arts Standards: Writing: Grade Text Types and Purposes CCSS. ELA-Literacy. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS. ELA-Literacy. WHST a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS. ELA-Literacy. WHST b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS. ELA-Literacy. WHST e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Common Core State Standards: ELA Writing (1)

 English Language Arts Standards: Writing: Grade Production and Distribution of Writing CCSS. ELA-Literacy. WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge CCSS. ELA-Literacy. WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS. ELA-Literacy. WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS. ELA-Literacy. WHST Draw evidence from informational texts to support analysis, reflection, and research. Common Core State Standards: ELA Writing (2)

 Speaking & Listening: Grade Presentation of Knowledge and Ideas CCSS. ELA-Literacy. SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS. ELA-Literacy. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Common Core State Standards: ELA

 Arizona United States History Standards  Um, it depends…

 Materials 1.“What is Digital Storytelling?” PowerPoint (teacher) 2.“Assignment Guidelines” handout 3.“Practice Storyboard” handout 4.“Topic Brainstorming & Rationale for Selection” handout 5.“Storyboard” handout 6.“Bell Work” handout 7.“SOAPSHS” handout for primary source analysis 8.“Make It Stick” daily exit tickets handout 9.“Student Reflection” handout 10.“Digital Storytelling Rubric” handout 11.“Suggested Topics” handout

 Technology 1.1 computer with internet access per student/group 2.iMovie or Movie Maker software 3.recording apparatus such as an external microphone 4.digital camera or smart phone for-non internet sources 5.1 flashdrive per student/group

 Suggested Research Resources 1. ebscohost.com for broad search 2. Google Translate ohttp://translate.google.com/ 3. lexile.com for appropriate reading levels 4. Newspaper sources onewspapers.com 5. Our Documents oourdocuments.gov 6. The Arizona Memory Project ohttp://azmemory.lib.az.us 7. The Gilder Lehrman Institute of American History ohttps:// 8. The Library of Congress oloc.gov 9. The National Archives owww.archives.gov

 Technology Tips 1.Ensure computers have iMovie or Movie Maker software before beginning this digital storytelling project. 2.Computers should have internet access to all websites provided for student research. 3.Students should practice saving files from the internet, uploading content, editing content, etc. to ensure that the final digital storytelling project will be viewable by an audience. 4.Students should save/back-up their work often during each daily session, and specifically at the end of each work day.

 Academic Vocabulary 1. analyze 2. citation 3. climax 4. critique 5. denouement 6. digital storytelling 7. exposition 8. perception 9. point of view 10. primary source 11. secondary source 12. story 13. story board 14. story line 15. synthesize

 Procedures (1) Prerequisite Skills: 1.Students should already be proficient in analyzing primary sources so that time is spent on research, analysis, and evaluation of primary sources rather than the instruction of how to complete this task during this unit. 2.Students should have practice writing a Works Cited page in MLA style or another accepted form based upon teacher discretion.

 Procedures (2) Day 1: 1.Present “What is Digital Storytelling?” PowerPoint  20 min 2.Introduce “Assignment Guidelines” handout  20 min 3.Introduce “Practice Storyboard” handout  10 min

 Procedures (3) Day 2: 1.Revisit “Practice Storyboard” handout to assess the elements of a story by exchanging with a partner  15 min 2.Discuss with class  10 min 3.Introduce software for digital storytelling using teacher computer  15 min 4.Introduce “Topic Brainstorming & Rationale for Selection” handout  10 min

 Procedures (4) Day 3 1.Introduce appropriate websites and how to access and download primary sources  20 min 2.Distribute Storyboard” handout to be completed for digital story  5 min 3.Introduce iMovie or Movie Maker software to students  25 min

 Procedures (5) Day 4: 1.Introduce “Bell Work” handout to students  10 min 2.Distribute “SOAPSHS” handouts to students  15 min 3.Practice using iMovie or Movie Maker software with students  25 min

 Procedures (6) Days 5 - 9: 1.Monitor student research and digital story project completion, redirecting as needed  check & grade “Bell Work;” redirecting and conferencing as needed  check & grade “Topic Brainstorming & Rationale for Selection” handout  check & grade “Storyboard” handouts  check & grade “Make it Stick” handouts  check & students are saving and backing-up files

 Procedures (7) Day 10 1.Assess student productions using the ”Digital Storytelling Rubric” handout 2.Discuss successful digital story elements and/or topics of interest to students

 Assessment 1.Assignment Guidelines 2.Rubric 1.proficiency is measured by a score of 80% on assignments

 Return to Objective This digital storytelling project will include a modified project-based learning strategy. There will be assignments to scaffold the final product: a digital story, i.e., documentary. These assignments include practice with analyzing and evaluating primary sources and developing historical argument and narrative through both writing and speaking. There will be technology integration in the project and students will be expected to time manage as they complete the project.

 Extensions 1.adjust digital story time requirement from 3 – 5 minutes to 5 – 7 minutes 2.adjust primary source requirement from 10 – 15 sources to 15 – 20 sources to encourage more research 3.incorporate evidence of three or more perspectives on the topic 4.require more or more advanced digital effects in the production of the digital story

 SPED/ELL Modifications 1.provide an option for establishing partners or grouping for digital storytelling project completion 2.adjust digital story time requirement from 3 – 5 minutes to 2 – 3 minutes 3.adjust primary source requirement from 10 – 15 sources to 7 – 10 sources, allowing more photographic/visual than written sources 4.provide summary and/or excerpts of primary sources to accompany “SOAPSHS” handout 5.provide access to Google Translate for ELL students

 Audience Ideas??

 Presenter  (blue dress)   (maroon pants)