Barber of Birmingham - Use of Documentaries Presentation

U S I N G D O C U M E N T A R I E S T O T E A C H H I S T O R Y A S W E L L A S

H I S T O R I C A L A N D L A N G U A G E - R E L A T E D L I T E R A C I E S

The Barber of Birmingham

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

Very Special Thanks to…

Robin Fryday, Producer: The Barber of Birmingham

Today’s Plan

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.

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

R E A D I N G A N D W R I T I N G I N H - S S

Overview of Common Core State Standards

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

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.

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

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.

21st Century Skills

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.

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.

Process/Form

Meaning

Context

Documentary

N A R R A T I V E S T O R Y S T R U C T U R E

The Well Told Story

The Power of Story in Teaching and Learning

Source: http://www.memeticians.com/2008/02/06/storyteller.jpg

Well Told Story – Narrative Structure

Exposition

Crisis

Conflict

Climax

Resolution

Exposition

Background

Context

What has already

taken place

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

Conflict

Challenges that must be overcome along the way

Usually at least 3 conflicts

Climax

The high point of the action

Crisis is resolved

Resolution

Protagonist/hero(ine) is a changed person – discovers something about life or about him/herself

Additional challenges/ completing action that began earlier

Conclusion

Resolution

Protagonist/hero(ine) is a changed person – discovers something about life or about him/herself

Additional challenges/ completing action that began earlier

Conclusion

C R E A T I N G A N E N G A G I N G , I N F O R M A T I O N A L , S T O R Y W H I C H P O I N T S T O T H E

S I G N I F I C A N C E O F A P E R S O N , P L A C E , E V E N T , O R E R A I N H I S T O R Y

Elements of Historical Documentaries

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

1. Content

Live video

Interviews

Photographs

Graphics

Film footage

Audio footage

2. A Story

Beginning, middle, end

Dramatic moments

Vivid images

Colorful/controversial quotations

Organization – chronological or thematic

3. Exploration of Change Over Time

What happened?

Why?

4. Historical Perspective

Multiple perspectives on era, event, person

5. Context

Location description

Description of time period, key events taking place

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?

7. Conclusions

Evidence-based

Hint at or specifically state significance

8. Foundation of Facts

Begin with basics

Who

What

When

Where

Why

How

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

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

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

Q & A

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