Process
1. You will pass out a syllabus and rubric to guide the students’ understanding of the requirements of the multidisciplinary project [See Student Process]. They should include content from Family and Consumer Science, Mathematics, English, and the primary focus, History/Social Studies.
2. You will randomly divide the class into groups of four. You can count off numbers 1-4 based on where they are sitting, with the 1’s coming together as a group, the 2’s as a group, etc. The students will then decide what role they will each fulfill for the project.
3. You need to ensure the students have access to resources to complete the project such as props and/or something to film with. Depending on your school’s resources, you may need to reserve time in the computer lab or reserve those technology resources to bring to your classroom that day. You also need to make sure that you can guide the students on using technology to create a movie, especially if they have never done so before.
4. Next, you can demonstrate to the class how to utilize the Library of Congress site to find primary and secondary sources. The students should understand the difference between the two types of sources before this project, but reviews are always helpful.
5. One class period will be dedicated for the groups to work on research together and create the script for the newscast. The other class period will be for filming. If you notice that the majority of groups need more time and have been working (i.e. not goofing around), you may add one more class period dedicated to the project. However, any other work after that should be done for homework by the students. An additional class period will be to watch the videos the students created as newscasters.
6. You will receive the reflection essays the students write on the project, which you will use to assess their understanding of the subject. Do they comment on the creative choices of the group, and the way the group worked together?
2. You will randomly divide the class into groups of four. You can count off numbers 1-4 based on where they are sitting, with the 1’s coming together as a group, the 2’s as a group, etc. The students will then decide what role they will each fulfill for the project.
3. You need to ensure the students have access to resources to complete the project such as props and/or something to film with. Depending on your school’s resources, you may need to reserve time in the computer lab or reserve those technology resources to bring to your classroom that day. You also need to make sure that you can guide the students on using technology to create a movie, especially if they have never done so before.
4. Next, you can demonstrate to the class how to utilize the Library of Congress site to find primary and secondary sources. The students should understand the difference between the two types of sources before this project, but reviews are always helpful.
5. One class period will be dedicated for the groups to work on research together and create the script for the newscast. The other class period will be for filming. If you notice that the majority of groups need more time and have been working (i.e. not goofing around), you may add one more class period dedicated to the project. However, any other work after that should be done for homework by the students. An additional class period will be to watch the videos the students created as newscasters.
6. You will receive the reflection essays the students write on the project, which you will use to assess their understanding of the subject. Do they comment on the creative choices of the group, and the way the group worked together?
Variations
1. If you do not have much time to dedicate to this project, you may skip the reflection essay easily. Also, you can have the time limit requirement for the project cut down to five to ten minutes rather than ten to fifteen minutes.
2. The lesson should be easily adaptable to any high school level. If one was using this for middle school, they may need more time dedicated to the session on learning about the differences between primary and secondary sources.
2. The lesson should be easily adaptable to any high school level. If one was using this for middle school, they may need more time dedicated to the session on learning about the differences between primary and secondary sources.