History and Film: Enabling Students to Creatively Study History with Autonomy Katie Pearson TQEP Minigrant Recipient

Premise To integrate technology into an authentic performance task Actively engage students in history Increase literacy while using varied medias Practice group work skills

Project Description Students pick from a variety of topics that pertain to class unit Students assume specified roles, conduct research, write and act Students work in groups to create a five minute “minifilm” Finished movies are shown to the class

Reasoning Provide students with equal access to technology Make history interactive Exercise autonomy Increase accountability through group work Multiple intelligences

Authentic Performance Task Creatively demonstrate understanding Apply their new found knowledge Use technology to assess students’ work Allow varied means for students to demonstrate understanding Focus on synthesis level of Bloom’s taxonomy

Background Whitford Middle School High ELL and low SES population 8th Grade Humanities class History from the Constitution to Reconstruction Unit on Manifest Destiny, focus on understanding discrimination, stereotypes, culture and intolerance Challenging perspectives

Basis Support literacy skills Research Use the library Apply understandings Experience technology Practice group work

Structure Provide clear expectations and guidelines Detail individual roles to ensure accountability Facilitate group work Allow multiple ways to express ideas

Implementation Four (56 minute) classes Day 1: Introduction, group meeting, decide on person, format and roles, begin research Day 2: Research in the library and concept map Day 3: storyboard and script Day 4: rehearsal and shooting

Challenges Time Content Editing Group dynamics Need for greater access to technology

Successes Students were actively engaged Creative opportunity Clarified knowledge Great opportunity to apply understanding