Atlantic Revolutions Newscast
Teacher Directions
Next Generation Sunshine State Standards:
SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world.
SS.912.W.5.5: Analyze the extent to which the Enlightenment impacted the American and French Revolutions.
SS.912.W.5.6: Summarize the important causes, events, and effects of the French.
SS.912.W.5.7: Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture.
SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, Caribbean, and Latin America.
Florida Standards:
LAFS.1112.RH.1.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
LAFS.1112.RH.2.6 Evaluate the authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
LAFS.1112.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.1.2 Write an informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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.
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.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
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).
Sources:
· http://office.microsoft.com/en-us/support/getting-started-with-onenote-2013-FX102828001.aspx
· http://blogs.kqed.org/education/media-making-toolkit/ -helpful website for building media projects
· http://www.pbs.org/wgbh/aia/part3/3p2990.html
· http://historicaltextarchive.com/links.php?op=viewslink&sid=0&cid=1
· http://www.learner.org/courses/worldhistory/unit_video_17-2.html
· http://www.pbs.org/empires/napoleon/home.html
· http://chnm.gmu.edu/revolution/
· http://www.ushistory.org/us/13h.asp
· http://www.gilderlehrman.org/history-by-era/american-revolution-1763-1783
· ArcSoft ShowBiz- found in Microsoft App store
Lesson Summary:
Create 6 cooperative groups that will adopt one of the four Atlantic Revolutions to create a newscast.
*There may be an overlap, or teacher may break-up Latin American Revolutions into separate countries.
· American Revolution
· French Revolution
· Haitian Revolution
· Latin American Revolution
· Helpful site containing rubrics and information on building multimedia projects: (consider holding review with students before beginning project approx. 20 min)
o http://blogs.kqed.org/education/media-making-toolkit/
Each cooperative group will use OneNote as the portfolio builder for their newscasts. They should create a notebook titled Newscast and add the following tabs:
· Checklist
· Research Notes
· Script
· Video
*NOTE: Instruction for each tab is located on Student Instruction Sheet.
Students should download and use Arcsoft Showbiz app from the Microsoft store. This will help to edit scenes and add transitions.
· This may require downloading prior to start of class (approx. 10 min)
Consider having students download and run app for Home Learning.
Groups will present their newscast to the class using the classroom SmartBoard or Promethean board.
Students while watching the videos will peer review work using the following model on word or OneNote:
o “My favorite part was ______because ______,”
o “A suggestion I can offer for improvement is ______.”
o “One question I still have is ______?”
Teacher will evaluate groups based on shared notebooks.
Materials:
· Student Instructions
· HP Tablets
· Arcsoft Shobiz App