Media Literacy Project for Fifth Grade Social Studies
A. Name of Presenters Caleb Smith
B. Connection the Curriculum
•Curricular Area and Age:Fifth Grade Social Studies
•Curricular Connections:
“ Fifth Grade Social Studies Essential Standards
5.C.1
Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States.”
“The Great American Melting Plot” clip explains migration to the United States and it also explains diversity in the United States. The activity will allow the students to research, if needed, different cultures and even the students’ own ancestry immigration.
“North Carolina Essential Standards Draft 3.0 Grade 5, Information and Technology Essential Standards
5.TT.1
Use technology tools and skills to reinforce and extend classroom concepts and activities.
5.TT.1.1
Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
5.TT.1.3
Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).”
The project allows students to use technology tools such as audio recording and a scanner, to create a visual and audio presentation using either Photo Story or iMovie. It also has students research,using a variety of technology tools, to discover different cultures or even their own cultural background.
“Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction. • Demonstrate knowledge of diverse cultures • Select materials and develop lessons that counteract stereotypes and incorporate contributions. • Recognize the influences on a child’s development, personality, and performance • Consider and incorporate different points of view”
The project displays diversity in United States History and allows the students to explore their own culture. It shows the importance of diversity and also the importance to embrace different cultures.
C. Title of Media You Will Analyze: Schoolhouse Rock: The Great American Melting Pot
D. Type of Media: Video Clip
E. Media Materials:
F. Your analysis:
I. All Media are constructions.
1.What are the different elements of the construction of this video? Do you think a script or an outline was made? Do you think they used editing?
There were many different elements in the construction of this video. The makers most likely developed a script and a outline for how they wanted the video to be. A script was made for the different characters speaking. A song was written, which includes the music and lyrics, and is played throughout the whole video. The video was animated so the makers had to draw out each scene and most likely used the flipbook technique to create the video. The video also had to be edited; some scenes were used more than once, like Lady Liberty looking in her cookbook, and were added in at different parts.
2. You are creating your own form of media using Photo Story or iMovie, but trying to display the same message. What elements do you think you will use in doing so?
First I will have to decide whether I am using Photo Story or iMovie and because I have a mac, I will be using iMovie. I am going to start by creating a plot for my video. I then will have to create a script and decide what I will say. After that, I will choose photos or create images to use as my visuals. I will have to decide if I will want to add music for effect or if I would like to create my own song to add. When I have a draft of the video, I then will have to edit the media. I will need to make sure the music (if any) is not louder than my audio script and I will also have to make sure they audio script matches up with the visuals. I may even need to edit the images that I decide to us as my visuals.
II. The media are commercial entities.
3. What do you think this video is trying to “sell” to the viewers?
This video is very “pro-American”; it sends a message of the US being a very happy place in which people want to live. It makes the US seem like a place where everyone is important and contributes to society. The idea of the US being a “melting pot” in which every person adds to the culture is one of the main messages being displayed. It paints a picture of the US being a wonderful country that accepts all types of people and allows every person a chance to blend in with it’s society.
4. Who do you think this video is directed towards? Why do you think so?
This video seems to be directed to kids, but mainly elementary aged kids. It is animated and has small children as main characters. The voices are of children and the song even says to “Go and ask your grandma what she has to tell” which is directed towards younger aged kids. I think it is directed towards kids because most children know grew up in America and do not realize the cultural diversity. The makers of this video wanted young kids to learn their heritage and realize that the United States is made of many different people with many different backgrounds.
5. How different do you think the video would be if directed towards a different audience?
If the video was directed towards an older audience, I believe it would be very different. The visuals would most likely not be animated, but acted out with actors. I also feel like if a song was used, it would have more of an adult contemporary sound. The voices heard would be of adults and not children. The video would most likely be more like a documentary explaining United States diversity and immigration.
III. Media communicates values and ideology.
6. What value message does this video send?
The video places value on diversity in the United States and also the importance of embracing one’s own culture. It begins with a person’s grandparents emigrating from different countries to the US. When arriving, the grandparents are part of the “Melting Pot” which is the US. It places emphasis on people coming from all over to create a country made up of different people and cultures. Even though the people are part of this new culture, they also bring things from their own culture. The video says to embrace one’s heritage and value his cultural roots. The video also values work. In on scene, it shows the people working together to build society.
7. What message does the video send about relationships between people of the United States?
The video sends a message that all people, belonging to many different cultures, work together to create the United States’ society. Having the grandparents originally come from different countries, but then meet and marry is a prime example of this. No matter what culture one is apart of, supposedly he can come together with others in the “melting pot”. The video makes it seem like people of different cultures have good relationships with one another because they all of being a US citizen in common.
IV. The media have social and political implications.
8. What issues do you think this video is most related to? Why?
The video is mostly related to the importance of cultural diversity. It shows the importance of diversity in our culture and how our society is now because of our diversities. If the US weren’t a “melting pot” of cultures, it would not be how it is today. It sends the message that every culture has an important part of the United States’ society and that the sharing of these cultures are imperative to its moving forward. It also relates to the importance of knowing one’s heritage and embracing one’s culture. If no one knew his heritage or took part in his culture, the sharing of ideas in different cultures could never happen.
9. How might viewing this video change how people act?
After viewing this video, one might be prompted to learn about his heritage and learn more about his cultural roots. It might make people start thinking how they can share their culture with the rest of society. One might even start to embrace other cultures and want to learn about the diversity in his local community.
V. Media forms are related to content.
10. How would the video be different if it was a different media form (ex. Book, radio broadcast, billboard, television advertisement…) and would the message still be the same?
I feel like this video would be totally different if it were made into a different form of media. The video shows images, broadcasts a song, and has voice-overs. If made into something like a billboard, it would lack the qualities to make the message memorable, (like the catchy song). If just the audio broadcasted on the radio, it would lack the images helped to display the message. The message may be able to be sent in different media forms, but not to the extent of the way it was displayed in the video.
VI. The media have aesthetic qualities.
11. What are the aesthetic components of this media? What does it look like? What does it sound like? How are color or lighting, music, and editing used?
Images, music, voice-overs, color, and editing all make up the aesthetic components. It has an old-time look to it by being mostly black and white. Certain things like the flags and the statue of liberty are colored for emphasis. The music even has a older feel to it. Even though this video was made in the 1970’s and 1980’s, it is made to look like it was made in the early 1900’s.
12. How is meaning constructed through the aesthetic components of this video?
The aesthetic components help send the main message of the importance of diversity and embracing different cultures. It being mostly black and white makes one feel as if everyone is equal and not separated by the different colors. The music seems to be very generic; however, I think this is used to make it universal to whoever is watching the video. Red, white and blue are emphasized through the black and white to represent that it doesn’t matter one’s differences, he is just as American as the rest of the citizens.
VII. Audiences are involved in the process of creating meaning.
13. How might people from a country other that the United States view this video differently?
The video sends a “pro-America” message and is very Yankee-centric. People from other countries might have mixed feelings towards the video. When Americans view the video, they might feel patriotic and be grateful for it’s diversity, but a non-American might not like America’s “melting pot” or feel like they do not agree with all of the cultures making up the society. A non-American could also decide to immigrate to the US because they want to be apart of the “melting pot”.
14. How might the message of this video change over time?
The video’s message is almost timeless in the fact that all Americans should embrace diversity and share their culture; however the “melting pot” is no longer the term describing the US society. The “salad bowl” is now the metaphor used. The “melting pot” makes it sounds like different cultures come together and merge to create a new culture. The “salad bowl” describes society as being made up of different cultures and being apart of one big culture, but still being able to see the different cultures that make up the whole.
15. Would this video be interpreted differently by someone older or younger, someone of a different race or nationality, or someone of a different socioeconomic status? Why do you think so?
I think that this video, even though directed towards a younger age group, has a universal interpretation. No matter what age, race or status, the message is interpreted the same. It is directed towards all nationalities and cultures to help say that every person is a part of the “melting pot”.
G. Possible Production Connection:
After watching and analyzing Schoolhouse Rock: The Great American Melting Pot, the students will be broke up into groups to create a 2-3 minute video using Photo Story(windows) or iMovie(Mac) sending the same message as in the video. Instead of a “melting pot”, the students will use “salad bowl” or another metaphor of their choice that accurately describes the diversity in the United States. The students will create a plot for their story and construct the media. Using voice recorders, scanners, Internet searches, Photo Story, iMovie and any other needed technology, the students will put together the aesthetic components of the video. Research may be needed to find one’s own heritage or even different cultures in the US.The students may create a song, like in the video, to include in their storyif they choose, but are allowed to do whatever they feel will best send the message. After the students construct and edit the video, they will present the video to the class.