Digital Storytelling:Great Depression
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1 Digital Storytelling:Great Depression Donna Bradley Stage 1 Desired Results Georgia Performance Standards: SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority. ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language. ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings. ELA5W4 The student consistently uses a writing process to develop, revise,
2 and evaluate writing. Essential Questions: How did the Great Depression affect millions of American people? How did the Great Depression affect the lives of millions of Americans? What affect did the Dustbowl have on Americans during the What was the New Deal and how did affect the American people during the What affect did the Stock Market Crash of 1929 have on the American people during the Great Depression? What were the Civilian Conservation Corps (CCC), The Works Progress Administration (WPA), and Tennessee Valley Authority (TVA) and how did they affect the American people during the Who was Herbert Hoover and how did his leadership affect the American people during the Who was Franklin Delano Roosevelt, and how did his leadership affect the American people during the Vocabulary: Dust Bowl Soup Kitchens Civilian Conservation Corps (CCC) The Works Progress Administration (WPA) Tennessee Valley Authority Historical Events: Stock Market Crash of 1929 The New Deal Historical People: Herbert Hoover Franklin D. Roosevelt Performance Tasks: Stage 2 Assessment Evidence Other Evidence Students will produce a multi-media production using movie maker. They will create a 2 to 3 minute movie with audio, images, and video. The Digital Story will be graded upon a rubric that will be given to students prior to the project. Prior to creating the production, students will be given a Digital Story telling storyboard. They will have to have to outline their Digital story by using the Digital Students will work in groups of 3 to create the digital story. The instructor will monitor student progress during the project. The instructor will make sure all students are contributing to the work.
3 Storytelling storyboard. The story board must be approved before creating the production using movie maker. Materials and Resources. Stage 3 Learning Plan Resource kit containing video footage, audio and music, and images. Digital Storytelling Story board Print resources for students to use for research Digital Storytelling Rubric Technology Resource kit containing video footage, audio and music, and images. Access to computer labs or classroom computers. Movie Maker (software to use to create their Digital Story) Activating Thinking Strategies : The Great Depression video will be used as the activating strategy. Students will watch the video, and then the instructor will explain that students are going to create their own Digital story on the great depression.
4 Teaching Strategies (whole group, small group, active engagement of ALL students): Phase 1: Students will watch the teacher created Digital story on the great depression. After viewing the video, students will be assigned a lesson Essential Question to do their Digital Story on. Lesson Essential Questions listed below: How did the Great Depression affect the lives of millions of Americans? What affect did the Dustbowl have on Americans during the What was the New Deal and how did affect the American people during the What affect did the Stock Market Crash of 1929 have on the American people during the Great Depression? What were the Civilian Conservation Corps (CCC), The Works Progress Administration (WPA), and Tennessee Valley Authority (TVA) and how did they affect the American people during the Who was Herbert Hoover and how did his leadership affect the American people during the Who was Franklin Delano Roosevelt, and how did his leadership affect the American people during the After students have been assigned their LEQ, they will be put in groups of 3. Students will go to research centers and begin researching their topics. Students will work together obtaining facts for their lesson essential question. They will be required to find at least 20 facts pertaining to their topic before going on to phase 2. Students will be given a directions page, checklist, and a rubric prior to starting the project. Phase 2: Students will work together using the digital resource kit to create their Digital Storyboard. The Digital storyboard must be complete and approved by the teacher before moving on to phase 3. Phase 3: Students will view tutorials on movie maker once their Digital Storyboard is complete. Phase 4: Students will use Movie Maker to create their Digital Story. Phase 5: Students will present their Digital Story to their classmates. After viewing each Digital Story, the class will be given the opportunity to ask the group questions about the content of their Digital Story.
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