The critics agree--our 1950s YouTube videos came along nicely. I am encouraged to say the least.
Though our timeframe for production took a little longer than anticipated, we put the finishing touches on this first draft.
Chris, Riley & Chuck - Life in the 1950s, featuring commentary on The Cold War and the emerging Civil Rights Movement
Destiny(Dee Dubs) and Javian on Racism in the 1950s, featuring two teens' perspective on segregation and racism
Kent & Dwayne's take on The Red Scare and links to the Civil Rights Movement
High-Fives and Hand Grenades: I’m blown away that this crazy notion to make YouTube videos about the 1950s is actually coming together. It’s the decade that coined the term “TV Dinner”, so we darn-well-better make our next digital media project something that could rival Howdy Doodie Time...
Overview of “Annotating YouTube Videos”
CL 10 - 1950s American Life & Culture
*rough draft*
Learning Goals
Confidently make claims about American life in the 1950s
Use expert websites and digital media to support your statements and address counter-claims
Use literature to support ing awareness of audience
Skills
Source curation: identifying quality YouTube videos and expert websites on a topic
Filming / uploading videos to HFA YouTube channel
Annotating YouTube videos
Class 1
Pick topic of YouTube video annotation (pre-class)
1950s American Life & The Red Scare
1950s American Life & The American Dream (consumerism / gender roles)
1950s American Life & The American Dream Deferred (segregation / Montgomery Bus Boycott)
Select a video source to cite for historical context or expert info (pre-class)
Save an image that will represent this topic/theme (pre-class)
Begin to write three “working claims” for the video description (written) and voice-over (spoken)
topic / time period - general claim about American life in the 1950s as it relates to this topic
MLA: cites an expert or authoritative source - website, primary source, secondary source
Analysis: student uses evidence from expert source to support the claim
video source - use the video source to make and address a counter-claim… teaches audience-awareness, responds to a potential critique of the student’s original statement
hyperlink: Text summarizes an expert or authoritative YouTube video
Analysis: student uses evidence from expert source to refute counter-claim
connecting 1950s culture to lit - use the book you read to support the defense of your counter-claim and wrap-up with a definitive statement about 1950s American life
Note: cites an example from Catcher, Song of Solomon, or The Bell Jar
Analysis: student explains how the text example supports their claim about American life
For class 2 = finish writing claims and analysis: come prepared to record video
Have 3 claims written w/ bullet point analysis
Have image printed
Practice reading claims and analysis, prep for recording
Class 2
Use iPads to film image while reading claims and bullet-point analysis
Upload recording from iPad to a shared project folder
Use laptops to upload file from shared project folder to YouTube account
Use enhancements to add 3 annotations (day 1 #4 a,b,c bullet-point version)
Use info and settings to type a description of the video (day 1 #4 a,b,c essay version)
'Tis the season for research! Thankfully our visible thinking routines have helped students to make connections between the topics in both their novels & American life in the 1950s.
An overview of the routine, courtesy of the Harvard Project Zero website:
The process in progress:
1) Students used primary source research to generate ideas about three distinct topics:
A) The Cold War and The Red Scare
B) The American Dream & 1950s Women
C) The American Dream Deferred & The Montgomery Bus Boycott
2) Students broke-out into idea teams to sort through the potential topics for research and discovery.
3) Students made connections between topics--truly reaching beyond their comfort zones to connect big ideas prevalent in American culture at this time period. Examples from their novels were seamlessly integrated within the study of American life in this decade.
4) Students eelaborated upon these connections by writing mini thesis statements and bulleted lists of potential research materials. Our bounty of sources and ideas grew as the routine continued.
I'll update this post with pictures, but I am happy to report that the activity helped our students to generate thoughtful ideas--the lifeblood of solid research!
Developing a growth mindset entails developing a predisposition to learn constantly and continuously. Carol Dweck's extensive research in this field leads the way in our investigation of what it means to develop a growth mindset.
In this animated talk, Dweck investigates the effects of praising intelligence vs. process.
A few items to take-away:
1) Praising intelligence leads children to develop a fixed mindset...
Thus, a student grows to believe that s/he is "smart" or "dumb" when it comes to a certain academic subject or skill that s/he is in the process of developing.
2) Astonishingly, praising intelligence turns kids off to learning...
Furthermore, these children often reject the chance to learn in favor of the chance to do well at something much less challenging.
3) Those praised for the process overwhelmingly want to take-on hard tasks...
Undaunted by momentary setbacks, these students work-through challenges, remain confident, and often enjoy tackling problems
This video features Harry Potter All Stars... not too shabby!
-j
