Teacher Resources: Overview of 1950s YouTube Video Project

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

1. Confidently make claims about American life in the 1950s
2. Use expert websites and digital media to support your statements and address counter-claims
3. Use literature to support ing awareness of audience

Skills

1. Source curation: identifying quality YouTube videos and expert websites on a topic
2. Filming / uploading videos to HFA YouTube channel
3. Annotating YouTube videos

Class 1

1. Pick topic of YouTube video annotation (pre-class)
1. 1950s American Life & The Red Scare
2. 1950s American Life & The American Dream (consumerism / gender roles)
3. 1950s American Life & The American Dream Deferred (segregation / Montgomery Bus Boycott)
2. Select a video source to cite for historical context or expert info (pre-class)
3. Save an image that will represent this topic/theme (pre-class)
4. Begin to write three “working claims” for the video description (written) and voice-over (spoken)
1. topic / time period - general claim about American life in the 1950s as it relates to this topic
1. MLA: cites an expert or authoritative source - website, primary source, secondary source
2. Analysis: student uses evidence from expert source to support the claim
2. 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
1. hyperlink: Text summarizes an expert or authoritative YouTube video
2. Analysis: student uses evidence from expert source to refute counter-claim
3. 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
1. Note: cites an example from Catcher, Song of Solomon, or The Bell Jar
2. Analysis: student explains how the text example supports their claim about American life
5. For class 2 = finish writing claims and analysis: come prepared to record video
1. Have 3 claims written w/ bullet point analysis
2. Have image printed
3. Practice reading claims and analysis, prep for recording

Class 2

1. Use iPads to film image while reading claims and bullet-point analysis
2. Upload recording from iPad to a shared project folder
3. Use laptops to upload file from shared project folder to YouTube account
4. Use enhancements to add 3 annotations (day 1 #4 a,b,c bullet-point version)
5. Use info and settings to type a description of the video (day 1 #4 a,b,c essay version)

Iteration #1 due ________