Objective 1: Students will pick a specific topic in United States History since 1865 and thoroughly develop a curriculum guide that targets the student population (a specific grade level in middle or high school), sets learning objectives and outcomes based on state benchmarks/standards, provides activities for the unit, includes a complete historical analysis of topic with relevant sources, and lecture slides to easily convey the relevant information. The topic cannot be similar to the film selected for the critique.
or
Objective 2: You are an aspiring documentary filmmaker and need to pitch the topic to investors and Public Broadcasting System (PBS) stations. Pick a specific topic in United States History since 1865 and develop the formal proposal for the presentation. The topic cannot be similar to the film selected for the critique.
Curriculum Guide Guidelines:
If you wish more detailed examples see the provided sample, or visit
https://artsintegration.com/2018/07/01/how-to-write-a-curriculum-from-start-to-finish/ and/or https://www.sfsu.edu/~teachers/download/Inquiryframework.pdf.
See the current state social studies standards and frameworks @http://marylandpublicschools.org/about/Pages/DCAA/Social-Studies/MSSS.aspx.
Find a primary source document to center the guide. A primary source document is something (letter, diary, article, artifact, editorial cartoon, picture, oral history/interview, etc.) that is created during the time under scrutiny by someone who either participated in or witnessed the event. The primary source document serves to guide the project. Provide an explanation of the document and explain what it is and means, and how it conveys the historical topic (about one, double-spaced page). Do not provide subtitles or limit the analysis to my suggested discussion points.
State the grade level the guide is geared toward and the relevant state standards used in the activity/unit. State the learning objectives and the learning outcomes hoped to achieve. One should have at least five (5) objectives and five (5) outcomes. Use Blooms Taxonomy for the objectives and outcomes vocabulary/verbiage: (see https://www.bloomstaxonomy.net/ and/or https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/).
Provide a thorough overview and analysis of the historical topic that the primary source document is being used to convey. This formal essay should be two (2) to four (4) double-spaced pages. You should utilize at least two (2) books two (2) journal articles to compose the essaylist these in a bibliography. Include a slide presentation drawn from the essay that would serve as a mini lecture on the topic (no more than seven (7) to ten (10) slides).
Finally, include an engaging activity for the students. Explain the activity and what the students should learn from it.
Be creative and have fun!
Documentary Film Guidelines:
Find a primary source document to center the documentary. A primary source document is something (letter, diary, article, artifact, editorial cartoon, picture, oral history/interview, etc.) that is created during the time under scrutiny by someone who either participated in or witnessed the event. The primary source document serves to guide the project. Provide an explanation of the document and explain what it is and means, and how it conveys the historical topic (about one, double-spaced page). Do not provide subtitles or limit the analysis to my suggested discussion points.
Construct a film treatment for your documentary. The treatment basically explains the topic centered on the chosen primary source and , why it is important, and the information that the audience will receive from the documentary. Please do not have subheadings stating topic, importance, etc. This is simply a guidenot to produce stilted writing where you only answer specific questions. Provide a thorough overview and analysis of the historical topic that the primary source document is being used to convey. This formal essay should be two (2) to four (4) double-spaced pages. You should utilize at least two (2) books two (2) journal articles to compose the essaylist these in a bibliography. Include a slide presentation drawn from the essay that would serve as the pitch for the documentary (no more than seven (7) to ten (10) slides). Provide other materials (artifacts, pictures, interviews, etc.) that will be used in the documentary to convey the historical topic. Why are these visuals important and how do they convey the historical narrative?
Be creative and have fun!
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