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Mini-Project 5
Project Based Learning:
The Little Big History Documentary
Project Based Learning:
The Little Big History Documentary
HMS presents the...
Little Big History Project
By taking a look at different culture patterns students are going to choose a topic that interests them! They will conduct research to track that topic throughout history to determine…How has history impacted the world today?
Over about 2-3 weeks, students will complete research, a script and a storyboard to help you create your final 2-3 minute documentary presentation!
Target Audience: 8th Grade
Essential Question: How has history impacted the world today?
Technology Standards:
8.1.8.E.1-Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).
9 Steps of Project Based Learning:
The Little Big History Project
9 Steps of Project Based Learning:
The Little Big History Project
Step 1: Setting the Stage with Real-Life Examples
Step 1: Setting the Stage with Real-Life Examples
“Tell me more! How does stuff work? How did we get here?” Prior to this project, students will have completed the World History Curriculum and found different topics they were interested in. Teacher will introduce a documentary project where students will be given the opportunity to be granted awards in an award ceremony for categories such as “Best Picture”, “Best Narration” “Best soundtrack” and so on. Students will watch a sample documentary.
Step 2: Taking on the Role of Project Designers
Step 2: Taking on the Role of Project Designers
Students will be given the role as a documentarian that is going to present a documentary on a topic of their choosing. They will brainstorm with mind maps and then do preliminary research to find a topic of their liking.
Step 3: Discussing and Accumulating Necessary Background Information
Step 3: Discussing and Accumulating Necessary Background Information
Step 4: Negotiating Criteria for Evaluation
Step 4: Negotiating Criteria for Evaluation
Students will watch another documentary example and discuss what are the most important parts of a successful documentary. Some examples of questions/discussions students will have are:
Was the information presented properly cited and from reliable sources?
Was there a specific claim being made?
Was there enough information to support the claim?
How were images/video clips used to support the claim?
How was narration/music used to support the claim?
What was the mood/tone of the documentary like?
Students then understood what was expected of them and what exactly they should do in preparing for their documentary.
Sample Student Documentary
Step 5: Accumulating Necessary Materials
Step 5: Accumulating Necessary Materials
Students then will take their research and background information and complete two tasks before they can create their final documentary video.
First, students would need to turn their research into a script. The script will resemble an essay by having an introduction with a claim and then body paragraphs that support their claim and a conclusion.
Next, they will then plan a storyboard. The storyboard would be an example of what text screens, images and background music will go with what is being said in the script. This will allow students to then gather the necessary images and music to begin working on their final project.
How to Write a Script
How to Create a Storyboard
Step 6: Creating the Project
Step 6: Creating the Project
Students will use WeVideo or another video editor that they are comfortable with to bring their storyboard to life as a documentary film. To help students understand how to use WeVideo, the teacher will provide the students with tutorial videos and handouts to help them understand how to use the program. The teacher will also monitor student progress during class.
In person the teacher will have flags for the students to show on their desk stating either:
Green: I’m Good
Yellow: I’m okay, I have some questions when you have a chance
Red: I’m stuck and need help ASAP!
Virtually students will work in zoom within smaller breakout rooms where they can discuss and ask their peer questions and send private chats to the teacher to ask questions as they arise.
Step 7: Preparing to Present the Project
Step 7: Preparing to Present the Project
Once students have completed their final project, they will complete self-edit checklists as well as peer editing activities. This will allow students to continue editing while receiving feedback to help improve their project.
Step 8: Presenting the Project
Step 8: Presenting the Project
Students will post their videos to a teacher created YouTube Channel. This YouTube Channel will allow students to view each others videos and vote on different categories such as:
Student Choice Best Picture
Best Soundtrack
Best Introduction/Hook
Best use of special effects
Student projects would then be celebrated at the “HMS Documentary Awards.” Teachers and administrators would attend and present different categories. Students would view clips of nominated documentaries and the winner receives a trophy!
Step 9: Reflecting on the Process and Evaluating the Process
Step 9: Reflecting on the Process and Evaluating the Process
After, students will reflect on the process of creating a documentary. First, students would complete a google form to make them think. Then, students and teachers would discuss the results and the challenges that they faced. We will celebrate the challenges and failures and discuss how those helped students to improve and learn new content or skills.
Rubric
Rubric
Copy of 05 Final Rubric (1).pdfPage updated
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