Using Rich Video
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This document summarizes a presentation on effectively using rich video in education. It discusses starting with video clips to set contexts for literary works, understand perpetrator behavior, and demonstrate stereotype threat. Strategies are presented for having students engage with videos by identifying things they learned, questions raised, and ideas to explore further. Alternative strategies like Zaption are also covered. The presentation emphasizes choosing high-quality videos and developing media projects where students can become media producers and create their own primary sources. Testimonials from students and alumni show how video testimonies and first-person accounts made history more impactful and meaningful by bringing it to life.
Using Rich Video
- 1. TRUE ENGAGEMENT USING RICH VIDEO MORE EFFECTIVELY HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 2. YOUR PRESENTERS: Mary Hendra • Southern California Educator (primarily Los Angeles) • Facing History and Ourselves • 3rd -year CUE Participant Michelle Sadrena Clark • San Diego Educator (High Tech High North County) • Facing History teacher • USC Shoah Foundation Regional Consultant HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 3. WHY USE VIDEO? Polleverywhere.com Text FHLA to 22333 to join Then share your thoughts via text. HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 4. HOW NOT TO USE VIDEO! What are the worst uses of video you’ve seen? HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 5. STARTING WITH RICH VIDEO • “Setting the Setting” for To Kill a Mockingbird • Understanding Perpetrator Behavior • Stereotype Threat and how it impacts student performance HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 6. STRATEGY: 3 Things you learned 2 Questions raised by the film 1 Idea you want to think more about HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 7. TEACHER HAT: HOW WAS THIS PEDAGOGY DIFFERENT FROM STRAIGHT RECALL OR A WORKSHEET? HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 10. TEACHER HAT: WHAT MAKES A GOOD ZAPTION? 1. Video Choice 2. Think through audience and purpose 3. Less is More 4. Choose the best fit ”element” 5. Consider how this tour connects to the rest of your teaching HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 11. STUDENTS AS MEDIA PRODUCERS (WITH GOOD CONTENT) HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 13. Pathways to IWitness! ● Watch Testimony ● IWitness Activity (Video, InfoQuest, Mini-Quest) ● Customize an IWitness Activity ● Build Your Own IWitness Activity
- 14. Pathway #1 Watch
- 17. Pathway #4 Build
- 18. Q&A/Takeaways!
- 19. ADDITIONAL RESOURCE FOR STUDENTS AS MEDIA PRODUCERS – CREATING NEW PRIMARY SOURCE MATERIAL THEMSELVES! HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/ StoryCorps App – collecting oral testimony
- 20. THANK YOU! MARY & MICHELLE HTTP://LANETWORK.FACINGHISTORY.ORG/CUE/
- 21. Student Testimonials “Beyond simply the development of my reflective writing and thoughts, this unit has taught me to slow down and appreciate people’s life stories as more than stories. I really understood all the testimonies as their lives and empathized with their experiences.”
- 22. Student Testimonials “I really enjoyed hearing the actual testimonies of survivors. Last year we didn’t do this and I got a much different education. Hearing actual survivors speak was a fresh, new perspective to look at the Holocaust.”
- 23. Life used to be so easy. There always seemed to be an answer to everything. Everything fit into place, getting up at seven o’clock, going to school at eight, coming home at four, doing homework at eight, and finally going to bed at eleven. In my tightly scheduled life I left no time to reflect. In these past four months, however, I’ve been forced to think. Facing History student:
- 24. Student Testimonials “Through experiencing Holocaust education in the way of testimonies (whether that be by book, by video, or by visitors) and simply by learning in such depth, I have come to realize that history is made up by people. History is best told through stories, for it is full of heart. We learn history so that we are not ignorant and so that we can understand how we go to the place where we now reside. And just like experiences in our own lives, we must learn from our mistakes and use them to grow.”
- 25. Student Testimonials “Being honest, I’ve studied the Holocaust since 8th grade, I feel that I’m well rounded in the subject, but learning what life was like and watching IWitness was a completely new experience for me. Next year you should keep it like how you teach where it’s less history and more testimonies of daily life.”
- 26. “Facing History and Ourselves made me realize that my choices matter. When I am indifferent, the world loses and I lose. The world needs me to act. And if my choices matter, then I matter. That’s a very important lesson to learn as a child and to own as an adult.” Facing History Alumnus