Barber of Birmingham - Use of Documentaries Presentation
1. The Barber of Birmingham
USING DOCUMENTARIES TO TEACH HISTORY
AS WELL AS
HISTORICAL AND LANGUAGE-RELATED
LITERACIES
2. Presenters
Whitney Olson: National History Day -Sonoma
County:
smowbo@sbcglobal.net
Debbie Granger: Orange County Department of
Education:
dgranger@ocde.us
Mary Janzen: Fresno County Office of Education:
mjanzen@fcoe.org
5. Outcomes
Learn how translating informational text/sources
to narrative structure leads to meaningful, rich
learning experiences.
Experience and integrate elements of the Well Told Story and
Historical Documentaries into documentary analysis.
Utilize tools that allow the teacher to facilitate
student learning.
6. Session Agenda
Connect with Common Core State Standards
Overview of historical “story” elements
Application of tools to The Barber of Birmingham
Application of tools to a new student-developed
documentary
Q&A
8. Six Shifts
1. Increase in non-fiction texts
2. Content area literacy
3. Increase complexity of texts
4. Focus on text-based questions
5. Focus on writing arguments
6. Academic vocabulary
9. Common Core State Standards
READING IN H-SS
Summary based on pp. 50 - 51, California’s Common Core State Standards
Use textual evidence from primary and secondary sources to support analysis.
Determine central ideas; create summaries indicating relationships among various
elements.
Evaluate various explanations, determining which, based on evidence is most
plausible.
Determine meaning of words and phrases in context.
Read primary sources closely, identifying elements and structural components that
contribute to its meaning.
Assess claims, reasoning, and evidence of authors with different perspectives.
Integrate multiple sources from different media into understanding to address a
question or solve a problem.
Evaluate author’s premises, evidence, and reasoning by corroborating or
challenging with other information.
Integrate information from diverse sources into a coherent understanding of an era,
person, and/or event.
Read at grade level.
10. Common Core State Standards
WRITING in H-SS
ARGUMENTATIVE WRITING
Summary based on pp. 54- 56, California’s Common Core State Standards
Write arguments based on evidence with the following elements:
Precise, knowledgeable claims based on evidence and identify significance.
Logical organizational structure identifying claims and counterclaims.
Analysis of quality of reasoning, evidence on each side of the argument.
Words, phrases, structure, transitions that create a logical, coherent, effective
argument using discipline-specific strategies in a formal style.
Concluding statement that follows or relates to the argument presented
11. Common Core State Standards
WRITING in H-SS
EXPLANATORY OR INFORMATIONAL
WRITING
Summary based on pp. 55 -56, California’s Common Core State Standards
Write informational and explanatory text with the following elements:
Introduction to the topic.
Organizational structure in which each element builds upon what precedes it and supports
what follows it.
Thorough development of topic with most significant details, extended definitions of key
concepts, concrete details, quotations, and other information in recognition of audience and
its concerns.
Language, structure, and transitions to logically and effectively build a coherent narrative in
which complex relationships among elements are integrated into a cohesive whole.
Management of topic complexity with use of precise language, metaphor, simile, etc.
Concluding statement highlighting significance of topic.
13. High School-Visual Arts: 2.0 Creative Expression
Communicate and Express Through Original Works
of Art
2.4 Demonstrate in their own works of art a
personal style and an advanced proficiency in
communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating
works of art.
2.6 Present a universal concept in a multimedia
work of art that demonstrates knowledge of
technology skills.
14. High School-Visual Arts: 4.0 Aesthetic Valuing
Derive Meaning
4.1 Describe the relationship involving the art
maker (artist), the making (process), the artwork
(product), and the viewer.
4.2 Identify the intentions of artists creating
contemporary works of art and explore the
implications of those intentions.
4.3 Analyze and articulate how society influences
the interpretation and message of a work of art.
20. Crisis
The catalyst for
everything that follows
The “log in the road” that
somehow must be gotten
around
Forces the protagonist to
take his/her journey
22. Climax
The high point of the
action
Crisis is resolved
23. Resolution
Protagonist/hero(ine) is
a changed person –
discovers something
about life or about
him/herself
Additional challenges/
completing action that
began earlier
Conclusion
24. Resolution
Protagonist/hero(ine) is
a changed person –
discovers something
about life or about
him/herself
Additional challenges/
completing action that
began earlier
Conclusion
25. Elements of Historical
Documentaries
CREATING AN ENGAGING, INFORMATIONAL,
STORY WHICH POINTS TO THE
SIGNIFICANCE OF A PERSON, PLACE, EVENT,
OR ERA IN HISTORY
26. Elements of History-Specific Documentaries
1. Content
2. A Story
3. Exploration of Change Over Time
4. Historical Perspective
5. Context
6. Well-Crafted Questions
7. Conclusions
8. Foundation of Facts
27. 1. Content
Live video
Interviews
Photographs
Graphics
Film footage
Audio footage
28. 2. A Story
Beginning, middle, end
Dramatic moments
Vivid images
Colorful/controversial quotations
Organization – chronological or thematic
31. 5. Context
Location description
Description of time period, key events taking place
32. 6. Well-Crafted Questions
Open-ended
Research-based
What’s controversial or debated in the research?
What questions did you develop that weren’t answered
through research?
34. 8. Foundation of Facts
Begin with basics
Who
What
When
Where
Why
How
35. Documentary Analysis and CCSS
Introduction of topic &/or argument
Multiple perspectives
Primary and secondary sources
Coherent narrative
Chronological
Thematic
Beginning, middle, end
Key terms, people
Conclusion
36. The Barber of Birmingham
Elements Analysis
Pairs view documentary
“A” – Well Told Story
“B” – Elements of Historical Documentary
Think about 6 potential storyboard “squares” (where the elements
of the well told story and the elements of historical documentary
come together).
E.g., Beginning, Middle, and End combine with Exposition,
Crisis & Conflict, and Resolution & Conclusion
Storyboard the 6 pieces with a neighbor.
Pairs-Square to share
37. Application
Pairs select possible documentary topic
“A” – outline elements of Well Told Story
“B” – outline elements of Historical Documentary
A & B identify 6 places that the two components come together
A & B develop 6-pane storyboard
Pairs-square and share
39. What we accomplished
Learned how to connect using documentaries as a
learning tool while addressing Common Core State
Standards
Experienced and integrated elements of the Well Told Story
and Historical Documentaries into documentary analysis.
Utilized tools that allow the teacher to facilitate
student learning