MULTI-MEDIA AUTHORING TEMPLATE

Name: Alissa Mislow

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve
required learning standards. Challenge: For an “A” provide an idea where the learning activity reaches a LoTi level 4a or
above. To do this you will have to design a project where students engage in higher-order thinking and publish their work to an
audience that will use or care about the results. Broad feedback for their work is also a great way to boost interest and
performance.
For this assignment, students can pick a significant figure (out of an assigned list) during the time period of the Age of
Revolutions. Their task is to research their significant figure and create/publish an original movie documenting their significance
to their revolution. When completed, students will publish their works on the class blog. They are required to watch at least two
other student’s movies and write a paragraph each on the big takeaways. The class will hold a competition of who created the
most impactful movie (must contain accurate information on figure, engaging/interesting, etc). Two other world history teachers
and I will be the judges. Each student will receive detailed feedback on their performance in the assignment. The student who
wins the movie competition will receive bonus points on an assignment of their choice.
Grade Level: 10th Grade
Content Area: World History
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Standards/Topics Addressed: Louis XVI and the French Revolution

SSWH14 Analyze the Age of Revolutions.
a. Examine absolutism through a comparison of the reigns of Louis XIV and Tsar Peter the Great.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791),
and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for
Europe.
Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will
the project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects
students are creating? How broad is this audience? How will student work be assessed and by whom? Who will provide
feedback to students about their work? (Overview should be a minimum of 2 paragraphs):
The students will be introduced to the topic by brief lectures of each revolution. Once the students have received the content, the
teacher will display a list of significant figures from each revolution on the board. There will be a sign-up sheet where each
student signs up for a figure to research (only two students can research the same figure). The class will spend two class periods
researching their figure. Next, the teacher will explain the movie project. There will be a mini-workshop on how to navigate
moviemaker and audacity. The students will be given three class periods to create and publish their movies. The students will be
assessed through a corresponding rubric and the assignment will be graded as a summative assessment. The students will also be
graded on their takeaways from watching other student projects. There will be a competition that is judged by the teachers for
bonus points that will include detailed feedback for each project.

Student Engagement/Higher-Order Thinking: What LoTi level would this lesson be and Why?
This lesson would be considered a LoTi level 4: Integration. Students are using technology for central and content related
activities that are monitored and assessed by the teacher. They are using higher-order thinking skills such as analyzing,
evaluating, and creating. This is a student-centered activity in which students collaborate and share with each other.
Lastly, this is an assignment that audiences beyond the classroom would find important and meaningful.
Importance of technology: Why is using a multimedia authoring tools critical to the project? Could the project be
completed without this technology? What would be lost without using it? What other types of technology, if any, are going to
be used in the learning experience?
Using a multimedia authoring tool is critical to the project because it allows the students to create their mini-documentaries of the
significant figure. Without this technology, the project could not be completed. The use of higher-order thinking skills
(analyzing, evaluating, and creating) would be lost when trying to do this project by hand instead of with multimedia authoring
tools. This project also allows for a flipped classroom because students are assigned to watch two other student works at home
which would be impossible without this technology.
Inspiration (optional):

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 MULTI-MEDIA AUTHORING TEMPLATE

Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student privacy
that could arise while implementing this learning experience and explain how you’d minimize risks to students/yourself,
alleviate any fears by parents/administrators, and follow school districts’ Internet Safety/Use Policy.
A possible issue surrounding internet safety and student privacy would be posting their published works on an online blog.
However, to alleviate any fears by parents/administrators, the movies would be published anonymously online. Only the teacher
will have the sign-up list of what student completed which significant figure for grading purposes.
Other comments about your proposed student multimedia authoring activity: This is a very flexible assignment that
can be used for mostly all content standards.