Table Of Content

|| lleeaarrnniinngg ccoonnnneeccttiioonnss From Watching Newsreels to Making Videos F rom filmstrips to documentaries to Hollywood movies, social studies teachers have a long tra- dition of using video in the classroom. In fact, some of the earliest films made were purposefully adapted for social studies instruction as photoplays de- picting pivotal events in U.S. history. A key difference between digital video and its predecessors is malle- ability. When working with digital video, teachers can start and stop, fast forward and rewind, freeze, edit, mash-up, or create new media far When working with digital video, teachers can start and stop, fast forward more easily than in any previous and rewind, freeze, edit, mash-up, or create new media far more easily format. This flexibility makes digital than in any previous format. video an important new tool for social studies. Digital video can be used as a cata- even come to understand the interpre- Students can watch digital video that lyst for students’ analysis or critical tive nature of historical accounts. An makes distant times or places more thinking. Students can closely study ambitious teacher can even have stu- accessible. For example, when study- sequences from World War II news- dents recut a finished documentary to ing the Great Depression, students can reels and propaganda films such as change the emphasis—sometimes just watch selections from a period film Olympiad to identify how messages by rearranging the visuals. such as The Grapes of Wrath or Mod- were shaped and disseminated in Students may also document land- ern Times to bring the issues and ideas contemporary societies. You can base marks in their neighborhoods or of the time to life. For a unit on mod- a study of U.S. presidential elections on communities and construct movies ern Brazil, excerpts from films such as a set of campaign commercials, such explaining the cultural significance Central do Brasil (Central Station) or as those available from the Museum of of these sites. Or they can interview Cidade de Deus (City of God) can give the Moving Image (www.livingroom- people in their communities about students a powerful window to certain candidate.movingimage.us). By guid- their memories of historical events aspects of its culture and society. ing the class through a careful analysis and use these as source material for Students may arrive in your class- of selected commercials, teachers can a classroom inquiry on history and room with preconceptions about help students progress as scholars, citi- remembrance. watching videos stemming from zens, and media consumers. The activities described here are their experiences watching television, The most powerful way to immerse only a small sample of the full range of movies, and YouTube. Before show- students in critical thinking using dig- possibilities for applying digital video ing a video, a reflective teacher will ital video is to engage them in student to social studies instruction. As you discuss with students the difference authorship—that is, creating video. As design your own activities with digital between watching as a casual viewer students compose a documentary us- video, keep in mind the options avail- and watching as a scholar. You may ing historical artifacts, they learn the able to you, and observe the ways the also explain to students the learning content, develop their research and technology interacts with the content purpose of the video. primary-source analysis skills, and and pedagogy to make your instruction more powerful. By Thomas C. Hammond and John Lee Copyright © 2009, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 32 learning & leading with technology | June/July 2009 | learning connections Social Studies Got tips? We’re looking for a few good ed tech tips and tricks to publish in L&L. Submit your ideas to: www.iste- community. org/group/ r landl te m e k m/ o c —Thomas C. Hammond is an assistant professor —John Lee is an associate professor of social o. t o of education at Lehigh University in Bethlehem, studies and middle grades at North Carolina h p Pennsylvania. Previously, he taught social stud- State University. He researches how teachers and ck o ies, language arts, and computer science for 10 students use online historical resources. For more t s k years in the United States and abroad. information, go to www.dhpp.org. i Join us in Denver! NECC 2009 in Washington, D.C. Celebrating 30 years of Ed Tech vision Online registration closes June 17, 2009. www.iste.org/necc Formerly the National Educational Computing Conference (NECC), 2010 ISTE 2010 is the same premier event that has Ed Tech professionals worldwide returning year after year. denver june 27–30 Visit www.iste.org/conference/2010 in July 2009 for more Colorado Convention Center information. Call for Participation opens September 9, 2009. www.iste.org/conference/2010 Copyright © 2009, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. June/July 2009 | learning & leading with technology 33