Historical Documentary Pre-Production Phase

Purpose: For students to learn how to research a historical event, topic, or

person that has impacted American society today, and create a two
column audio/video script.

● Program Overview
Deliverables: ● Instructional Design Model
● Instructional Alignment Table
o Objectives
o Learning Activities and Instructional Strategies
o Assessment Descriptions
● Module Overview
● Interactivity and Collaboration
● Technology Usage
● Learner Support

Team Members: Rolanda Farmer

Kristy Maxwell

Target Audience Students in Audio Video Technology & Film 1 range from 9-12
graders. They also range from SPED students to gifted individuals.
1. Program Overview

Students in Ms. Maxwell’s Audio Video Technology and Film 1 class will be creating a
five to eight minute historical documentary. The students will have a choice on if they
will work with a partner or alone. The students will also have the opportunity to research
three topics and choose the one they find the most interesting to further develop. Students
are being asked to research a historical event, topic or person that has impacted American
society today. The pre-production phase is the most important phase of the three
production phases. Students need to take the time to plan out their project, otherwise their
end product lacks organization, creativity, and quality. During the pre-production phase
of the Historical Documentary project, students will be developing their concept,
analyzing research, writing a two column audio/video script, and finding pictures to
match their narration. Through the duration of this online lesson, students will also be
blogging throughout each module about their experiences, what they’re learning through
the process, and most importantly how they feel their topic impacts American society
today.
2. Instructional Design Model

All students in my introductory course have little to no experience using technology that
is utilized in the course of our pathway. We chose to use ​Merrill’s First Principles of
Instruction a​ s our Instructional Design Model for this project. My students all start with
the same ‘problem’, being their lack of experience, and the pace of mastery varies per
student. This project will be their first video project, and increases in complexity from
their first projects. The hope is that the students will encounter varied problems, analyze
those problems, and demonstrate their level of skill through completing this project.

Merrill’s First Principles of Instruction:

Principle 1—Problem-centered: Learning is promoted when learners are engaged in

solving real-world problems.
a. Corollary—Show task: Learning is promoted when learners are shown the task
that they will be able to do or the problem they will be able to solve as a result of
completing a module or course.

Students will be shown a how-to video linked through the learning module to
demonstrate how to use Canvas. There will also be links to two student examples
of historical documentaries.

b. Corollary—Task level: Learning is promoted when learners are engaged at the

problem or task level, not just the operation or action level.

Students will have the opportunity for hands-on practice using Canvas to access
the material, using Google to research their topic, and Google Docs to set up the
two-column page for their script.

c. Corollary—Problem progression: Learning is promoted when learners solve a

progression of problems that are explicitly compared to one another.

Students will begin with simple tasks, such as creating a password and logging
into the system. They will then move on to learning how to click menu options to
navigate through the modules, and learn what each function does and how it is
used. Students will progress to using the functions. They will then conduct
research, differentiating between primary and secondary sources, posting to the
blog, and begin the writing assignment.
Principle 2—Activation: Learning is promoted when relevant previous experience is
activated.
a. Corollary—Previous experience: Learning is promoted when learners are directed
to recall, relate, describe, or apply knowledge from relevant past experience that
can be used as a foundation for the new knowledge.

Students will already have experience writing scripts. They will build upon their
previous knowledge to begin incorporating video.

b. Corollary—New experience: Learning is promoted when learners are provided

relevant experience that can be used as a foundation for the new knowledge.

Students will review online examples of student historical documentaries that can
be used as a foundation for developing their own videos.

c. Corollary—Structure: Learning is promoted when learners are provided or

encouraged to recall a structure that can be used to organize the new knowledge.

Students will use their previous knowledge of script writing to structure their new
assignment. They will utilize the student video examples to help structure their
own videos.

Principle 3—Demonstration (Show me): Learning is promoted when the instruction

demonstrates what is to be learned rather than merely telling information about
what is to be learned.
a. Corollary—Demonstration consistency: Learning is promoted when the
demonstration is consistent with the learning goal:
i. (a) examples and nonexamples for concepts
ii. (b) demonstrations for procedures
iii. (c) visualizations for processes, and (d) modeling for behavior.

Students will be given the rubric to use in the first module, and are able to look
back at their project expectations while they’re working through the online
module. They will also have examples of well written scripts and student exemplar
work from previous years of how to best structure a historical documentary.

b. Corollary—Learner guidance: Learning is promoted when learners are provided

appropriate learner guidance including some of the following:
i. (a) learners are directed to relevant information
ii. (b) multiple representations are used for the demonstrations
iii. (c) multiple demonstrations are explicitly compared

Students will be able to choose their topic, and will analyze research to find their
primary and secondary sources. If I see that they are using a non-credible website
I will help to direct them to more relevant information on their topic.
Principle 4—Application (Let me): Learning is promoted when learners are
required to use their new knowledge or skill to solve problems.
a. Corollary—Practice consistency: Learning is promoted when the application
(practice) and the posttest are consistent with the stated or implied objectives:
i. (a) information-about practice—recall or recognize information
ii. (b) parts-of practice—locate, and name or describe each part
iii. (c) kinds-of practice— identify new examples of each kind
iv. (d) how to practice—do the procedure and
v. (e) what-happens practice—predict a consequence of a process given
conditions, or find faulted conditions given an unexpected consequence.

Student practicing is aligned with the learning objectives for this course. All
learning activities help the students to build and grow their historical
documentary idea into a finished five to eight minute two column script.

b. Corollary—Diminishing coaching: Learning is promoted when learners are

guided in their problem solving by appropriate feedback and coaching, including
error detection and correction, and when this coaching is gradually withdrawn.

Feedback will be used regularly during the beginning of the module. Gradually,
as students become more familiar with Canvas and the historical documentary
script writing assignment, they will be given more independence to work on their
own, and regular feedback will be discontinued. This will promote problem
solving as students work to resolve issues they encounter.

c. Corollary—Varied problems: Learning is promoted when learners are required to

solve a sequence of varied problems.

Students will use problem solving skills to work through issues they encounter
using the module. Issues could vary from Google research, to blogging, to writing
their ideas in a cohesive flow.
 Principle 5—Integration: Learning is promoted when learners are encouraged to
integrate (transfer) the new knowledge or skill into their everyday life.
a. Corollary—Watch me: Learning is promoted when learners are given an
opportunity to publicly demonstrate their new knowledge or skill.

Students will have the opportunity to upload their scripts for peer reviews.

b. Corollary—Reflection: Learning is promoted when learners can reflect on,

discuss, and defend their new knowledge or skill.

Students will have the opportunity to reflect on the content their learning by
writing in their blogs during each module. They will also have the opportunity to
discuss what they’re learning and defend their opinions by commenting on peers
blog posts as well.

c. Corollary—Creation: Learning is promoted when learners can create, invent, and

explore new and personal ways to use their new knowledge or skill.

Students will be creating their own two column audio/video script to use for the
creation of their five to eight minute Historical Documentary.

Reference:
Merrill, M.D. (2002). ​First Principles of Instruction​. ​Educational Technology, Research and
Development​, 50(3), pp43-59.
 3. Instructional Alignment Table

Instructional Objectives Learning Activities and Assessment Methods

Instructional Strategies
(where necessary)
Given the Historical Students will watch Students will turn in three
Documentary Rubric, exemplar projects for what historical topics that they are
students will identify three a historical documentary interested in and will be
possible historical topics should look like. graded based on the rubric.
that they are interested in
within the class period. If students need help Students will create their
picking a topic they can blog and write an
find one from this site: introductory post and their
https://www.desktop-docu blog will be graded based on
mentaries.com/documentar the rubric.
y-ideas.html

Students will watch a how

to video for how to
maneuver through Canvas
and write their first post.
Given the Historical Students will use Docs Students will create a blog
Documentary Topic Teach to learn about post on the difference
students selected, students Primary and Secondary between a primary and
will find three primary Sources: secondary sources, and
sources within three class https://www.docsteach.org/ provide an example related
periods. tools to their topic.

They will also watch this Their blog post will be

EdPuzzle to learn more graded based on the rubric.
about these sources:
https://edpuzzle.com/medi
a/5cd32c7bc1c9f541066a4
3ec

Students will r​esearch an

interesting (or fun) fact
about their topic to add to
their Blog post.
Given the Historical Students will take this quiz Students will turn in an
Documentary Topic to make sure they annotated bibliography
students selected, students understand primary and document for their six
will find three secondary secondary sources: sources, and this will be
sources within three class https://www.quia.com/cm/ graded based on the rubric..
periods. 593427.html
For assessment, a quiz will
Students will watch this be used to evaluate student
video on how to make an understanding of primary
annotated bibliography: and secondary sources.
https://www.youtube.com/
watch?v=R0Hsnx0l1q4
Given the Historical Students will watch this Students will turn in their
Documentary Topic video as a reminder for two column script to Turn It
students selected, students how to write a two column In to check for plagiarism.
will create a two column script.
audio video script to use for https://edpuzzle.com/medi Turn It In will grade the
their Historical a/5ce6af2f68ac6140a90fc7 script based on plagiarism,
Documentary within five 8c and the script will be graded
class periods. based on the rubric.
Given the Historical Students will share Students will turn in a blog
Documentary Topic information about their post during each module,
students selected, students research findings, which and comment back on two
will create blog posts for could include images, other classmates postings.
each module during the video, audio, or text.
duration of the unit.
 4. Standards

AAVTC-AVTFI-5: Identify and create various types of scripts.

5.1 Identify scripts by format.

5.2 Demonstrate the steps leading to the development of various types of scripts
(Brainstorm, Proposal and Treatment).
5.3 Define terminology used in scriptwriting.
5.4 Write scripts as assigned according to designated deadline.
5.5 Plan and produce a storyboard.

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence

ELACC9-10SL4:​ Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
5. Module Overview

Module 1: Introduction

Students will have access to the project rubric in this module to look back on during the
pre-production phase of this project. Students will also create their blog in this module to
write in during the course of the project phase. Students will begin the unit by researching
three historical events that they feel has impacted America today. They will take the three
events and begin brainstorming and researching which topic would be the most
interesting for the five to eight minute documentary.

Module 2:

Students will begin finding their three primary and three secondary sources in this
module. They will watch interactive videos on the best research practices. Once they
have found their six sources they will begin looking for photographs that are of a high
quality and aren’t copyrighted to use while they’re reading about the historical event.
After they have begun copying links for pictures they will turn in a bibliography page for
their sources, along with a document link for their photographs and videos.

Module 3:

Students will use a template provided in the module to begin creating their two column
audio video script. Students will take information from their six sources and begin
writing their narration of their historical topic. Once they have written their narration,
they will time it to see if it falls within the five to eight minute time frame requirement. If
not, students will revise their script to add or remove content to meet the time
requirement. Once their narration portion has been finalized, students will begin finding
images that will be on the screen during that portion of the narration. After students have
found all of their images they will place links accordingly in their script to match with the
narration in the other column.
6. Interactivity & Collaboration

Blogs allow students to publish content within the Canvas learning modules. This
interactive activity will be ongoing throughout the two-week course. Students will be
able to build their writing skills and collaborate with other students by receiving and
offering feedback on the topics they chose for the historical documentary.

Blogging with the Canvas LMS is a function within the Discussion feature. The teacher
will set up one central blog for each module and all students in the class will have access
to post. Threaded replies will be enabled and students will post and upload media (video,
audio, images, and website links) to share with other students. Each student will be
required to participate by posting at least once per module. The student’s name, time and
date will appear next to their post. Participation will be graded at the midpoint of the
course and again at the end.
7. Technology Use

The Historical Documentary course will take place in an online learning environment
within the classroom over the span of two weeks. Students will use school-issued Google
Chromebooks to access the Canvas learning management system (LMS) and the Google
search engine to research websites and other online resources. Within Canvas, students
will use built-in functions and features, including Blogging and email. A YouTube video
will be posted in Canvas and EdPuzzle will be used to quiz for comprehension of the
video.

Students will use Google Docs to write their scripts and can also use this as a tool to
collaborate with classmates. For the writing assignment, students can use a notebook and
pen for initial note taking, then submit the final document to Turn It In to ensure original
content.

List of tools and resources

1. School issued Chromebooks will be used to access the online modules
2. Canvas learning management system will be used to access the course material
3. Google search engine to research web-based resources
4. The Discussion feature within Canvas will be used to create a collaborative blog
5. YouTube will be used to research videos
6. Email will be used for personal communication
7. Google Docs will be used to create the two-column script
8. EdPuzzle to quiz on video content and comprehension
9. Notebook/paper/pen will be needed for notetaking
10. Turn It In will be used to submit the two-column script writing assignment to
check for original content.
11. Students will also be monitored through GoGuardian as they are working on their
assignments.
8. Learner Support

Learner support will include familiarizing and orienting students to Canvas. This will
include in-person, teacher-led instruction on how to use and navigate the LMS. Students
will be shown how to access the features and functions of the application, including the
modules, email, blog, quiz, Google Docs, and Turn it In. Students will be shown how to
access the online syllabus, which can be referenced at any time. Clear guidelines on the
purpose and use of each resource and tool will be provided to students.

The teacher will be available to offer assistance during class. A FAQ page for technical
troubleshooting will be included within the LMS. Content will be accessible and
accommodations will be provided. SPED students who choose to work alone will be
given a time accommodation of three to five minutes, but if they decide to work with a
regular Ed student, the accommodation will not be granted.The teacher will provide
continual feedback to learners through the duration of the course.