Making a History Podcast
Content Area Standards
Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States
ISTE Standards:
(See here for full teacher-oriented standards)
- 1c. Promote student reflection through collaborative tools.
- 2a. Design or adapt relevant learning experiences that incorporate digital tools.
- 4c. Promote and model digital etiquette and responsible social interaction.
Objectives:
- Identify primary sources relevant to a research project.
- Construct a secondary historical narrative from primary sources.
- Relate new information from primary research to established secondary narratives.
- Present a historical narrative through a student-made podcast.
Technologies Employed
The Library of Congress Collections
(© 2015 LoC)
Description: The Library of Congress database (https://www.loc.gov/collections/) is an online collection of documents useful for historical research.
Rationale: This website provides students with access to a variety of materials through which they can engage in primary research. This will allow for students to learn simultaneously modern research techniques as well as how to engage with primary sources.
Timeline
(© ILA/NCTE 2016. All rights reserved.)
Description: Timeline is a program designed to allow students to easily construct digital timelines with embedded text, images, and other media.
Rationale: My lesson will use a timeline as a formative assessment as students construct a historical narrative from the secondary literature. Digital media will allow students to perform this task in a cheaper and more share-able way.
Audacity
Description: Audacity is a free downloadable audio editing program.
Rationale: As podcasts and video increasingly become important forms of media, it becomes important for students to understand how audio is produced. Because of this, my lesson requires students to produce a podcast. Audacity is a free and accessible editing program students might use for this purpose. If students or the school use Macs, Garage Band is a workable alternative.
Materials and skills the teacher/classroom will need to complete this lesson:
- Laptops equipped with Audacity or some comparable audio editing software.
- Some method of capturing audio, such as a microphone, smart pad/smart phone, or a built-in microphone on most computers/laptops. Alternative, students may capture video and then rip the audio from the mp4 using free online websites.
- Access to a reliable and secure network.
Description of Lesson
1. Secondary Narrative
In the first portion of this major project, students will develop expertise around one major topic in the Civil Rights Movement. The topic will either be chosen from a teacher-provided list, although students may choose their own original topic if they can acquire teacher permission.
Once students have chosen their topic, they will then conduct research through secondary sources in order to construct a timeline of events. They will learn how to use digital technology described above to create this timeline. As part of this project, they should develop a list of key events or facts about the event.2. Primary Narrative
In the second portion of this project, students will find and read primary documents related to their secondary narrative. From this point of view, students will try to find a "personal story" that discusses the events of one person's life as they connect to the topic selected in the secondary phase of this project. Students will then produce a podcast in which they tell that story in a compelling way. Students will include annotations for their podcast in which they explain how their story relates to their topic, as well as a bibliography citing all their sources.
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