Title of Project: Georgia Civil Rights Era Eyewitness Documentaries

Subject(s): Georgia Studies/Language Arts

Grade Level(s): 8th Grade
Abstract:

By first gathering data and information from a central location in our iTunes U course, students will complete a Path and Pace Productivity Card
on Georgia and the Civil Rights Era. A productivity card, in this situation, is a Choice Board that will have at least 9 options for students to
choose from. Students must earn at least 50 points for a 100%. Options range from 10-20 points each and are varied to reach the different learning
styles in my classroom. Students also have the option to create their own products and to tweak ones on the choice board with teacher approval.
From this experience, students will be able to go in depth enough in the standard to narrow their preferences down in this time period and to pick
a specific area of interest.

Students with like interests will be grouped together to complete the next phase, the collaborative iMovie documentary phase. Here, students will
be asked to find, through community resources, teacher prepared resources (including a list of potential interviewees from the community for
students to utilize and who are available during our project time frame), or their own personal connections to interview that is related to their
specific person, event, or group from the Civil Rights Era in Georgia. The interest groups will be from one of the following: Brown v. Board of
Education, MLK, Jr., John Lewis, SNCC, SCLC, Albany Movement, and the March on Washington. Each group will come up with questions
geared specifically for their person, conduct the interview, and then create a documentary piece surrounding the topic they have chosen. This
documentary should be at least 4 minutes in length, be created using iMovie, and include pieces of the interview, stills, video and audio clips from
the time period, and any other material culture pieces they choose that may add authenticity to their documentary. The goal of this documentary is
helping 5th grade classes in our sister schools to better understand the Civil Rights Era in Georgia through the research/interview documentaries
created by my 8th grade classes.

Learner Description/Context:

Holcomb Bridge Middle School is located in the northern suburbs of Atlanta. It is a school that is not as affluent as its more affluent middle
school neighbors. However, its rich diversity adds to its incredible specialness that many other schools cannot claim. The demographic make-up
this school looks like this:

http://www.greatschools.org/georgia/alpharetta/1018-
Holcomb-Bridge-Middle-School/

The particular learning environment in my classroom is an 8th grade Georgia Studies classroom setting. In my classroom are 9 long lab tables that
I use for my students. I love these as it allows my students to easily work in groups, and to be flexible with moving around the groups and tables.
My students all have iPads, and I use iTunes U for my on-line class platform that students utilize to access their course materials and to turn in
their products. I also grade their work in iTunes U and they are able to see those grades in real time. The students will be asked to video record
their interviews using their iPads and to create their documentaries by using iMovie. All documentaries will be uploaded to our iTunes U course.

I teach two Advanced/TAG classes, one team-taught class and two on-level with ESL students and an assistant. Therefore, I am constantly
working closely with my team mates to make sure that the individual needs of my particular students are being met, and that we are
brainstorming strategies together to help meet those needs.

Time Frame:

This learning experience will take place over a 3 ½ week period.

1. The first 4 days will be dedicated exclusively for the students to complete their Path and Pace Productivity Cards (Choice Boards as described
in the abstract).
2. On the fifth day, the teacher will be going over the guidelines for the documentary segment of this unit, putting students in to their interest
groups for this research based documentary, and providing the links and other resources that student’s may access for obtaining their possible
interviews. Students need to identify a potential person(s) to interview over the weekend and have that person committed to come in to our class,
and scheduled, by week 3 (unless otherwise discussed with teacher). For student groups that do not have potential people to interview, the teacher
has already compiled and created a list of possible people in the community willing to donate their time to be interviewed for this project. They
are available during the time we will be working on this project and have first-hand experience with the topics in our standard.

3. During the second week, not all of the class time will be dedicated to this project. Days one and two, of week two, will be allocated for
students to come up with a focus for their documentary, and based on their topic (event/person/group). Students can start putting together the
basics for their iMovie, so that once all is in place they may begin the editing process. Once their interview session is set up, they can decide upon
appropriate questions and decide upon the appropriate items they will need for the interview (pre-conference with the teacher, first). During the
time periods that students are not working on their Engaged Learning Project, they will be being working on Milestones Review games/rotations
that I have set up. As some groups will be more ahead then others, I want to provide options for those that are at different stages of completion
with this engaged learning project.

4. Some groups may be able to complete their documentary by the end of week 2. If not, they will definitely have the beginning of week 3 to do
so. During the middle of week 3, students should be combining elements of their interview with artifacts from the time period (audio clips,
videos, data, reflections, etc.…..) to add to the authenticity of their documentary. They will have their rubric that has been created by the teacher
to refer to and utilize throughout the documentary creation process. This rubric will be posted in our iTunes U course so that students may always
have access to it. Students will be assessed based on the elements listed in the rubric.

5. By the beginning of week 4, we will have scheduled our Skype learning opportunity with our 5th grade buddy classes. My students will
introduce themselves by groups, briefly explain the purpose of their documentary, and then present their product. 5 th graders will have the
opportunity to ask questions as my students will be asking them some pre-arranged ones to help foster discussion, when and as needed.

Standards Assessed:

8th Grade Georgia Studies:

SS8H11 Evaluate the role of Georgia in the modern civil rights movement.
a. Explain Georgia’s response to Brown v. Board of Education including the 1956 flag and the Sibley Commission.
b. Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and
March on Washington) in the Civil Rights Movement.
c. Explain the resistance to the 1964 Civil Rights Act, emphasizing the role of Lester Maddox

8th Grade Language Arts:

Comprehension and Collaboration

ELAGSE8SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
c. Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments
with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in
light of the evidence presented.

ELAGSE8SL2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political) behind its presentation.

Knowledge of Language
ELAGSE8L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the
active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the
action; expressing uncertainty or describing a state contrary to fact).

ISTE Student Standards:

2.b Students engage in positive, safe, legal, and ethical behavior when using technology including social interactions online, or
when using networked devices.
3.a Students plan and employ effective research strategies to locate information and other information for their intellectual or
creative pursuits.
3 c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
3 d Students build knowledge by actively exploring real world issues and problems, developing ideas and theories and pursuing
answers and solutions.
6 a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6 b Students create original works or responsibly repurpose or remix digital resources into new creations.
6 d Students publish or present content that customizes the message and medium for their intended audiences.
7 a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that
broaden mutual understanding and learning.
7 b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues
or problems from multiple viewpoints.
7 c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a
common goal.
7 d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Learner Objectives:

As a result of this learning experience, my students will be able to understand how individual people, groups, and events impacted and influenced
the Civil Rights Movement era here in Georgia. First, they will be completing a choice board worth 50 points and that offers opportunity for them
to show their knowledge based on their own personal strengths and interests. They will then be able to collaborate to utilize resources from our
community to research the Civil Rights Movement Era in Georgia time period and use this to be able to organize and create their data and
information in to an iMovie documentary that will be shared with our 5th grade buddies from a local feeder school. Student products will be
assessed and measured through use of rubrics for the two specific learning opportunities and through teacher observations and conferences with
students. Rubrics, grades, and observations will all be posted in the student’s individual iTunes U on-line course account.

The “hook” or Introduction:

For my hook, I gave created an initial activity that will help to give my students an idea of how discrimination felt and what it looked like. I will
prevent any student who is wearing a red shirt from using their iPad or textbooks to complete their Cornell Notes in our class as we begin this
new unit. All my other students will be able to use theirs to access their notes template, to gather information, and to upload their notes to their
account once finished. The red shirt students will have to just listen to class discussion and follow along from the very brief PPT that I purposely
provided this first time. I may make comments that I feel red is an angry color, therefore, anyone wearing red must be angry. Students are going
to be shocked and angry at first and when a couple either figure it out or begin to start standing up for what they feel is right, I am going to spill
the beans and explain why I did this, the purpose for this activity and how I wanted them to see and experience what injustice looks like (although
in the very diverse population evident in my school, my students have very strong opinions on this subject already).

I will then show a video from YouTube, titled Letter from Birmingham Jail, and from the Newseum Museum in Washington D.C. This will give
students a better insight in to why young people began peacefully demonstrating and what they went through each and every day when they did.
Not giving up, peacefully resisting, and definitely persisting. The video link is https://www.youtube.com/watch?v=XIpfCVt2eb4

I will have them reflect on what they saw in the video and were feeling during the red shirt “activity”. If you were one of those being
discriminated in class, and were in a red shirt, what was going through your head? If you were not a red shirt, what was honestly going through
yours? I will also ask them to pretend they were in the time period, what do they think their lives would have been like during this time? What
were the people in the video trying to accomplish and did they succeed? Why were the people in these videos so adamant in their beliefs? Do
people feel strongly today about certain topics? Have times changed all that much?

Process:

The first few days of this unit will consist of discussion and Cornell notes around SS8H11, The Modern Civil Rights Movement in Georgia.
Through Cornell Notes, I will be able to assess my student’s initial knowledge as well as any questions that they have as we go through that
process. I will then go over the directions and my expectations for their first activity, their Path and Pace Card. With this, they are able to direct
their own learning and are able to go more in depth in to our standard where they have a greater interest. Students can choose the activities they
want to show their own learning. They will be creating products based on their own interests and strengths. The productivity card is worth a total
of 50 points to earn a 100%. A copy of the choice board can be accessed here: SS8H11 Choice Board for Flicker EL Project. With most of the
activities, they will be working individually, but they do have the option with one or two to work in pairs to complete different components of this
productivity card. There will be several different options on the card that will encompass the SS8H11 standard, and taking in to consideration the
different learning styles and interests of my students. The purpose of this card is to enable my students to have a greater understanding of the time
period once completed. They will also be able to have an idea of which area, person, or event they wish to focus on for their next strand of this
unit, which will include the collaborative group documentary. All products created for their voice and choice cards will be uploaded to the
assignment link in our iTunes U course. There will be a rubric provided for this path and pace card and it will be uploaded to our iTunes U
course. A link to this rubric can be accessed here: Lisa Flicker EL Choice Board Rubric. Students will have access to the rubric at all times and
are encouraged to refer back to it while completing their products. I will use this rubric for grading their products. Once their Path and Pace
Productivity Card is graded, I will upload that grade to the iTunes U gradebook. Students will then receive a notification directly and immediately
to their account as well as to their iPad that their grade/comments are ready to be viewed.

During the iMovie collaborative documentary stage, students will work in small groups. These groups will be made up of students who chose to
research the same person, event or group from this standard. The topics included will be Brown v. Board of Education, MLK, Jr., John Lewis,
SNCC, SCLC, Albany Movement, and the March on Washington. Students will continue to research their specific topic more in depth, they can
utilize community resources, like the King Center, the Center for Civil and Human Rights, as well as the Carter Center. Students, with the
assistance of the teacher, will contact either people they know from their own connections or utilize help from resources gathered by the teacher
ahead of time to find a person or persons to interview who can give a firsthand account of the topic they are researching and wanting to go more
in-depth in to. After finding a person(s) who is willing to be interviewed for this project, the students need to create specific questions geared for
this interview. For example: Why were they interested in this event/topic? What was their role in this part of the Civil Rights Era in Georgia?
Were friends and family supportive of what they were doing? Are they proud of America now in regard to Civil Rights and our views/attitudes?
Do they feel that people at the time did all they could then, and are those now doing all they can to continue the cause? Students will have had a
mini-lesson already on interviewing skills through their language arts teacher. This will have been set up through collaboration by me, their social
studies teacher, and my language arts teammate.

Students will ask the person to be interviewed to come in to be interviewed. They can use our Media Center to conduct the interviews or our
classroom or front office conference room, if they are not being used during that time. Using iMovie, they will edit and create a short
documentary on the event/person/topic that they researched and include the interview to highlight the Civil Rights time period in Georgia. I want
my students to be able to take the time they have with their interviewee to learn more about the topic than they could from just traditional
research. I want them to be able to get a different perspective and a viewpoint other than the one they may have just been considering in their
research. This is to be an opportunity for a new idea or connection to consider. This documentary should be at least 4 minutes in length, be
created using iMovie, and include movie, stills, and audio clips from the time period. Students will be provided a rubric to refer back on
throughout this process and while creating their documentary. They will be assessed based from the elements on the rubric. The rubric will also
be posted in our iTunes U account. A copy of the rubric is linked here: SS8H11 iMovie Documentary Rubric for Flicker EL

Product:

Students will first complete a Choice and Voice Productivity Card. They will have the opportunity to either work individually or in pairs to
complete the different components of this productivity card. There will be several different options on the card that will encompass the SS8H11
standard, and taking in to consideration the different learning styles and interests of my students. There will be options to create PowerPoints,
Prezi’s, sways, graphic organizers, or what other products they may choose to show their mastery of the standard. The purpose of this card is to
enable my students to have a greater understanding of the time period once completed. They will also, then, be able to have an idea of which area,
person, or event they wish to focus on for their next strand of this unit, which will include the interview segment. All products created for their
voice and choice cards will be uploaded to the assignment link in our iTunes U course. The products will be assessed using a rubric that is created
by the teacher and has been uploaded to the iTunes U course for the students to refer back to as they complete their products.

During the interview segment, students will work in small groups. These groups will be made up of students who chose to interview people from
the same research topic. The topics included will be Brown v. Board of Education, MLK, Jr., John Lewis, SNCC, SCLC, Albany Movement, and
the March on Washington. Students will continue to research their specific topic more in depth, they can utilize community resources, like the
King Center, the Center for Civil and Human Rights, as well as the Carter Center. They can access the following websites for this research,
Center for Civil and Human Rights https://www.civilandhumanrights.org/ , The Carter Center https://www.cartercenter.org/, and The King Center
http://www.thekingcenter.org/, to name a few. Students, with the assistance of the teacher, will contact either people they know from their own
connections or utilize help from resources gathered by the teacher ahead of time to find a person or persons to interview who can give a firsthand
account of the topic they are researching and wanting to go more in-depth in to. After finding a person(s) who is willing to be interviewed for this
project, the students need to create specific questions geared for this interview. For example: Why were they interested in this event/topic? What
was their role in this part of the Civil Rights Era in Georgia? Were friends and family supportive of what they were doing? Are they proud of
America now in regard to Civil Rights and our views/attitudes? Do they feel that people at the time did all they could then, and are those now
doing all they can to continue the cause? Students will ask the person to be interviewed to come in to be interviewed. Using iMovie, they will edit
and create a short documentary on the event/person/topic that they researched and include the interview to highlight the Civil Rights time period
in Georgia. This documentary should be at least 4 minutes in length, be created using iMovie, include movie, stills, and audio clips from the time
period. I want to be able to hear their own voice and to see their perspective in it as well. It should include that they really used information
gained from their interview and that they have thought about what went on and how it affected Georgia history during the time period.

The iMovie documentaries will be shared with 5th grade classes from our feeder schools, Esther Jackson and Hillside Elementary. The 5th grade
students will be working on this same topic around the same time period in their 5th grade social studies class. Through skype, my classes will be
able to video-conference with the buddy 5th grade classes regarding this project. They can explain the process they went through, how it felt to
meet and interview the people who were a part of this time period, give the specific details that may or may not have been able to really come
through in the documentaries. This will be a wonderful opportunity for 8th grade students to be the mentors and teacher leaders for the 5th graders.
Sharing with them their gained knowledge of this very important time period in not just Georgia history, but American history. The iMovie will
have its own rubric that is going to be provided to the students through our iTunes U course. They will have 24/7 access to the rubric to use while
creating their iMovie. In regard to the multi-grade discussion that the students will be conducting with their 5 th grade buddies, suggestions or
comments, successes and highlights will be addressed and documented through the comments section in the iTunes U gradebook as well. The
students and I will individually go over their grades and comments during an individual conferencing time.

Technology Use:

The technologies that are critical to this project will be my iTunes U course that I will have been using throughout the year to disseminate
information to my students, to store resources as well as a means for them to turn in their products, store their products, and for me to grade them.
Students have access to this on-line course at all times and it has become an invaluable tool for our communicating between one another when not
in class.

Students will be using their iPads to research for their Path and Pace Productivity Cards as well as to utilize any of the software programs or on-
line resources to create their products for their choice activities directed from their own interests and strengths in specific areas. For example, if
they are interested in music and creating songs, they may want to create a song on the time period and produce it using garage band as one of
their products for the productivity card. Furthermore, they will be using the video option to create their interviews for their documentaries and
then import that in to iMovie to create their collaborative group documentaries to be shared with our 5th grade buddies at Esther Jackson
Elementary.

During our video conferencing with our 5th grade buddies, we will be using skype. Our 5th grade buddies will have already had the opportunity to
have viewed the documentaries and to have prepared some questions for my students. We will have some questions as well, in case there are
some “awkward silences” and we need to redirect the conversation or help to promote some higher order thinking skills and questions or
comments.

Assessment:

1) Copy of the rubric students will be assessed from for their choice board activity. Links to this rubric are provided in
this Engaged Learning Project:

Rubric for SS8H11 Civil War Movement in Georgia Choice Board Project
Name

Full Credit Half Credit No Credit

Criteria
10 - Points
Content: Content chosen represents
Is the content of the best choice for the
the product(s) products. Graphics are well
well chosen? chosen and related to
Subject matter.
Completeness: All information needed is
Is everything included. Products meets
included in the the product criteria and the
product and criteria of the task as
completed in a stated. Student has
timely effectively managed their
manner? time throughout the
project.
Creativity: Presentation of
Is the product information is from a new
original? perspective. Graphics are
original. Products include
an element of fun and
Interest in the topic. The
project goes beyond daily
creativity and maximum
8 - Points
Information or graphics are
related to content, but are
not the best choice for the
products.
Includes most important
information Products meets
the product criteria and the
criteria of the task as stated.
Student has somewhat
effectively managed their
time throughout the project
but some areas may seemed
rushed or not completed as
directed.
Presentation of information
is from a new perspective.
Graphics are not original.
Products have elements of
fun and interest. The
project reflects some of the
student’s possible creativity
Grade:
6 - Points
Information or
graphics presented
does not appear to be
related to topic or
tasks.
Includes less than 50%
of the important
information. The
product does not meet
the task, or does not
meet the product
criteria. There is
evidence that the
student did not
manage their time
effectively.
There is no evidence
of new thoughts or
perspectives in the
products. There is
very little, if any,
creativity shown, or
any effort reflected in
 effort. and effort. this project on the
part of the student.

Correctness: All the information N/A Any portion of the

Is all the presented in the product is information presented
information correct and accurate in the product is
included incorrect.
correct?
Appropriate All information is neat and Most of the products are The products are not
Communication: easy to read. Products are neat and easy to read. neat and easy to read
Is the in appropriate formats and Products are in appropriate or the products are
information in show significant effort. format and show significant not the appropriate
the product(s) Products are easy to effort. Products are easy to format. It does not
well understand and presented understand, with some show significant effort.
communicated? with fluency. fluency. Products not fluent or
NO COPY AND PASTED easy to
INFORMATION! understand.
Total Grade
(50 points possible):

Comments:

2) Copy of the rubric for the iMovie Collaborate Documentary Section. Links to this rubric are provided in this Engaged
Learning Project:

Name:________________ Class Period:__________

SS8H11 Civil Rights Movement in Georgia Documentary Video Project Rubric

ACTIVITY Exemplary Proficient Partially Proficient Incomplete POINTS

Script 6 points 4 points 2 points 0 points

and The storyboard illustrates The storyboard The thumbnail There is no

the video presentation includes sketches on the evidence of a
structure with thumbnail thumbnail storyboard are not storyboard.
Storyboard sketches of each scene. sketches of each in a logical
Notes of proposed video scene and sequence and do
transition, special effects, includes text for not provide
sound and title tracks each segment of complete
include: text, background the presentation, descriptions of the
color, placement & size of descriptions of video scenes,
graphic, fonts - color, size, background audio background,
type for text and headings. audio for each or notes about the
Notes about proposed scene, and notes dialogue.
dialogue/narration text are about proposed
included. shots and
dialogue.

Content 18 points 12 points 6 points 0 points

and The content includes a Information is The content does The content
clear statement of purpose presented as a not present a lacks a central
or theme and is creative, connected theme clearly stated theme, clear
Organizatio
n
compelling and clearly with accurate, theme, is vague, point of view
written. A rich variety of current and some of the and logical
supporting information in supporting supporting sequence of
the video contributes to information that information does information.
understanding the contributes to not seem to fit the Much of the
project's main idea. The understanding main idea or supporting
project includes motivating the project's appears as a information in
questions and advanced main idea. disconnected the video is
organizers that provide the Details are series of scenes irrelevant to
audience with a sense of logical and with no unifying the overall
the presentation's main persuasive main idea. message. The
idea. Events and messages information is viewer is
are presented in a logical effectively used. unsure what
order. The content the message is
includes a clear because there
point of view with is little
a progression of persuasive
ideas and information.
supporting
information.

Introductio 6 points 4 points 2 points 0 points

n
The introduction is The introduction The introduction The intro does
compelling and provides is clear and shows some not orient the
motivating content that coherent and structure but does audience to
hooks the viewer from the evokes interest in not create a what will follow.
beginning of the video and the topic and strong sense of The sequencing
keeps the audience's response from what is to follow. is unclear and
attention. listeners. May be somewhat does not
appealing to the appear
audience. interesting.

Production Quality

12 points 8 points 4 points 0 points

Video
Editing The tape is edited with Tape is edited Tape is edited in Tape is
only high quality shots throughout with few spots. Several unedited and
remaining. Video moves only quality poor shots remain. many poor
smoothly from shot to shots remaining. Transitions from shots remain.
shot. A variety of A variety of shot to shot are No transitions
transitions are used to transitions are choppy. Transitions between clips
assist in communicating used. Good do not assist in the are used. Raw
the main idea and pacing and main idea. There clips run back
smooth the flow from timing. are many to back in the
one scene to the next. unnatural breaks final video.
Shots and scenes flow and/or early cuts.
seamlessly. Digital Digital effects are
effects are used overdone and
appropriately for distract from the
emphasis. content.

Audio 12 points 8 points 4 points 0 points

and The audio interviews and The audio is The audio is Audio is cut-off
informational sections by clear, but only inconsistent in and
students are clear and partially assists clarity (too inconsistent.
Voice effectively assists in in the main loud/too soft) at Students have
Editing communicating the main idea. Students times and great difficulty
idea. Students communicate insufficiently communicating
communicate ideas with ideas with communicates the ideas with poor
enthusiasm, proper voice proper voice main idea. voice
 projection, appropriate projection, Students have projection.
language, and clear adequate difficulty
delivery. preparation and communicating
delivery. ideas due to weak
Background audio is kept voice projection
in balance and does not and/or lack of
overpower the primary preparation.
audio.

12 points 8 points 4 points 0 points

Documentar
y Features Video is within time Video was pretty Time limits were Video is
limits, contains at least 2 much within the not taken in to missing most of
of the group members in time limits, consideration, the main
a video clip sharing group members there was only 1 or elements.
information on topic and shared no videos included. Guidelines for
in an interesting and information Limited images, this
informative manner. about their topic and very limited documentary
There are 5-6 images in an interesting with sharing any were not
incorporated in to video, format, and video on the group followed as
music is added, and 1-2 images were members evident in the
video clips on the included. Video explaining their iMovie. The
specific subject of the clips are added topic. The interview may
documentary. The and are at least interview is shown, or may not
interview is highlighted relevant to the but is not have been
and used as a means for topic. The highlighted and completed. It is
enhancing their topic interview is although there not highlighted
and enriching their utilized and seems to be a as a means for
video. Questions were highlighted in good relationship enhancing their
relevant to the person the video. between the topic or being
being interviewed. students and the used as an
person being example to
interviewed, better show first-hand
research and experience for
questions could their topic.
have been asked of
the person they
chose to research.

Special 3 points 2 points 1 points 0 points

Effects
Good, but not excessive Use of effects is Some special Effects are
use of effects. worthwhile. effects are either missing
distracting. or excessive.

Use of Media 6 points 4 points 2 points 0 points

-Music The graphics, sound The students Some of the The graphics,
and/or animation assist use proper size graphics, sounds, sounds, and/or
in presenting an overall and resolution and/or animations animations are
-Voice-over theme that appeals to to create seem unrelated to unrelated to
the audience and images. The the topic/theme the content.
-Graphics enhances concepts with graphics, and do not Graphics do not
a high impact message. sound/and or enhance concepts. enhance
All multimedia elements animation Most images are understanding
work well together and visually depict clipart or recycled the content, or
demonstrate excellent material and from the WWW. are distracting
synthesis. Graphics assist the Images are too decorations
explain and reinforce key audience in large/small in size. that create a
points during the understanding Images are poorly busy feeling
presentation. the flow of cropped or the and detract
information or color/resolution is from the
 content. Images fuzzy. Multimedia content.
are student elements support
produced. the presentation
Images are occasionally.
proper size and
resolution.
Multimedia
elements are
appropriate and
enhance the
presentation.

Moving 3 points 2 points 1 points 0 points

Images
Motion scenes are The video The video includes The video
planned and purposeful, includes some a few motion features little
adding impact to the backgrounds scenes are added or no action to
story line. Scenes are and video but do not improve add interest or
used when crucial to effects and they understanding of the video uses
telling the story. add interest. the story line. action
Most motion excessively.
scenes make
the story clearer
or give it more
impact.

Pace 3 points 2 points 1 points 0 points

All video clips fit the Most video clips Video clips are Video clips are
storyline. Clips are just move at a used but need to too long and do
long enough to make steady pace, be edited in length not advance
each point clear. The fast enough to or move too the storyline or
pace captures audience keep the quickly to assist in to short and
attention. audience telling the story. leave out
interested and essential action
slow enough to or dialogue.
tell a complete
story.

*Teamwork 10 points 8 points 4 points 0 points

(Participatio
n) The group documents The group Some individuals One person
how members documents how document how documents that
brainstormed, discussed, members there was poor problems were
and solved problems. divided tasks, communication, not managed in
The group documents assigned roles unresolved conflict, a way that
division of based on the or failure to advanced the
responsibilities and skills/talents of collaborate on group goal. The
describes how the individual important aspects group required
individual efforts members, of the work. The teacher
capitalized on strengths shared the group required assistance with
of each team member. workload and teacher assistance dividing tasks
managed to resolve and resolving
problems in a differences. differences.
way that Few people
advanced the contributed
group goal. their fair share
of work, or the
project was
created by one
student doing
most of the
work (though
 may have
received
guidance or
help from
others).

/100
TOTAL POINTS
 Engaged Learning Project Template
References and Supporting Material:

Videos:
[Newseum]. (2013, January 30). Letter from a Birmingham Jail [video file]. Retrieved
from https://www.youtube.com/watch?v=XIpfCVt2eb4

Websites Needed to Access Community Resources and Information on the Civil Rights Era in Georgia:

Center for Civil and Human Rights. Retrieved from https://www.civilandhumanrights.org/

The Carter Center. Retrieved from https://www.cartercenter.org/
The King Center. Retrieved from http://www.thekingcenter.org/
The New Georgia Encyclopedia. Retrieved from http://www.georgiaencyclopedia.org/

Supporting Resources that Would Need to be Made by the Teacher:

iTunes U Course: Mrs. Flicker’s Georgia Studies/HBMS

SS8H11 Path and Pace Productivity Board (Choice Board). The link to the choice board can be found here: SS8H11 Choice
Board for Flicker EL Project

Rubric for Assessing Choice Board. The example I created for this EL Project is: Lisa Flicker EL Choice Board Rubric

Rubric for Assessing the iMovie Collaborative Group Documentary for SS8H11 Civil Rights Movement in Georgia. The
example I created for this EL Project is: SS8H11 iMovie Documentary Rubric for Flicker EL

Informational iMovie tutorial (either uploaded in to an on-line classroom or in a Web Quest format)

Information for Learner Description/Context:

http://www.greatschools.org/georgia/alpharetta/1018-Holcomb-Bridge-Middle-School/

Jo Williamson, Ph.D., Kennesaw State University