Integrating Video Production into the Curriculum
Video Production Title
Out of the Dust
Video Type Documentary
Description/Overview

Integrated with the Out of the Dust Research Model

Your task will be to research an aspect of the Great Depression or the Dust Bowl and how it affected people in rural and urban settings.
You will select your research topic from the focus questions below.

1. What events led up to the Great Depression?
2. Where and when did the Dust Bowl occur, and what caused it?
3. What were the conditions and effects of a dust storm in the Dust Bowl?
4. How did the Dust Bowl and the Depression affect midwestern farm families?
5. What was life like for farm families who migrated to California ?
5. How did the U.S. government try to help victims of the Dust Bowl and the Deptression?
6. What was the popular culture like during the 1930's? Give examples of music, literature, theater, or other common pastimes.

You will write a script and create a short documentary videoabout your research topic for a class Historical Background Guide for Out of the Dust.
Approximate Time Needed 360 minutes (180 research/write, 90 film, 90 edit)

Curricuculum Connections/Outcomes

(MSDE)

 2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.           
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.
Information Literacy AASL: 1, 2, 3
Technology Literacy

MSDE MTLSS: 1, 2, 3, 4 (5 if Internet research is used)

ISTE NETS: 1a, 2b, 3b, 4b

Media Literacy CML Core Concepts 1, 3, 4, 5
Learning Styles Visual, Auditory, Kinesthetic, Tactile, Active, Reflective, Global, Analytical, Field Independent, Field Dependent
Skills
  • Research
  • Script Writing
  • Storyboarding
  • Ability to work in a team
  • Public Speaking
  • Interviewing
  • Camera Techniques
  • Computer Editing
Production Environment Field Production
Activities
  1. As a class activity, show a sample of a student produced documentary.
  2. Organize research
  3. Storyboard
  4. Write script
    • Students use information found in their research to write their script
  5. Plan production
    • Think about where and when to film
    • Who is perfoming? Who is running the equipment? WHO'S IN CHARGE?
  6. Rehearse
  7. Shoot and compile
  8. Edit final product
    • Use MovieMaker (or other software)
    • Import the video from camera and/ or other sources
    • Arrange video / pictures
    • Add transitions and titles
    • Edit audio
    • Finalize and save
  9. Present/ share
Differentiation
  • Assign production roles appropriate to student needs and/or abilities
  • Extended time
Assessment Suggestions Documentary rubric
Extension
  • Submit to a contest
  • Peer critique and/or gallery walk
  • Submit to BCPS Education Channel
  • Upload to Safari or SchoolTube
  • Embed in a PowerPoint presentation
  • Add to electronic portfolio
  • Broadcast school wide