We will have teams and competition. There will be an election held using the materials created. Students from the rest of my classes will vote. This will be incorporated into a game that I already play which allows students to participate in the follies of compromise during the 1850s.
Students will get a chance to a hands-on project and will get to incorporate competition, propaganda, lobbying and victory or defeat.
- Engross themselves into the facts/characteristics of each candidate in 1860
- Realize the grand importance to this country of that election
- Create and persuade an audience
- Local Standard 2B adopted from common core standards:
- Creating active and responsible citizens that identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small.
Students will use their school issued laptop and/or their cellular phone for research materials and recording devices
- I will project each of the three primary resources onto the screen.
- We will discuss each of them briefly.
- Students will be divided into four teams: Northern Democrats, Republicans, Southern Democrats and Constitutional Party.
- Students will be given 10-12 minutes to use their laptop/cellular phone to overload each other with information about their candidate.
- I will go to each team and give additional information while students are looking up material.
- Students will then brainstorm to put together a campaign poster.
- They will be given the rest of class to create.
- On the second day, I will start the class with a four-question quiz. The answers will be Abraham Lincoln, Stephen Douglas, John Breckinridge and John Bell. This is not for a grade, but rather a bell ringer. After this, students will get 12-15 minutes to brainstorm for their creation of a campaign video.
- Students will get another 15 minutes to finish their poster and start working on their video.
- With the last portion of class, each team will show their poster to the class. Students will be told to pay close attention because there will be a quiz for points tomorrow.
- Day 3: Students will take another quiz with four questions. The answers will be the same, but the questions will come from information that I learned from the poster presentations.
- Students will now be given 15 minutes to finish their video.
- Each team will show their video to the class.
- The posters will be hanging on the walls of my classroom for the next five days.
- Each of my other class will watch a campaign video each day.
- Students of American History may attempt to influence voters when they see them in the halls or at lunch.
- An election will be held.
- The winning team will get extra credit (10 points)
- Each team will get a grade based on the following rubric for the video
- TOTAL POINTS = _________________/80
- The poster will be graded using ONLY THE 1ST TWO categories in the rubric above
- TOTAL POINTS=__________________/20
|
Name |
Date |
|
POINTS |
COMMENTS |
|
||
|
Category |
10 pts Exemplary |
8 pts Proficient |
6 pts Partially Proficient |
4 pts Incomplete |
|
|
|
|
Objective |
The video expressed clearly at the beginning the goal or objective of the report.
|
The video expressed clearly the goal or objective of the report, but it was not apparent in the beginning segments. |
The video expressed the goal or objective of the report, but it was not clearly stated but inferred.
|
The video failed to express the goal or objective of the report and seemed to lack a specific focus. |
|
|
|
|
Content, Facts, & Information |
All facts and information presented was accurate & complete. |
Most facts and information presented was accurate & complete. |
Some facts and information presented was accurate & complete |
Few facts and information presented was accurate & complete |
|
|
|
|
Videoography Techniques, Clarity & Interest |
Video did not rock/shake and the focus was excellent throughout. Many different "takes", camera angles, sound effects, and/or careful use of zoom provided variety in the video
|
Video occasionally had slight movement but the focus was excellent throughout. Some variation in "takes", camera angles, sound effects, and/or careful use of zoom provided variety in the video.
|
Video was unstable or the focus was poor throughout. Few different "takes", camera angles, sound effects, and/or careful use of zoom provided variety in the video. Had sameness to it.
|
Video was unsteady and moved while the focus was poor. Most shots taken from one camera angle, and the zoom was not well used. |
|
|
|
|
Audio |
The video’s sound was sufficiently loud and clear at all times.
|
The video’s sound sometimes faded out and was clear part of the time.
|
The video’s sound was poor and not clear at all times.
|
The video’s sound was insufficient and difficult to make out.
|
|
|
|
|
Style & Organization |
The video was well conceived and shows good organization and follows required sequence. |
The video shows good organization and mostly follows required sequence. |
The video was not well conceived or shows poor organization and does not follow required sequence. |
The video did not follow directions or meet requirements. |
|
|
|
|
Knowledge |
The video demonstrates a thorough knowledge of the subject matter. |
The video demonstrates good knowledge of the subject investigated. |
The video demonstrates some knowledge of the subject investigated. |
The video demonstrates very little knowledge of the subject investigated. |
|
|
|
|
Resources |
The video shows a variety of sources of information. |
The video shows the use of several sources of information. |
The video shows very little variety in the sources of information. |
The video looks as if only one source were used for information. |
|
|
|
|
Preparation |
The student had notes about all of the events and facts s/he wished to include in the video before beginning. Notes were submitted. |
The student had some notes about the events and facts s/he wished to include in the video before beginning. Notes were submitted. |
The student had notes about less then 3/4 of the events and facts s/he wished to include in the video before beginning. Notes were submitted. |
The student had not prepared adequate notes before beginning the video or notes were not submitted. |
|
|
|