MULTI-MEDIA AUTHORING TEMPLATE

Name: Steve Sanchez

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve
required learning standards. Challenge: For an A provide an idea where the learning activity reaches a LoTi level 4a or
above. To do this you will have to design a project where students engage in higher-order thinking and publish their work to an
audience that will use or care about the results. Broad feedback for their work is also a great way to boost interest and
performance.
Grade Level: 10
Content Area: World History
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed:

SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between
World War I and World War II.
c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in
Germany, and Hirohito in Japan.
d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas Gandhi.
e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from
authoritarian governments.

ISTE Standard(s):
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a
variety of ways.
1d. Students understand the fundamental concepts of technology operations, demonstrate their ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
3. Knowledge Constructor: Students critically curate a variety of resources using digital tolls to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others.
3a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or
creative pursuits.
3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models, or simulations.
6d. Students publish or present content that customizes the message and medium for their intended audience.

Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will
the project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects
students are creating? How broad is this audience? How will student work be assessed and by whom? Who will provide
feedback to students about their work? (Overview should be a minimum of 2 paragraphs)

Students will be creating their own video about a specific fascist / dictator. The instructor will walk the students through
the instructions and the projects template using a PowerPoint document projected on the board.
The video will require the students to research a fascist / dictator by answering specific questions about their policies
and rise to power. Students will use the internet to find a short video and pictures related to the research topics. Using
the research, they will create a script which they will then narrate using Movie Maker software supplied by the Media
Center. The narration will be combined with the pictures to create the video.

Students will be assigned one of several fascist / dictators (Mussolini, Franco, Hirohito, Assad, etc.). They will then use
the Cobb Digital Library resources to research their fascist / dictator. Required information:
Short bio born and died, nationality
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 MULTI-MEDIA AUTHORING TEMPLATE

What they did before politics (military history).

Basic political beliefs.
What problems were they trying to overcome?
Internal enemies (i.e. other political parties or figures)
Major impact / what they are famous for.
Sources must be cited.
At least one picture related to each topic listed above and one video showing displaying their subject.
Instructors will assist students through the research process by guiding their on-line searches and answering questions
related to researching the topics.

Student Engagement/Higher-Order Thinking: What LoTi level would this lesson be and Why?

Importance of technology: Why is using a multimedia authoring tools critical to the project? Could the project be
completed without this technology? What would be lost without using it? What other types of technology, if any, are
going to be used in the learning experience?

The purpose of the lesson is to research and present information about a particular historical figure. It could be
completed without the use of multimedia tools. The students could use computers or the textbook to do research and
print or copy pictures they find. That information could be used to create a traditional written report or poster project.
Using multimedia authoring tools will improve student engagement and enhance their experience. This will translate to
greater enduring understanding of their research topic. When students view each others work, a presentation using
multimedia tools will also be more effective at communicating information than having the students going around the
room taking notes from a traditional poster or tri-fold presentation.
Other technologies that could be used are blogs to post the videos on so students can view the videos at home rather than
taking the time in class.

Inspiration (optional): If you used existing multimedia projects as a model for your project (whether in part or whole),
include the URL(s) so we can visit. Explain what concepts you borrowed from others.

Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student
privacy that could arise while implementing this learning experience and explain how youd minimize risks to
students/yourself, alleviate any fears by parents/administrators, and follow school districts Internet Safety/Use Policy.

The school and district policies regarding Internet safety and student privacy will be explicitly followed. I will send a
communication home to parents to let them know their children will be creating a multimedia project and may need access to the
internet at home. I will also ensure that Fair Use principles are closely followed to ensure there will be no copyright
infringement issues (less than three minutes of video, 10% of an audio file, public access images).
Other comments about your proposed student multimedia authoring activity: