Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: My Interview with a Historical Figure

Grade Level/Content Area: 5th Grade Social Studies
Content Standard Addressed:
SS5H1.b Describe the impact on American life of the Wright brothers (flight), George Washington
Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).
ISTE Technology Standard Addressed: What would you like students to know and be
Knowledge Constructor-1.3.a able to do by the end of this lesson:
Students plan and employ effective research
strategies to locate information and other By the end of this lesson, students will be able to
describe aspects of their selected early 20th
resources for their intellectual or creative
century American figure by recounting how their
pursuits.
chosen figure has left a lasting impact on
American culture through an interview style
podcast or video. They will be using effective
research strategies to pursue their knowledge of
the selected American figure.
What is the student learning goal for this lesson idea?

By the end of this lesson, I will be able to create a video or podcast interview that recounts
significant events in the early 20th century American figure of my choosing. I will be using effective
research strategies to gather the knowledge needed to create my interview.

Selected Instructional Software Tool: Spotify for Podcasters

Description of Software: Spotify for Podcasters is a free, web-based tool that allows anyone to
create and edit their own podcast. Spotify for podcasters also allows for the addition of a video if
students wish to make their podcast more visual. The interface is clear and easy for anyone to use.

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s): (Which level(s) will this lesson meet using this technology tool?)
Please put an X in the box or next to the level(s). Do not highlight or bold the response.

Remembering Understanding Applying Analyzing Evaluating X Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

✘ X Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.
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 Multimedia: Audio or Video Lesson Idea

Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)
Lesson idea implementation:

In this lesson, the activity will involve creating a podcast or video interview with a famous American
figure such as the Wright brothers, George Washington Carver, Alexander Graham Bell, or Thomas
Edison (the figures highlighted in the standard). Students will pair up and choose a historical figure
to center their project around. The lesson will begin with an introduction to the historical context
and significance of these figures in American history. Students will be made aware of their goal to
research and embody the chosen figure for the interview, showcasing their understanding of the
impact these individuals had on American life. This lesson will be more of an end of unit lesson, as to
have students build on the knowledge they have curated throughout the unit while also allowing
them to take a deeper dive into the figures themselves.

To utilize technology, students will be guided on using Spotify for Podcasters. Students may use the
video tool on Spotify for Podcasters if they wish. Each pair of students will collaborate, with one
student acting as the interviewer and the other as the American figure. The interviewer will pose
guided questions based on their research, and the American figure student will respond as if
embodying the historical figure. The project will be a collaborative process for the students.

The teacher's role will involve facilitating the research process, providing guidance on effective
questioning techniques, and monitoring student progress during the creation of the podcast or
video. The teacher will also offer support in using the technology and ensure that students stay on
task and meet project deadlines.

Feedback will be provided to students through peer evaluations, where students can assess each
other's research accuracy, portrayal of the historical figure, and communication skills during the
interview. The teacher will also give feedback on the overall quality of the podcast or video, the
depth of historical knowledge displayed, and the effectiveness of the interview format.

To end the lesson, students will present their podcasts or videos to their classmates. This
presentation will allow students to showcase their research, creativity, and understanding of the
historical figures' impact on American life. The lesson will wrap up with a reflection on the
importance of effective research strategies and communication skills in presenting historical
information through a digital lens. I also like having the idea of inviting other classes/grades into our
classroom for a viewing/listening party on the student’s projects.

Managing student learning:

The tools used in this podcast or video interview lesson have the potential to shift students from
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 Multimedia: Audio or Video Lesson Idea

passive to active social learners by engaging them in interactive and collaborative activities. The task
of creating a podcast or video interview requires students to actively research, plan, and
communicate effectively with their peers. This shift from passive to active learning occurs as
students take on the roles of researching and interviewing. This project allows students to create
something completely new rather than just reciting information. The collaboration required for this
project allows for active and communicative learning.

To ensure time-on-task and facilitate this shift, a few different strategies can be implemented.
Setting time limits for each phase of the project, such as research, planning, recording, and editing,
can help students stay focused and on track. Additionally, requiring students to submit a detailed
plan or storyboard before using the recording tool ensures that they have a clear direction and
purpose for their project. Doing this project step by step, with a chunk of the project being
completed every day, can ensure students to stay on target instead of falling behind. Students will
know what they should have completed every day to be considered “on target.”

Encouraging co-use and co-engagement among students, where they work collaboratively on the
project and provide feedback to each other, promotes active learning and peer interaction. Students
will be encouraged to bounce ideas off of each other and their peers at all times. This project will
emphasize peer collaboration first, with teacher guidance being the final resort if peer collaboration
cannot come to a consensus.

By incorporating these strategies into the lesson design, students are actively involved in the
learning process, working together to create a meaningful and engaging podcast or video that feels
relatable to the “real world.”. This shift to active social learning not only enhances student
engagement but also promotes critical thinking, communication skills, and collaboration among
peers.

Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression.

The podcast or video interview activity planned for students aligns with the principles of Universal
Design for Learning by utilizing technology tools that support the means of learning for all students..
By allowing students to choose between creating a podcast or a video interview, the activity
promotes student engagement by offering options for expressing their understanding in a format
that works best for them. This choice empowers students to showcase their knowledge and
creativity through a medium that works best with their strengths and preferences. Students get
choice in podcasting or video, and both allow for transcripts to reach another component of UDL.
The types of tools used in this project also offer different means of expression, as they can choose
audio or visual. This project helps visual, auditory, and kinesthetic learners. Learners who prefer
audio can do a podcast, visual learners can opt for a video, and kinesthetic learners can help embody
the historical figure of their choice. This whole lesson is designed around students finding the best
means of expression and creativity for them.

Reflection:
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 Multimedia: Audio or Video Lesson Idea

After designing this lesson idea, I believe the activities created will have a positive impact on student
learning by creating engagement, collaboration, critical thinking, and communication skills. By
allowing students to research, plan, and create content in the form of a podcast or video interview,
they will be actively involved in the learning process, promoting deeper understanding of the
historical figures and their impact on American life. Students will be putting themselves in the shoes
of a reporter, director, producer, as well as an influential American figure. The interactive nature of
the activity encourages students to take ownership of their learning, express their knowledge
creatively, and engage with their peers in a collaborative and efficient manner.

One aspect I look forward to in this lesson is seeing students’ interpretation of the project. I do not
want to give students a lot of prompting, I want this project to be their own creative interpretation. I
want students to decide for themselves what they feel is valuable and important to the project. I
want it to be their choice what questions the interviewer asks and how they think the historical
figure would answer. That helps me as a teacher understand the depth of knowledge they have as
well as what they deem important. Giving students more creative liberty helps foster more
meaningful and creative projects.

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