Video+Production+in+the+Social+Studies+Classroom

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 * __​__One of the biggest challenges facing educators is creating powerful lessons that engage students in acquiring knowledge and stimulate critical thinking skills. For the social studies teacher we also want to inspire an interest in the subject matter while providing opportunities for students to express their point of view. The use of technology, digital video in particular, can provide many possibilities for students to work both individually and cooperatively to create projects. Links to video search, FLIP video, and Microsoft Movie Maker are listed at the end. For ideas on how to get started with any digital video in your classroom: []**


 * __Team Up WIth Digital Video for Social Studies Excitement__ by Melanie Howard**


 * __Summary:__**

Describes the use of **//video//** technology in elementary schools, particularly for **//social//** **//studies//** activities. Explains iMovie, a nonlinear editing software program for digital **//video//** nonprofessionals; discusses the possibilities for cooperative projects between library media specialists and teachers; and offers **//video//** **//production//** tips.

APA Citiation: Howard, M. (2001). Team Up with Digital Video and iMovie for Social Studies Excitement. //Library Talk//, //14//18-20,22

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**__Media Commentary: Process-Not Product__ by Arun R. Newell**


 * __Summary__**

Discusses **//student//** **//video//** **//production//** as an approach to learner-centered instruction. Highlights include educational principles and skills development; a comparison of two **//video//** **//production//** courses; and solutions to the problems of how much freedom to give students, how much tutor instruction to provide, whether to have individual or group instruction, and how to encourage **//student//** reflection.

Newell, A. (1995). Media Commentary. Video Production: Process Not Product. //Journal of Educational Television//, //21//(3), 193-98. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

** __Lights,Camera, Learning!__ by Glen Bull and Lynn Bell **


 * __Summary:__**

The shift from analog to digital **//video//** transformed the system from a unidirectional analog broadcast to a two-way conversation, resulting in the birth of participatory media. Digital **//video//** offers new opportunities for teaching science, **//social//** **//studies//**, mathematics, and English language arts. The professional education associations for each content area are devoting extensive thought to ways digital **//video//** might be used to strengthen student learning. The affordances of digital **//video//** that appeal to these educators differ substantially based on the nature of their content area. This article takes a look at how digital videos are utilized in the teaching of **//social//** **//studies//**, science, mathematics, and English language arts. APA Citation: Bull, G., & Bell, L. (2009). Lights, Camera, Learning!. //Learning & Leading with Technology//, //36//(8), 30-31. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ __**Shooting //Classroom// //Video by Royal Van Horn//**__

** __Summary:__ **

Describes several techniques for shooting and processing //**video**// in the //**classroom**//. Suggests several websites with useful information and tutorials on making //**classroom**// videos. Van Horn, R. (2001). Shooting Classroom APA Citation: Video. //Phi Delta Kappan//, //83//(2), 107-8.

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**__From Watching Newsreels to Making Videos__ by Thomas C. Hammond and John Lee**


 * __Summary:__ **

From filmstrips to documentaries to Hollywood movies, //**social**// //**studies**// teachers have a long tradition of using //**video**// in the //**classroom**//. In fact, some of the earliest films made were purposefully adapted for //**social**// //**studies**// instruction as photoplays depicting pivotal events in U.S. history. A key difference between digital //**video**// and its predecessors is malleability. When working with digital //**video**//, teachers can start and stop, fast forward and rewind, freeze, edit, mash-up, or create new media far more easily than in any previous format. This flexibility makes digital //**video**// an important new tool for //**social**// //**studies**//. The most powerful way to immerse students in critical thinking using digital //**video**// is to engage them in student authorship--that is, creating //**video**//. As students compose a documentary using historical artifacts, they learn the content, develop their research and primary-source analysis skills, and even come to understand the interpretive nature of historical accounts. In this article, the authors describe activities wherein digital //**video**// can be applied to //**social**// //**studies**// instruction. APA Citation: Hammond, T., & Lee, J. (2009). From Watching Newsreels to Making Videos. //Learning & Leading with Technology//, //36//(8), 32-33.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ __ **Using You Tube to Teach Presidential Election Propaganda** __ ** by Wayne Journell **

__ **Summary:** __

One of the primary goals of //**social**// //**studies**// education in the United States is to prepare students for civically active, politically informed, and socially engaged democratic citizenship. Too often, however, the curricula fall short of this goal. Textbooks and state curriculum standards tend to portray citizenship as a static concept rather than an active process that involves awareness of, and participation within, a democratic political system. This is best illustrated by the way many teachers approach presidential elections in their classrooms, a topic Haas and Laughlin argue should be "the quintessential example of teaching //**social**// //**studies**//." Yet teachers often fail to adequately prepare students to understand the nuances of presidential politics, particularly with respect to political propaganda. Civics textbooks and teachers tend to cover the relationship between media and politics, but the majority of these units center on hypothetical scenarios and abstract concepts rather than actual examples. The Internet, in particular, is a wonderful repository for examples of both historic and contemporary political television advertisements. In this article, the author provides a starting kit for using YouTube to teach presidential propaganda by listing 12 well known political advertisements found on that website, along with a short description of how each represents a certain type of campaign propaganda. Each //**video**// represents a propaganda strategy that is evident even without knowledge of a particular election or candidate. The names of the types of propaganda are largely the author's own creations, influenced by his years as a high school U.S. government teacher and the various textbooks that he used. Using popular commercial websites, particularly ones like YouTube that allow community postings, may pose problems for some educators. In fact, many schools block access to YouTube on school property. Certainly, many of the advertisements described in this article can be found on other websites or through a savvy Google search. However, YouTube has the advantage of an easy-to-use search engine and a name brand that middle and high school students recognize. At the conclusion of this article, the author offers suggestions for minimizing any risks associated with using YouTube in the //**classroom**//. APA Citation: Journell, W. (2009). Using YouTube to Teach Presidential Election Propaganda: Twelve Representative Videos. //Social Education//, //73//325-329.

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 * __Video in the Social Studies Classroom__ by Inez Heath **

__**Summary:**__

Describes a class project conducted by multiethnic, limited English speaking, fifth-grade students. The students produced their own videos as part of lessons they developed about their countries of origin. Maintains that this process increases language and **//social//** skills while it develops **//social//** **//studies//** content. Note: Very applicable to teaching cultural geography APA Citation: Heath, I. (1996). The Social Studies Video Project: A Holistic Approach for Teaching Linguistically and Culturally Diverse Students. //Social Studies//, //87//(3), 106-12. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


 * __Resources:__**
 * FLIP VIDEO
 * [|Getting Started With the Flip Video Camera]
 * []
 * []


 * DIGITAL VIDEO SEARCH
 * []
 * []
 * []
 * MOVIE MAKER
 * __Getting started and applications:__ Microsoft Movie Maker