Aside

Civil Rights Movement Podcast

This post is a different from the other posts in this blog. This post is an example of a performance assessment that will be completed by students at the end of the civil rights movement unit that is being covered in class. This assessment incorporates the use of technology while assessing for deep understanding.

Unit: The Civil Rights Movement

 

Objective

Students will be able to identify how specific people and events in history impacted the country with their actions during the civil rights movement. They will be able to identify MLK, Rosa Parks, Caesar Chavez, student sit-ins, bus boycott, and etc.

Task Objective

Explain how the media was a contributing factor to the results of the civil rights movement

Task Description

Students will have to create a skit as if they were reporters covering a story during the civil rights movement. Some students can and will play the parts of people being interviewed. Once they have put together a script for the skit, presentations will begin. Students will be creating this segment as a podcast using Audacity or Garage band. The podcast should be a minimum of two minutes in length and no longer than four minutes.

Description of student activities

Students will be divided into groups of 4-5 depending on the class size for an activity. In these groups they will create a news segment over an event, person or organization from the era of the civil rights movement. They are allowed to use outside resources to help them with their activity.

Value/Rationale of the Lesson for the Student

Media plays a big role in our day to day lives and history. It persuades us to think one way instead of another by the way they present information to us. Thanks to media some of us are apple users while others are droid users. The information was present to us and we made the choice to be either team apple or team droid. Media during the civil rights movement played a big role in its success. Students need to be able to make the connection of how media can and has contributed to our history.

Scoring Rubric:

Criteria 3Excellent 2Needs Improvement 1Unacceptable Weight
Factual Information Accuracy

Provides a variety of detailed and accurate facts in news segment.

Provides accurate facts with little detail.

Provides minimal or inaccurate facts with little or no detail.

40 points

Creativity/Interpretation

The podcast was creative and authentic. The podcast could have used more creativity and authenticity.

The podcast was not creative or authentic.

30 points
Time Management

Students were able to provide adequate information in an organized manner within the time allotment.

Students’ podcast length fell within the time allotment.

Students failed to meet time allotment requirements.

10 points
Presentation

Students demonstrate complete understanding of the subject. The audience is completely engaged during the presentation.

Students demonstrate some understanding of the subject. The audience is slightly engaged during the presentation.

Students fail to demonstrate understanding of the subject. The audience is disengaged during the presentation.

20 points
Total Points 100

 

Student Podcast Example:

Script Example: Student Sit-ins/1960

Student 1: Now it is time for our monthly current event broadcast, to keep our listeners updated with todays’ events. For those first time listeners, we broadcast every first Thursday of the month. And for those faithful listeners thank you for keeping us on the radio. We take pride in bringing the latest news to you.

Student 2: Hello Everyone, I am your host _________, todays biggest story is occurring as we speak in Greensboro, North Carolina at Woolworth. For the past 4 days protesters have been gathering to demonstrate against segregation. On February 1st  four African American students from the A& T college sat down at the white only counter refusing to move until the received service at the counter top.  What started with 4 students has accumulated to hundreds of protesters.

One of our very own reporters is on the scene, so let’s go to her now.

Student 3: Thank you ______. It has been a crazy 4 days. I have been here since day one. The number of protesters are growing by the day. The scene inside Woolworth is not pretty. The students have taken over the whites only countertop and onlookers are starting to riot. These students have had all sorts of slanderous remarks yelled at them and it does not stop there. The students have been showered in all types of condiments. It’s the most violent food fight I have ever been a part of. Let’s see if I can find two people to interview, for safety concerns we will not be using their names.

Student 3: Sir, are you a student at A&T

Student 1: Yes I am

Student 3: Do you mind if I asked you a few questions?

Student 1: Not at all

Student 3: How long have you been protesting here at Woolworth?

Student 1: Well ma’am, I was here on day one so I guess it has been four days.

Student 3: What was the reason behind the initial protest?

Student 1: We wanted to bring attention to segregation.

Student 3: What do you think will come of this?

Student 1: well it is hard to tell but hopefully someday segregation will be illegal and African Americans will have the same rights as whites.

Student 3: Thank you, sir. We now have with us a dishwasher from Woolworth who was present on the first day of demonstrations.

Student 3: Hello Ma’am. I would like to ask you a few questions if that is alright.

Student 4: That’s fine just don’t go telling people my name.

Student 3: Not a problem, what was your reaction to the students who refused to move from the whites’ only counter?

Student 4: I found them to be foolish.

Student 3: Why is that?

Student 4: These children are just stirring up trouble.  What’s going to happen to us after the protesters are gone? Living here is hard enough, I don’t need these youngsters making it harder.

Student 3: Thank you for your cooperation ma’am.

Student 3: Alright, that is all I have for you from the scene of the protests back to you __________

Student 2: Thank you ______. We have had reports of the student sit-ins expanding to other locations. These protests are being orchestrated by the CORE also known as the Congress of Racial Equality.  We will be taking a short break but when we return we will have more news for you.

ent 3: Why is that?

Student 4: These children are just stirring up trouble.  What’s going to happen to us after the protesters are gone? Living here is hard enough, I don’t need these youngsters making it harder.

Student 3: Thank you for your cooperation ma’am.

Student 3: Alright, that is all I have for you from the scene of the protests back to you __________

Student 2: Thank you ______. We have had reports of the student sit-ins expanding to other locations. These protests are being orchestrated by the CORE also known as the Congress of Racial Equality.  We will be taking a short break but when we return we will have more news for you.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s