Shawn Lees-Carr

SLM 521 Educational Video Elective 10

PART I/PURPOSE

Many of us use different modalities when we learn. Some are visual learners, some are auditory and some are tactile. By incorporating video snippets before, during or after a lesson, students get exposure to all three, if a note taking activity is also included. Videos allow students to see and hear authentic events, people, ideas and images. By providing images, the student can get a clearer understanding of a concept or topic. Students who struggle with reading and writing may benefit from videos because it will help them develop images in their head and assist them when brainstorming ideas and words. And, because typically there is movement, some students may be more engaged by the action of the media.

Videos can be used in many ways throughout lessons, including:

· To tell a story

· To illustrate a concept

· To stimulate interest and motivation

· To demonstrate how something works

· To provide differing opinions about a topic

· To expand background knowledge

· To take students to a different setting and time period

PART I/Bibliography

Topic: World War I (trench warfare)

5min:

http://www.5min.com/Video/World-War-I-Early-Years-1354547

Many events are presented in black and white and video is provided by Encyclopedia Brittanica. The site allows searches and groups videos. Videos can be broken into small chunks. Free.

The History Channel

http://www.history.com/video.do?name=militaryhistory&bcpid=1681730307&bclid=1683701722&bctid=1671938997

The History Channel includes many black and white action videos, including a specific one on trench warfare, which is connected to several primary source documents used in the classroom. Easy link copying feature. Free.

Federal Resources for Educational Excellence

http://www.free.ed.gov/subjects.cfm?subject_id=154&toplvl=151&res_feature_request=1

A wealth of lesson plans, compilations, videos, primary sources, etc. gathered by government agencies and museums. Covers many different subjects. Free.

The BBC

http://www.bbc.co.uk/history/worldwars/wwone/

Many different types of sources related to World War I are grouped into categories in the site. Primary documents, photographs and newsreels are included. Virtual tours of trenches are also provided. Free.

PBS

http://www.pbs.org/greatwar/

PBS contains a wealth of resources nicely categorized and grouped. Maps, timelines, videos and photos are some of the resources found here. This site also includes interviews and videos of historians discussing the war. Free.

Images of a Forgotten War

http://www3.nfb.ca/ww1/index.php

Although this site is based in Canada and covers Canada’s involvement in World War I, it contains 120 films from that time. The site also includes photos, essays, etc. and comments from historians, however, the focus is on the Canadian forces. Free.

AOL Video

http://video.aol.com/video-detail/vets-day-wwi/311742397

One of the last surviving World War I veterans is interviewed in 2007. At that time, he was 107 and living in Charles Town, W.Va. There are other World War I videos on the site, but there are ads and sometimes questionable material. Free.

First World War

http://www.firstworldwar.com/video/1914.htm

Very short snippets of soldiers and important officials. Includes soldiers digging trenches and pumping water. Not much use for videos. Free.

Veterans’ History Project

http://www.loc.gov/vets//stories/wwi-trenches.html

Sponsored by the Library of Congress, this site contains only written memories of life in the trenches. Although there are no videos, this site will prove valuable for providing first-person accounts.

PART II/Using the video

Students will open the BBC site and click on World War One movies.

Then they will double-click the button at the top to launch the presentation.

After it has loaded, students should pick Chapter 3: Life in the trenches.

As they watch, they are to record the following:

Benefits of Using Trenches

Negatives of Using Trenches

Surprising pieces of information

Overall opinion of technique

Afterwards, they will complete a headline acrostic that states their opinion. The student then must come up with a related word for every letter in the headline.