Grant Project: Video de la Revolución

Grade/Class: 9^th grade/Enhanced World Studies

Enhanced World Studies is composed completely of ESL students and scaffolds their primary World Studies class. Projects in this class have more opportunity for personalized instruction in content due to language support and smaller class size. This project was team taught with another Enhanced World Studies teacher. Students’ English language skills ranged from pre-conversational English to conversational English with limited academic proficiency. Originally the project was to build on primary World Studies class instruction; actual project included instruction on the Mexican Revolution.

Learning Goals:

• To identify key concepts of the Mexican Revolution
• To analyze the forces that created instability during the Mexican Revolution
• To communicate concepts clearly and thoughtfully.
• To create a video on the Mexican Revolution.

Benchmarks:

World History (CIM) Understand the causes, characteristics, lasting influence, and impact of political, economic, and social developments in world history.

· Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917.

Social Studies Analysis (CIM)

· Define, research, and explain an event, issue, problem, or phenomenon and its significance to society.

English Language Arts (CIM)

· CCG Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

Technology: Video camcorder & supporting software; Smart Board (not part of grant); Moving Picture software.

Time: Mexican Revolution instruction & research, 3 weeks. Murals, 2 weeks. Video production, 3 weeks.

Learning Activities:

Creating Storylines:

· Introduction to Video:

Students viewed PowerPoint presentation on video concepts and created a short 5 minute storyboard for a TV show at home

· Benito Juarez:

Students participated in online group reading, discussed short article, and created storyboard of Benito Juarez’ life.

History in Pictures:

· Diego Rivera:

Students filled out note taking guide on Diego Rivera based on PowerPoint presentation including murals by the artist.

· Murals of the Revolution:

Students formed groups and created murals of key figures of the Mexican Revolution and elements of their lives. The murals were used as backdrops for video narration.

Corridos: Songs of the Border

· Internet activity. Students explored the audio visual website on corridos. Students analyzed the corrido, Gregorio Cortez, and created a stanza of their own corrido on a key figure of the Mexican Revolution. http://artsedge.kennedy-center.org/content/3772

Group Script Writing: Creating dialog

As a class, students used information from articles on key figures of the Mexican Revolution to create the dialog for video skits using Smart Board.

Video Production

· Madero, Zapata, and Huerta skits

Students videotaped skits on three key figures of the Mexican Revolution.

· Narration of the Mexican Revolution

Students recorded narration of key events of Mexican Revolution.