Digital Docs in a Box
Moviemaking in the history classroom
Dr. Kathy Swan
University of Kentucky
PART THREE: An Introduction to
Digital Docs in a Box
A short but important history
The Genesis
What we have learned from 10+ studies in
classrooms—including my own:
Opportunities:
• Digital Docs are engaging and motivating; provide
opportunities for creative expression; allow students to
engage more deeply in the subject matter than might
otherwise have been possible.
Challenges:
• Time (standards and accountability)
• Technology (issues with the web and a myriad of other things)
• Pedagogy (how to roll out moviemaking curriculum)
www.digitaldocsinabox.org
Moviemaking Kits include:
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Overview
Question
Documents
Images
Audio
Current kits
• Civil Rights Movement
– How did the actions of young people after the Brown decision help continue the
struggle for civil rights?
• Great Depression
– How did photojournalism influence public opinion of the New Deal programs?
• Age of Imperialism
– How did the need for natural resources in the age of industry ultimately drive
imperialism, domination of resource rich non-industrialized nations, in the various
regions of the world from the mid to late 19th century and the early 20th century?
• Presidential Inaugurations
– Have Inauguration Day ceremonies effectively embodied the principles of the US
Constitution?
• Women’s Suffrage
– During the women’s suffrage movement, not unlike other movements, different
factions arose that used various methods to fight for their cause. Evaluate how well
the methods of each group helped in passing the 19th Amendment.
5 minutes to explore the site
www.digitaldocsinabox.org
Civil Rights Kit
Documents:
Images:
Audio:
Documentaries in the Classroom
Beware:
Technology Eclipsing Content
Technology Complimenting Content
Step I: The Hook
July, 1963 Medium: Photograph
Courtesy of the Richmond Times-Dispatch
“It was high school, college, and elementary
school young people who were in the front
line of the school desegregation struggle. Lest
it be forgotten. Opening of schools to Negroes
for the first time in history required that there
be young Negroes with the moral and physical
courage to face the challenges and, all too
frequently, the mortal dangers presented by
mob resistance.” -- Dr. Martin Luther King, Jr.
Step II: A Question
How did the actions of young
people after the Brown decision help
continue the struggle for civil rights?
Step III: Research from an
archive
Take five minutes to read the
following documents:
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‘I was barely 14’
‘I think we accomplished something’
‘I refused to allow them to win’
‘If they come into the restaurant we will
serve them’
• ‘I remember what…..was happening’
Research, continued.
• LOC Primary Source Analysis Worksheets
• Additional items:
– Children of Struggle
– Voices of Civil Rights
– KY Oral History Civil Rights
– LOC exhibits
Step IV: Storyboarding
• The Script:
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Prewriting
Breaking the Narrative Down (4 x 6 index cards)
Use of primary sources—voices from the past
Narrative is compelling with a point of view
Teacher gives feedback here!
** Important note: All before fingers touch a keyboard!
Step IV: Storyboarding
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The Visual
– Image archives
•
The Sound
– Sound archive
Tips:
– Use of poster board! Post it notes and
scissors and glue-– Use of clips from other documentaries
to show technique
– NY Times
http://www.nytimes.com/slideshow/20
09/10/16/us/1016BALLOON_ready_index.html
** Important note: All before fingers touch
a keyboard!
Step V: The Documentary
• Let’s make a movie!
PART Four: Wrapping it up
Digital Docs in a Box Under Construction
New grant for 2010: 8 more boxes of docs!
Additional help with moviemaking
www.ddguild.org
How does this fit in your class?
How can we make the Digital Docs in
a Box site more useful?