Hidden Stories:
A Digital Historical Narrative assignment
EDEL 435
“Central to the vision of the Alberta social studies program is the recognition of the
diversity of experiences and perspectives and the pluralistic nature of Canadian
society.”
~ From the Alberta Social studies Program of Studies Vision (2005)
“Coming to know others whether they live on the other side of the tracks or the other
side of the millennium requires the education of our sensibilities. This is what history,
when taught well, gives us practice in doing. Paradoxically, what allows us to come to
know others is our distrust in our capacity to know them.”
~ Sam Wineburg, from Historical Thinking and Other Unnatural Acts
Formerly focused on the experiences and perspectives of English speaking Canadians,
Alberta’s new social studies program of studies demonstrates an intentional movement
away from a curriculum that portrays one story, one voice, and one perspective, to a
curriculum that profiles multiple perspectives as a means of developing critical thinking
skills and reinforcing citizenship outcomes.
For this assignment you will turn your attention to three key changes in Alberta 's
Program of Studies:
 an increased emphasis on the importance of multiple perspectives with a focus
on Aboriginal and Francophone perspectives
 the role of critical thinking in the teaching and learning of social studies, and
 the importance and use of technology in the teaching and learning of the new
social studies program
Using technology as mind tool (an object to think with), you will choose a Canadian
historical event and after exploring primary sources connected to that event, you will use
your understanding to create a digital historical first-person narrative, 2-3 minutes in
length. This first person narrative will be told by someone (real or fictional) who lived (or
could have lived) during that time. Fictional characters will be based information derived
from your chosen primary sources and will be presented as authentically as possible.
Your job will be to collect information and retell it, restructuring it to create a new
understanding of the historical event.
A digital summary recaps the facts surrounding topic, person or an event. For this
assignment you will take the information beyond stitching together the existing and
known facts Using Windows movie Maker, iMovie or PhotoStory, you will illustrate and
narrate your stories using audio (sounds/music), still pictures, video and text.
An example of a classroom produced digital historical narrative can be found at
http://tinyurl.com/rk96t (A New Life, A New Home)
PART ONE
"A story becomes a story when it moves past the facts, past the details, to the
description of a sequence of events, in which some character is driven by a clear desire,
acts to realize that desire, and discovers something in doing so."
~ from These Stories From These Pictures
Step One
Decide on a historical event that is well-aligned with the Alberta program of studies for
Grade 4 (2006) and Grades 5 and 6 (September, 2003, Validation Draft). Decide if your
story will be based on a real historical character (ex: Father Lacombe) or a fictional
character (an Albertan homesteader during the Great Depression).
Step Two
"When a digital story is finished it should be remembered for its soul, not the bells and
whistles of the technology tools." ~ Bernajean Porter, 2004
Research your topic (making use of as many primary sources as possible- see
suggested resources below) and begin writing your narrative (your script ). It is important
to remember that your digital project will "stand or fall" on the narrative content of the
project, not the technology. In view of this, give this part of the assignment adequate
attention. The finished digital story presentation will be 2-3 minutes in length. Your goal
is to narrow the story down to a single "nugget" or one central idea. Consider the
following questions when writing your narrative:
* What happened to the narrator?
* Why it was this event significant at the time? Why is this an important story to tell?
* How did it affect the person's life and the lives of those around them?
Plan an accompanying storyboard.
You will need to cite all your sources in your presentation credits.
Scripting Worksheet (Developed by Stacey Beamer, Iowa State University)
Storyboard Sample (Developed by Bernajean Porter)
Step Three
Using the resources suggested in Educational Uses of Digital Storytelling, locate the
audio, pictures, for your digital story. You may also use your own pictures (digital or
scanned) and copyright-free pictures from your primary sources. Ensure that all
images used in your project are free from copyright restrictions or that you have
obtained proper permission to use them. Be Aware that digital images require the
same copyright compliance as written material. If need be, use the permission templates
provided in the Copyright section above.
Using the Technology Tools from the course web site, familiarize yourself with Windows
Movie Maker 2, iMovie or PhotoStory and begin work on creating your digital historical
narrative. Sequence the images into the video editor. Add the narrative track and add
special effect, transitions and soundtrack.
After completing your digital story, you will need to burn it to a CD or DVD or save it on a
memory stick for the class presentation. We will have a screening of all digital historical
narratives the last two classes of the EDEL 435 course.
What is a Primary Source?
A firsthand, participant or contemporary observation of a time, person or event,
or elements of the material culture associated with a time, person or event.
Sites to Get You Started
Historical Narratives from Early Canada Online Collections
Library and Archives Canada
Travels With Elizabeth Simcoe
ArchiviaNet
Aboriginal Peoples
Canada's Digital Collection
Alberta Archives, Libraries and
Museums
Canadian Archival Resources on the
Internet
Alberta and Edmonton History
Repository of Primary Sources
The Alberta Heritage Digitalization
Project
Canadian Museum of Civilization
The Alberta Women's Memory Project
Web Resources for Aboriginal Concepts
Women's Diaries Written in Canada
Using the Technology Tools from the course web site, familiarize yourself with
Windows Movie Maker 2, IMovie or PhotoStory and begin work on creating your
digital historical narrative. Sequence the images into the video editor. Add the
narrative track and add special effect, transitions and soundtrack.
After completing your digital story, burn it to a CD or DVD or save it on a memory
stick for the class presentation. We will have a screening of all digital historical
narratives the last two classes of the EDEL 435 course.
Hidden Stories Project Rubric: Part One (see addendum)
PART TWO
Stepping Back
"How do I know what I think until I see what I say?"
~ E.M. Forster
For this part of this project, you will step back and think about your learning and consider
the place that digital storytelling and digital historical narratives could have in the
teaching of social studies core concepts in your future classroom. Based on the North
Carolina School's Reflection Cycle, this "think aloud" assignment will be 1000-1200
words in length and will address the following areas:
1) Describe
Describe your digital historical storytelling project, what did you do, the steps you
followed , what philosophy or research base guided your decisions as you prepared your
project, what you were trying to achieve, and the roadblocks you encountered along the
way.
2) Analyze
In this section, consider how digital historical narratives could be used in your teaching
practice. Evaluate the appropriateness of this tool for elementary grades, alternative
ways of using it and how it could be used within a differentiated classroom. What was
the most important element of the project? How would you scaffold this assignment so
that students could successfully meet learning outcomes? What changes would you
make to the assignment so as to avoid the roadblocks written about in your description?
Consider how digital storytelling could support constructivist learning principals and what
you know about learning theory.
3) Appraise
In this section you will enter a reflective mode by writing about your learning. What did
you notice that you can relate back to your students? Did you feel overwhelmed or
confused and if so, how did you sort this through so that you could move onto project
completion? What are your thoughts on the assessment of digital media? Write about
the relationship of this topic to your teaching goals, values and philosophy. Does it fitwhy or why not?
Stepping Out
4) Transform
"Reflection is what allows us to learn from our experiences: it is an assessment of where
we have been and where we want to go next."
~ Kenneth Wolf
As you look towards an upcoming teaching assignment, this section will ask you to
identify an elementary grade level and think about how a digital storytelling project would
fit into that curriculum, what content it would help you teach- both the social studies and
technology outcomes it addresses. Would you use a digital historical narrative, or would
a digital story be a better choice? Would your project be created as a collaborative effort
with your class or implemented with individual or small groups of students working
together? Knowing the glitches that you encountered as you created your own project,
what safeguards would you implement? What type of assessment would you have in
place (name at least three)? With the future in mind, how would you implement a digital
storytelling component into your classroom?
Hidden Stories Project Rubric: Part Two (see addendum)
To Help Keep You on Track: "Hidden Stories" Process Chart
(see addendum)
The following pages contain the assignment rubrics.
“Hidden Stories” Rubric
Digital Historical Narratives
PART ONE
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2
1
0
Format
Structure
Highly effective and
memorable “hook”
used for introduction
Some use of a
memorable "hook"
used for introduction
Limited awareness of
the needs and
interests of the target
audience.
Author's Style
Author’s personal
style exceptionally
compelling and
riveting – showing
not telling
Author’s personal
style compelling and
riveting – showing
not telling
Author’s style weak or
missing – mostly
telling
Historical
Portrayal
Character’s
perspective is
strongly portrayed
alongside an
accurate historical
account
Character’s
perspective is
adequately portrayed
alongside an
accurate historical
account
Character’s
perspective is weakly
portrayed alongside a
sketchy historical
account
Voice Consistency
Voice quality is clear
and consistently
audible throughout
the presentation.
Voice quality is clear Voice quality needs
and consistently
more attention.
audible throughout
the majority (85-95%)
of the presentation.
Use of Sound
Music stirs a rich
emotional response
that matches the
story line well.
Music stirs a rich
emotional response
that somewhat
matches the story
line.
CATEGORY
Music is distracting,
inappropriate, OR
was not used
Images
Images create a
distinct atmosphere
or tone that matches
different parts of the
story. The images
demonstrate
creativity and may
communicate
symbolism and/or
metaphors.
Images create an
atmosphere or tone
that matches some
parts of the story.
The images may
demonstrate
creativity
communicate
symbolism and/or
metaphors.
Little or no attempt to
use images to create
an appropriate
atmosphere/tone
Economy
The story is told with
exactly the right
amount of detail
throughout. It does
not seem too short
nor does it seem too
long.
The story
composition is
typically good,
though it seems to
drag somewhat OR
need slightly more
detail in one or two
sections.
The story needs
extensive editing. It is
too long or too short
to be interesting.
use and citing of
primary resources.
Evidence of
adequate use and
citing of primary
sources.
Little use and citing of
primary sources
Flow and
Organization
Overall structure
consistently flows as
a well-economized,
coherent & organized
piece.
Overall structure
usually flows as a
well- economized,
coherent & organized
piece.
Overall structure
lacking or missing
organization,
economizing, or
natural flow.
Transfer of
Readings
Course web site
readings strongly
evidenced
throughout the digital
historical narrative.
Course web site
readings evidenced
throughout the digital
historical narrative.
Course web site
readings rarely
evidenced throughout
the digital historical
narrative.
Primary Sources Strong evidence of
Assignment 3
“Hidden Stories” Rubric
Digital Historical Narratives
PART TWO
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2
1
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Describe
Provided a thorough
description of the
project steps,
objectives,
challenges,
philosophical/research
underpinnings of the
project.
Provided an adequate
description of the
project steps,
objectives,
challenges,
philosophical/research
underpinnings of the
project.
Provided a basic
description of the
project steps,
objectives, and
challenges but failed
to include
philosophical/research
underpinnings of the
project.
Analyze
Documented and
evaluated the use of
digital storytelling
within a constructivistdriven elementary
classroom and
addressed future
need to scaffold,
differentiate its use.
Documented and
evaluated the use of
digital storytelling
within an elementary
classroom and
addressed some ways
to accommodate for
individual differences.
Documented the use
of digital storytelling
within an elementary
classroom but failed
to evaluate and
approach the need to
provide
accommodation for
individual differences.
Appraise
Demonstrated a
strong ability to
identify personal
learning lessons from
the project process
and to connect these
lessons to future use
of digital storytelling.
Demonstrated some
ability to identify
personal learning
lessons from the
project process and to
connect theses
lessons to future use
of digital storytelling.
Failed to identify
personal learning
and/or connect the
process from this
project to future use
within a teaching
environment.
Transform
Demonstrated a
strong ability to
project the
assignment
applications into a
future S.S. teaching
assignment.
Demonstrated some
ability to project the
assignment
applications into a
future S.S. teaching
assignment.
Failed to
communicate how
digital storytelling
could be integrated
into a future S.S.
teaching assignment.
Critical
Thinking
The writing
demonstrates an
understanding of
module readings and
fundamental
principles surrounding
digital storytelling.
Ideas were creatively
synthesized.
Irrelevant
comments were
excluded.
The writing
demonstrates some
understanding of
module readings and
fundamental
principles surrounding
digital storytelling.
Ideas were creatively
synthesized.
Irrelevant
comments were
excluded.
The writing
demonstrates little or
no transfer of the
information from the
module readings or
the fundamental
principles surrounding
digital storytelling.
CATEGORY