However, it served as a formative assessment of sorts, showing me what students knew and helping me correct misconceptions. These prompts may include questions about the historical accuracy of the film, biographical questions about the characters, as well as questions about how my students would react to situations the characters encounter.Again, not very interactive. It’s fan-flipping-tastic) In order to keep students engaged in the content of the movie, I post guiding prompts on a Padlet wall that students will answer as they proceed through the film. However, I’m no dummy □ I know that while I may be able to passionately recite nearly all of the glorious words of Lincoln by heart, my students may not be quite as excited about the movie. As a Social Studies teacher, I show many historical films in class in an attempt to encourage students to connect with the content. I love using Padlet to as an exit ticket for my students, and also as a springboard for review. If you assign viewing guides for videos in class, then try creating a Padlet wall! The possibilities are absolutely endless for the wonderful tool that is Padlet. ![]() They viewed a film and attempted to corroborate the information depicted in the movie to real-life events. Were my students thrilled about interacting on the Padlet wall while they were watching the film? I wouldn’t go right to thrilled…but there was no mutiny or revolution □ Great insights and information about historical characters! No students dosing off, working on other assignments, texting, etc…all of which would most likely have occurred during videos in previous classes. As they recorded their observations, they used Google to locate REPUTABLE information about the actual individuals portrayed in “Lincoln.” Students listed descriptions of President Lincoln, Mary Todd Lincoln, William Seward, and Thaddeus Stevens as they were portrayed in the film. Today’s wall question focused around character traits of individuals they saw in the portion of the movie we watched today. Two simple and accessible tools for my students.Īs students view “Lincoln,” they interact on a Padlet wall with a specific question. Since my students work in a 1:1 environment with Google Chromebooks, I created an activity for them using Padlet and Google. By using the wonderful technology they have at their fingertips! ![]() Instead of allowing my students to simply “watch” the movie…which I know would happen passively if at all…I’ve decided to engage them in the movie, not by using a viewing guide or by giving them a quiz. So, how have I decided to jazz up the discussion of the Reconstruction Amendments and Lincoln’s presidency? ![]() Many of my students, though, you may be surprised to learn are not government/history nerds like their teacher. ![]() As a government/history nerd, I love learning about the 13th Amendment, analyzing primary sources about Abraham Lincoln’s role in its passage, reading “Team of Rivals” by the amazing Doris Kearns Goodwin, ahhh □ I love showing movies in my Social Studies classes…not to fill time, but rather to add a layer of engagement to my students’ learning. If you answered “yes” to any of these questions, this post is for you!! Do you show historical films in your Social Studies classroom? Do you assign students “viewing guides” to help them connect content learned in class to the film? Do your students see “movie days” as days to take a nap, work on other homework, or zone out?
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