Utah Historical Figures
This lesson is meant to give students the opportunity to research and present their own findings on a Historical Figure in Utah by making a video in Adobe Spark.
United States/Utah picture: This version: uploaderBase versions this one is derived from: originally created by en:User:Wapcaplet, CC BY-SA 3.0 <http://creativecommons.org/licenses/by-sa/3.0/>, via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Map_of_USA_UT.svg
Students will research a historical figure from Utah. They will then show what they learned about their historical figure by creating a video about them with audio and pictures in Adobe Spark. This lesson will be in three 1 hour blocks. The first block will allow students to do their research, write down the facts they want to share and begin the Adobe Spark video. The second block will allow students to clearn about creative commons and then find their pictures and put together their final project. The third block will be a presentation day.
Background for Teachers
Teachers need to know if they are assigning historical figures or allowing their students to choose them. They also need to know where to learn about key figures in the Utah history book to be able to help students. If you do not have a Utah history book, picking certain figures and finding articles apropriate for your grade level is recomended. Teachers need to have an understanding of Adobe Spark and how to use the basic features.
Step 1 - Goals and Outcomes
In this section, you will include the learning intentions and success criteria for students based on student data. Learning intentions are essentially the objectives of the lesson -- statements of what students are expected to learn. Success criteria define how students will show that they have met the learning intentions. They tie closely to the assessment portion of your lesson and the rubric students will use to gauge their success. The following sections, sentence starters, and examples can help you compose your own learning intentions and success criteria:
Students will be able to create a video on Adobe Spark to present their historical figure and the facts they learned about them.
Students will have 7-9 facts in their video with pictures that corelate to the information they are sharing.
Step 2 - Planning Instruction
Student Background Knowledge
Prior to this lesson, students will need to have an understanding of what a historical figures is and what makes them important in history.
Strategies for Diverse Learners
For diverse learners, find and provide youtube videos that teach them about their historcal person. They will then be able to summarize the information that they heard or saw and present it in their own way. Diverse learners can also work in groups if needed.
Step 3 - Instruction
- Talk to students about what a historical figure is and what makes them important.
- Show them the Jim Bridger video so that they are aware of what their final project will be and what the purpose of the activity is.
- Show students the Utah history book and explain to them that they can research anyone in the book that they are interested in learning about.
- Pass out books and go though the table of contents so they know what their options are.
- Tell students they need 7-9 facts about their person for their video that they will be making.
- Have students get a lined piece of paper that they can take notes on.
- Allow students 30-45 mintues to read and find the information that they need about their historical figure.
- Allow students to begin making their Adobe Spark video. They can add text and slides.
- Talk to students about creative commons licenses on pictures and why they are important.
- Show them how to do an advanced search for a picture that allows them to use it legally.
- Show them how to cite the pictures they use.
- Allow them to find pictures and add them to their Adobe Spark.
- Students should finish their video.
- If needed, adjust time frame after.
Block 3: Present videos
Step 4 - Assessments
Student mastery will be determined by the quality/accuracy of the pictures students were able to find as well as the number and accuracy of the facts that they are able to present. The amount of detail supporting the facts will result in a higher or lower score.