VIDEO REFLECTION THE PEOPLE SPEAK Lauren Dickey Personal

VIDEO REFLECTION: THE PEOPLE SPEAK Lauren Dickey

Personal Reflection The video had the main period and players in history that we have learned and taught about, like Susan B. Anthony, Dr. Martin Luther King, Jr. and Frederick Douglass. However, the video gives viewers first hand accounts that are not included in history books, like poems and speeches given by Rachel Corrie. While this gives viewers a way to look at history from a different perspective, it also serves as empowering people who have been denied for centuries. The “troublemakers, ” according to the film, are the ones who have been oppressed and are the ones largely ignored by history books.

Purpose ■ To reflect on the film and integrate ideas from the film into my day to day classroom, specifically in the areas of social studies and language arts.

Grade Level ■ I choose topics that would be integrated into my current grade level of 5 th grade. The standards chosen reflect this grade.

Idea 1: Different Perspectives SS 5 H 1 The student will explain the causes, major events, and consequences of the Civil War. ELAGSE 5 RI 5: Compare and contrast the overall structure (e. g. , chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts The idea of The People Speak came from the lack of perspectives in written history. Most of the idea, the “winning side” is the one who wrote the history books. Allowing students to view and read different texts that showcase different viewpoints would be challenging depending on the circumstances, but beneficial in the sense that students can rationalize and have their own opinions based upon the knowledge they have learned from both sides. To integrate this, I can allow books from multiple viewpoints. For example, the diary of a Confederate soldier compared to the speech of Frederick Douglass. Students can read these and discuss/debate on what they believe based upon what they learned. The most important thing is that students all have the same access to materials.

Idea 2: Cloze Reading/Socratic Seminar ELAGSE 5 RI 9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. ELAGSE 5 RI 10: By the end of the year, read and comprehend informational texts. ELAGSE 5 SL 1: Engage effectively in a range of collaborative discussions Many of these speeches read are fabulous, but are written in a time period that will be hard for children to understand unless they truly break down the speech line for line and build upon their learning through discussion. A way to do this would be to choose a speech like Dr. Martin Luther King, Jr’s “I have a dream” speech and break it down line for line and discuss meaning. Build upon questions that arise through Socratic Seminar and discuss first hand what your students really do think about this time period and about this influential American.

Idea 3: Time Period Writing Any Time Period Standard ELAGSE 5 W 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience This idea came from the John Legend song from the film. Students can pick one American from a specific time period. They then can write a poem, song, letter, or any form of written expression as that person to depict a specific time in their life. For example, students can pick Abraham Lincoln and write a poem about going to theater and celebrating the end of the Civil War.

Idea 4: Speech Gallery ELAGSE 5 SL 4: Report on a topic or text or present an opinion SS 5 H 1 The student will explain the causes, major events, and consequences of the Civil War. SS 5 H 4 The student will describe U. S. involvement in World War I and post-World War I America. SS 5 H 8 The student will describe the importance of key people, events, and developments between 1950 -1975 The idea of this movie is famous performers reading famous and “not so famous” speeches, letters, articles, etc. Students can choose a character from a time period and become an expert on that person. Students will prepare to present through a gallery walk. Students from other classrooms will go up to the character and ask questions. Students delivering will answer in the way that their character would. Presenters can also prepare a speech that was written by the character.