Tag Archive for American Dream

Documentaries: Resources

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Finding documentary resources can feel an insurmountable task. To find appropriate and engaging content can take hours.  It can also be difficult to determine how you will assess students’ interaction with these films.  Simple viewing questions can only go so far.

Today’s post will offer some resources for both of these areas in the hopes that you will be able to gain a foothold on how to implement short documentaries into your classroom.

 

Reading in the Reel World-John Golden

A must-have text if you want to implement better viewing and critical thinking strategies.  Golden argues that documentaries are non-fiction texts.  As such, students should SOAPSTone them as well as create their own essential questions while watching.   He also explains and models using levels of questioning to use in tandem with documentary viewing. A sample chapter is available via NCTE.

PBS POV

This website is a treasure trove of all types of documentaries.  The best part is that they have an entire educator’s resource center.  You will want to look specifically at the short films.  To get to them, search “short documentaries.”  Some of my favorites include:

 

Utopia Part 3: The World’s Largest Shopping Mall

A good piece to teach consumerism and personal folly.  Use this 13-minute documentary to teach argument and purpose.   Most definitely have them SOAPSTone the piece and create their own essential questions.  Consider having them tweet those questions while watching.

Watch Utopia, Part 3: The World’s Largest Shopping Mall on PBS. See more from POV.

 

Trash Out

This is a good documentary to use when discussing the death of the American dream.  Consider having students use at the end of The Great Gatsby as Nick is watching Gatsby’s house stand empty or as a stand alone to teach argument in regards to how we see accomplishment and loss.

Watch Trash-Out on PBS. See more from POV.

SnagLearning

An offshoot of SnagFilms, it’s a great resource for documentaries from National Geographic, PBS, and a whole host of other resources.  There are some simple lesson plans posted but for the most part you’ll want to create your own following Golden’s ideas of how students should interact with documentaries in writing.

The New York Times Learning Network has also partnered with them and has created some useful documentary “film festivals” that are worth a look.  The9/11 documentary lessons are especially helpful if you’re teaching Bush’s speech at Ground Zero or Extremely Loud and Incredibly Close.

You’ll want to examine their documentary shorts specifically.  Titled Media that Matters, they have a range of films short documentaries between 5-10 minutes in length.  Some of my favorites include:

Alienated: Undocumented Immigrant Youth

A great short film that profiles one young woman specifically who works as a nanny/housekeeper.  It’s perfect to partner with The Jungle and the later chapters of Fast Food Nation.

Young Agrarians

A short film about young people/students involved in organic farming.  It would be a perfect pairing for anything by Michael Pollan or as a supplement to Fast Food Nation.  You might also use it to teach AP Language students the synthesis essay about locavores.

Night Visions

This documentary short focuses on one soldier’s experiences after his tour.  The short would serve as a good companion to The Things They CarriedAll Quiet on the Western Front and Catch 22.

Good Magazine: Infographics

The argument for using infographics is simple.  They’re cool.  Data and statistics never looked so good.  That’s what they said, anyway, and by “they” I mean people between the ages of 14-18. The glorious part of the infograph is that it can serve as a multi-layered argument as well as supplemental text.

Infographics are a bright idea for building student knowledge.

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One of the best resources for introducing infographics in class comes from The Learning Network at The New York Times.  Their blog post from August of 2010 is a valuable resource when introducing infographics to students.  We’ve also discussed implementing infographics when partnering Transcendentalism with Occupy Wall Street.  They are powerful classroom resources that engage students and teach them critical thinking.

One of the best features about Good Magazine is their incredible collection of infographics, both static and animated.  Teach novels about war like The Things They Carried?  Create a modern tie-in by using an infographic about Women & Combat Readiness.  Teach the American dream via The Great Gatsby or The Catcher in the Rye?  Use an infographic entitled “The United States of Unhappy Campers.”  Infographics easily partner with core texts and can also supplement student knowledge for those pesky writing prompts that require outside information.

Below are some of the most useful infographics from Good Magazine along with some ideas for how to implement them.

Infographics to teach explicit/implicit argument

Life on Less than $2 a day

Good infographic to implement when teaching current events or A Long Way Gone.  You can also use it when teaching a prompt about the moral or ethical debate about charity, such as questions three on the 2005 AP Language and Composition exam.

Have students view and annotate the infographic.  You may use the following questions as a starting place for their annotations and/or your class discussion.

  • What is the implicit argument about poverty and tourism?
  • Identify two trends you see in the infographic based on the data.
  • Explain what data you would be interested to see linked to the infographic’s discussion of poverty and explain your reasoning. Think education, jobs, skills, disease, etc. 

Educating The Future

Good infographic to use when asking students to argue about the responsibility of education. You might consider pairing this with novels like The Catcher in the Rye.

Have students view and annotate the infographic.  You may use the following questions as a starting place for their annotations and/or your class discussion.

  • Identify two implicit arguments about education over the last forty years.
  • Construct an argument about the two highest and lowest wage earning fields based on the data.
  • Explain what data you would be interested to see linked to the information provided.  Think personal satisfaction, money earning potential, hours per week worked, etc.

Animated Infograpics

Using animated infographics will require students to watch and pause the material several times.  You may decide to do this together as a class or have them do it individually on their smartphones, itouches, etc. with headphones.

Many of the SAT/AP prompts ask students to consider the moral “responsibilities” of the individual.  An infographic of this nature can help “grow” their knowledge base.

“The Volunteers”

The Volunteers from GOOD.is on Vimeo.

Have students view and annotate the infographic.  You may use the following questions as a starting place for their annotations and/or your class discussion.

  • Identify one argument each about the following categories: age, type of volunteering, number of individuals involved.
  • What data would like you to see included?  Explain how this information would enhance understanding.    Think specific types of volunteering examples, number of hours worked, etc.