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Challenge | 50 Minutes

Race and Justice Video Diary

Introduction

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During the summer of 2020, people took to the streets outraged by the death of George Floyd at the hands of police. Scenes of compassion and solidarity, mixed with fury and chaos, are still present on social media.

For this media making challenge, students will record video diaries with phones and/or interview others in-person or remotely (see instructions for recording remote interviews). Go HERE to guide students through the production process.

Classroom Conversations

If you plan on having a classroom discussion before assigning this challenge, use this Classroom Conversations Guide to help students feel prepared and supported.

Resources

Examples

Digital Citizenship

Students recognize the responsibilities and opportunities for positively contributing to their digital communities. (ISTE)

Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. (ISTE)

Demonstrate the use of basic tools and equipment used in audio, video and film production.

  • CCTC AR 2.1: Assess workplace conditions with regard to safety and health.

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. (ISTE)

Writing - Range of Writing

  • CCSS.ELA-LITERACY.L.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening - Presentation of Knowledge and Ideas

  • CCSS.ELA-LITERACY.L.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • CCSS.ELA-LITERACY.L.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • CCSS.ELA-LITERACY.L.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening - Comprehension and Collaboration

  • CCSS.ELA-LITERACY.L.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.L.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  • CCSS.ELA-LITERACY.L.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Writing - Production and Distribution of Writing

  • CCSS.ELA-LITERACY.L.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • CCSS.ELA-LITERACY.L.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
  • CCSS.ELA-LITERACY.L.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Topics

Journalism

Representation

Stereotypes and Misconceptions

Race and Justice

Projects

Levels

Beginner

Intermediate

Materials
Estimated Time

50 Minutes