MultiMedia Tools: Video

Lesson Idea Name: Patriotism of America

Content Area: Social Studies, United States of America
Grade Level(s): 1st
Content Standard Addressed: SS1CG2 Explore the concept of patriotism through the words in the
songs America (My Country ‘Tis of Thee) and America the Beautiful (for example: brotherhood,
liberty, freedom, pride, etc.).

Technology Standard Addressed: 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.

Selected Technology Tool: Adobe Spark

URL(s) to support the lesson (if applicable): N/A

Bloom’s Taxonomy Level(s):

☒ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL)

This activity engages the students because they are responding to the video by answering questions and
preparing for class discussion. The tools used in this lesson idea enhance the students’ learning by serving as a
tool to show their understanding of the material. This satisfies the Universal Design for Learning (UDL)
principles because it offers multiple means of representation because the students are listening to and
watching the video while pausing it to answer questions, it offers multiple means of action and expression
because the students are answering the questions and getting their answers ready for the class discussion,
and it offers multiple means of engagement because the students are choosing something they have learned
from the video.
Lesson idea implementation:
This video will be an assignment as part of the flipped classroom. As the class begins discussing American
history, they will learn about patriotism and its importance on the United States. The teacher has created this
video for the students to learn about patriotism as depicted in two American songs, and the students will
watch the video and take notes on their own time at home. The following class will include a class discussion
where the students will engage in a conversation with one another about patriotism and share their favorite
thing they learned. Here, the teacher will act as facilitator, filling in silences and making sure the discussion
stays on topic. The video takes less than three minutes to watch, so it will not take long for the students to

SBooker, 2020
 MultiMedia Tools: Video
complete. The class discussion should not take more than twenty minutes. This video is meant to spark
interest in the students as they learn more about the history of the United States.

This project is an introductory lesson. As the class continues discussing the United States’ history, they will tie
patriotism with why this country had done certain things. Since the students will learn about patriotism
outside the classroom, there will be more time in class, face-to-face, to teach the students about different
aspects of American history. The students will be assessed by the answers to questions from the video and as
they take part in the class discussion. Further in the semester, the students will create a video of their own as
a final history project of the United States. By having video projects, the students will be familiar with the
multimedia authoring software, so it will be easier for them to create their own video later on in the
semester. The teacher would provide feedback during the class discussion.
Importance of technology:
The multimedia authoring tool (Adobe Spark) allows the teacher to customize the video by adding music, text,
images, videos, etc. which creates an engaging platform for students to learn. Creating a video is a great way
to utilize the flipped classroom because students can watch the video on their own time, and the face-to-face
time is used by teachers to apply what the students have learned. This will further student understanding of
the content. The project could be done without the video because the teacher could teach the content in
class rather than through an instructional video. However, this would mean that more classroom time is spent
on the lecture. Also, a video is more engaging than the lecture. The class after students are assigned to watch
the video, the teacher could use some sort of iRespond technology to test the knowledge acquired from the
video.
Inspiration (optional):
N/A
Internet Safety and Student Privacy:
Since my video is a file, they will not have to use a website to view the project. This is a safety measure. The
student will not have to input any personal information, which keeps them safe. With anything I do on the
Internet, I will demonstrate safe uses of the Internet to teach them what they should and should not do while
using the Internet.
Reflective Practice:
I think this is a good introduction to learning the history of the United States because patriotism a good theme for
America. As we learn about different events throughout history, we could go over how patriotism plays a role. This will
further their understanding of the concept of patriotism. To further extend the lesson, I would like the students to write
a short narrative about patriotism is America. To give the students a choice, they could write a fictional narrative
regarding patriotism in America such as a story of a patriotic person in America or they could write a non-fiction story
about patriotism in America. There are Word processors to help type the narratives as well as fun and engaging websites
to fuel student creativity.

SBooker, 2020