MultiMedia Tools: Video

Lesson Idea Name: The Abolitionist and Suffrage Movement

Content Area: Social Studies
Grade Level(s): 5th Grade
Content Standard Addressed: SS4H4 Examine the main ideas of the abolitionist and suffrage movements.
a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady
Stanton, Sojourner Truth, and Harriet Tubman.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool: Adobe Spark

URL(s) to support the lesson (if applicable):

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)

The technology tool that I have used for this lesson will support every student by following the three
principles of Universal Design for Learning (UDL): Action and Expression, Engagement, and Representation.
This too, supports auditory learners, English Language Learners, and visual learners.

Lesson idea implementation:

To introduce the lesson, I will ask students if they have watched the video I sent to them over the weekend
explaining the important figures of the Abolitionist and Suffrage Movements. Near the end of the video I have
explained the project that students will complete in class. I will then ask the students to raise their hands and
say who they decided to choose to do their presentation over. Students who have chosen the same key figure
will have the opportunity to either work independently, with a partner, or with a small group. I will then ask
the class to head to the computer lab with me where they will be doing more research on their key figures. I
will write down three websites that students can search through on the white board. These websites are:
Factmonster.com, BrainPop.com, and Scholastic.com.

Students will sit with their partners/groups and work together to find as much information about their key
figure to include in their presentation. Students will be instructed to take all the information that they
gathered and use it to create a video on Adobe Spark. The video should include a summery of the Key Figure’s
life accomplishments, what they contributed to the Abolitionist or Suffrage Movement, and any interesting

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 MultiMedia Tools: Video
facts they found about that person. Students are to include music, images, and audio to create their video. If
students decide to work together as a small group, or with a partner, each student should have a role in the
presentation. Each student should also talk in the video. Students will be given a week to complete this
project and then upload it to the class blog for all their peers to watch. This project extends student’s thinking
to a higher level because they are learning new concepts on their own with a little guidance from the teacher.
They are also expressing their comprehension of these new concepts in a new way which helps them think
more seriously when creating their project. To conclude the lesson, I will play each of the completed videos at
the end of the week so that the whole class can take notes and gain a better understanding of the important
figures listen in the standard that they did not do their project on. At the end of each video, the class will be
instructed to take out one sheet of paper and write three things they learned from the video, and one thing
that they enjoyed form the video. Once they have finished writing this, they will hand it to the group who just
presented their video. The teacher will also write some feedback on a sheet of paper and hand it to each
group to read through.
Importance of technology:
I believe that using the multimedia tool is important for this project because it allows students to show what
they have learned and researched in a creative way. This project could be done without this tool, however
students would not be reaching the higher technology standard or UDL.
Inspiration (optional):
N/A
Internet Safety and Student Privacy:
AdobeSpark is a great website for teachers and students to use to create videos for projects and lessons.
This website only allows for users of the age of 13 and older to create an account. Schools can get an
exclusive AdobeSpark account so that all students can have access to it. The exclusive AdobeSpark school
account is consistent with the COPPA laws. It is also important that teachers supervise their students when
using this website.
Reflective Practice:
After designing this lesson, I believe that the activities and tools used allow for students gain a deeper understanding of
the standard and the lessons presented. Students are able to express their creativity and have fun with this project while
reaching higher levels of thinking. To further extend this lesson, I would have the class also jot down one question that
they still have about each groups presentation and post it on the class blog underneath each project. Students should
check back to see which questions are listed underneath their projects and find the answers at home over the weekend
using the three websites that I have listed on the whiteboard earlier. I will post these websites on the blog for students
to have access to at home. To further extend this lesson, I could include BrainPop games, quizzes, and videos.

SBooker, 2020