Both Sides Now – An Historical Podcast
History Challenge
Submission Due Date: April 5, 2024
Designed for Middle School and High School Students
Adapted from work by Stephen Xin and Charles Bullock, Colby College students, 2023
Table of Contents
· The Challenge · Assumptions and Logistics · Process · Meridian Support Resources · Presentation of Learning · Evaluation Rubric · Essential Questions · Student Proficiencies · Curricular Correlations – C3 Framework and Common Core |
Range of Activities
· Historical Background Analysis of American Revolution/Civil War (or other) event · Primary and Secondary Source Research · Focus on Differing Historical Perspectives · Character Creation and Script Writing · Digital Literacy Skills: Podcast pre-production, production, and post-production · Human Skills: Collaboration, Creativity, Critical thinking, and Presentation Skills. |
The Challenge
The Boston Tea Party… The Boston Massacre… Battle of Gettysburg… Emancipation Proclamation… The Stamp Act
These events are a few examples of key moments in the Revolutionary and Civil War. This Challenge asks students to explore one of these events from both sides of the moment, in a podcast form.
American history has been through various levels of conflict and revolution. Undoubtedly, the American Revolution and the Civil War were two major conflicts that shaped the modern-day United States. In these two conflicts, it is easy to strictly study the winners and their goals, which the traditional teaching of history often favors. However, without understanding the arguments and perspectives of the losing sides, not only does it take away from the history of the American people, but also creates a biased or incomplete narrative of the conflict. This can lead to poor decision making and a lack of empathy for those involved. Thus, by focusing on both sides of the issue, it allows for a more complete understanding of the situation and the reasoning behind it.
In this Challenge, imagine if the world during the Revolutionary and Civil War had modern day technology and modern forms of media to allow for platforms such as podcasts to occur. Your team is asked to conduct research on one of the key events from either of these conflicts. Then, select a historical figure to represent the opposing perspectives. These will be the guests on your podcast – a program that you will need to title and create a graphic/logo for – and the third character will be the host: the interviewer. What are the ramifications of the event you have selected and why is each side willing to sacrifice their lives for their beliefs, for or against this moment in history? In short, what’s the whole story?
NB: While this Challenge refers to these events exclusively throughout, you may focus on a conflict of your own choosing.
Deliverables Include:
- Both Sides Now Podcast (this is the only Meridian Stories deliverable)
- Outline of Key Arguments (at the teacher’s discretion)
- Rough Draft Script (at teacher’s discretion)
Assumptions and Logistics
- Time Frame – We recommend that this digital storytelling project takes place inside of a three to five-week time frame.
- Length – All Meridian Stories submissions should be under 4 minutes in length, unless otherwise specified.
- Slate – All digital storytelling projects must begin with a slate that provides:
- the title of the piece;
- the name of the school submitting;
- the wording ‘Permission Granted’ which gives Meridian Stories the right to a) publicly display the submission in question on, as linked from, related to or in support of Meridian Stories digital media; and b) use or reference it for educational purposes only, in any and all media; and
- We strongly recommend that students do not put their last names on the piece either at the start or finish, during the credits.
- Submissions – Keep in mind that each school can only submit three submissions per Competition (so while the entire class can participate in any given Challenge, only three can be submitted to Meridian Stories for Mentor review and scoring).
- Teacher Reviews – All reviews by the teacher are at the discretion of the teacher and all suggested paper deliverables are due only to the teacher. The only deliverable to Meridian Stories is the digital storytelling project.
- Teacher’s Role and Technology Integrator – While it is helpful to have a Technology Integrator involved, they are not usually necessary: the students already know how to produce the digital storytelling project. And if they don’t, part of their challenge is to figure it out. They will! The teacher’s primary function in these Challenges is to guide the students as they engage with the content. You don’t need to know editing, sound design, shooting or storyboarding: you just need to know your content area, while assisting them with organization and time management issues. See the Teachers Role section of the website for further ideas about classroom guidance.
- Digital Rules/Literacy – We strongly recommend that all students follow the rules of Digital Citizenry in their proper usage and/or citation of images, music and text taken from other sources. This recommendation includes producing a citations page at the end of your entry, if applicable. See the Digital Rules area in the Meridian Stories Digital Resource Center section of the site for guidance.
- Location – Try not to shoot in a classroom at your school. The classroom, no matter how you dress it up, looks like a classroom and can negatively impact the digital story you are trying to tell.
- Collaboration – We strongly recommend that students work in teams of 3-4: part of the educational value is around building collaborative skill sets. But students may work individually.
Process
Below is a suggested breakdown for the students’ work.
During Phase I student teams will:
- Research various game-changing events across the Revolutionary War and the Civil War.
- Consider events that appear highly controversial to both parties; events that have large emotional issues at their core.
- Focus on an event that your group is passionate about and one in which both sides’ sense of justice and ‘what is right’ are defensible.
- Once you have chosen your event, identify two of the driving characters of this event – they don’t have to be the star-powered generals or leaders; history is often created behind the scenes – from either side as your primary characters.
- Research those characters. Questions to consider:
- What did that person do? What did they wear? What actions in their past led them to this place in this moment in history? How did they speak? Any fun facts? This podcast is meant to be engaging: finding a few unusual facts about the character to spice up your story can be useful.
- Simultaneously, using primary and secondary sources, research the stories around the event itself. Creating a timeline of the event, from start to finish, is a great way to line up the driving dynamics of the event for your story creation process.
- Create arguments to support the two positions based off of that research, looking for ways to argue the justice both sides are seeking. One important element to consider is timing: is this podcast taking place just before the historical moment in question, or just after?
- Teacher’s Option: Outline of Key Findings – Teachers may require that teams hand in an outline of the key arguments, as well as summary descriptions of their lead characters for this podcast.
- By end of this phase, your team should have a) a deep understanding of the event itself and dynamic forces shaping it; b) a strong grasp on two historical figures who are central to this event; and c) clear arguments from the two opposing sides as to why this historical moment is so fantastic/calamitous, depending on your point of view.
During Phase II student teams will:
- The first challenge in this phase is to work on ways to give voice to your arguments. You have these two historical figures. You know who they are. How do they speak? What are some key words that reside close to their essence; words of the time that might mean everything to them? Begin to put a distinct human voice to each side of the argument and note how those voices are different in their pacing and general use of language.
- Create a rough draft of their talking points, in their voice.
- What is this podcast show that this interview is a part of? Is it a neutral platform, or might it come from the pro-northern or pro-southern side of the war, in the case of the Civil War? What’s the name of this show that, say, broadcasts daily or weekly? Create a full context of this show that will feature these two characters. You are required to create a graphic of the title of the podcast that will be the only visual deliverable for this Challenge.
- Next, focus on the interviewer. Does he/she/they have an angle in their questioning, or are they very deliberately neutral? Keep in mind that the interviewer – the one shaping the reporting – often has as much influence over the ‘story’ that is told as the participants in this format.
- We recommend writing up a short character description of the interviewer.
- Develop the questions that will drive the podcast.
- Outline the structure of your podcast. You will want the host to introduce the facts of the event or situation as he/she/they understand it. This will introduce the audience to the conflicting issues which are about to be debated. From there, will you employ a question – rebuttal format, like you see in Presidential debates? Or aim for a more informal ‘fireside chat’ kind of approach? This all suggests that within your event, locate the emotional or dramatic highpoint and then decide, …how and when will you go there? And finally, how will you end this podcast?
- It’s important to note that this podcast should not devolve into a fight on radio. This Challenge is very much about finding the emotional core of each side of the event and thoughtfully contrasting these positions in a respectful and illuminating way. Tempers can flare, but this isn’t designed as radio drama.
- What is the name of this show – something to consider right about now since you have so much information about your imminent podcast – and what is the logo? You will want to design the show’s logo inside of the culture of the time period. Looking at graphic art and signage from that time period will be very useful …and fun.
- Create a rough draft of the entire script.
- Because this is a podcast and there is no video, the language and writing of the team should be visually-oriented. In other words, students should use language that allows the audience to paint a picture of what the listener is hearing. Pay attention to historical context and culture, specifically to how people in the late 18th century spoke and the vocabulary they used.
- For example, when introducing the two guests, the host can make a reference to what they are wearing and how they look so that we can easily imagine them in the sound booth.
- Rehearse reading this rough draft out loud to a) start testing out actual voices; and b) find the strengths and weaknesses of your first draft. Podcasts are supposed to sound like a natural conversation and not like a scripted story. That’s a difficult thing to achieve and rehearsing can help you get there.
- Consider actually setting this up as a real conversation. Both sides know the questions that are coming. They have their talking points and their character descriptions. The interviewer also has his/her/their perspective on this event fully developed. Try seeing if this extemporaneous style works for your team. (It’s an exciting and important skill set to practice.)
- Teacher’s Option: Rough Draft Script Teachers may require that teams hand in a rough draft script for review and feedback.
- Finalize the script.
- Because this is a podcast and there is no video, the language and writing of the team should be visually-oriented. In other words, students should use language that allows the audience to paint a picture of what the listener is hearing. Pay attention to historical context and culture, specifically to how people in the late 18th century spoke and the vocabulary they used.
During Phase III student teams will:
- Develop and implement a sound design. Your options include artificial sound effects (i.e., the cymbal crash!), natural sound effects (i.e., the creaking door, sounds of glasses clinking, or wind and rain), and music. Ask yourself how and when sound can help enhance dramatic moments of your story. This is critical. Your story is essentially aural, so go crazy on brainstorming a sound design strategy to heighten the tension and impact of your story.
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- For most teams this is best done both before the final record – as a game plan – and then again after the final record, where the need for this or that sound effect or musical interlude will make itself known.
- Record your Both Sides Now podcast, slating it throughout with your podcast title and logo.
- Post-produce the Both Sides Now podcast, adding sound effects and music as desired.
Meridian Support Resources
Meridian Stories provides two forms of support for the student teams:
1. Meridian Innovators and Artists – This is a series of three to four minute-videos featuring artists and innovative professionals who offer important advice, specifically for Meridian Stories, in the areas of creativity and production. 2. Media Resource Collection – These are short documents that offer student teams key tips in the areas of creativity, production, game design and digital citizenry. Recommended review, as a team, for this Competition include: |
|
Meridian Innovators and Artists | Media Resource Collection |
Sound Design – Chris Watkinson
Radio Plays – Margaret Heffernan
Acting – Abbie Killeen
The Importance of Characters in Storytelling – Scott Nash |
Sound Editing Basics
Sound Recording Basics
Digital Rules – The Starting Line
Guide to Royalty-Free Music and Sound Effects |
Presentation of Learning
Meridian Stories is a proud partner of the non-profit Share Your Learning, which is spearheading the movement of over five million students to publicly share their work as a meaningful part of their educational experience.
The workforce considers Presentational Skills to be a key asset and we encourage you to allow students to practice this skill set as often as possible. These digital storytelling projects provide a great opportunity for kids to practice their public presentational skills. This can be achieved in a remote learning environment by inviting parents to a Zoom/Google/Skype screening of the student’s digital stories.
According to Share Your Learning, Presentations of Learning (POL) promote…
- Student Ownership, Responsibility & Engagement. POLs can serve as a powerful rite of passage at the end of [a project]. By reflecting on their growth over time in relation to academic and character goals, grounded in evidence from their work, students are encouraged to take ownership of their learning. Just as an artist wants their portfolio to represent their best work, POLs encourage students to care deeply about the work they will share.
- Community Pride & Involvement. When peers, teachers and community members come together to engage with student work and provide authentic feedback, they become invested in students’ growth and serve as active contributors to the school community.
- Equity. POLs ensure that all students are seen and provide insight into what learning experiences students find most meaningful and relevant to their lives.
Meridian Stories’ own research indicates this to be a really useful exercise for one additional reason: Students actually learn from their peers’ presentations – it is useful to hear a perspective that is not just the teacher’s.
It is with this in mind that we you encourage you to plan an event – it could be just an end-of-the-week class or an event where parents, teachers and student peers are invited – to allow the students to showcase their Meridian Stories’ digital storytelling projects. For more free resources that will support this planning, visit Share Your Learning.
Evaluation Rubric – Both Sides Now Podcast
CONTENT COMMAND |
|
Criteria | 1-10 |
Podcast Framework – the Driving Questions | Questions are presented clearly and used creatively to propel the discussion forward |
Balanced Presentation of Opposing Perspectives | The podcast is engaging and very effective at reflecting the emotions and opinions of the represented groups in a thoughtful and respectful way |
Revolutionary/Civil War Time Period – Language and Style | The choice and presentation of words, phrases, and arguments embrace the tone and sensibility of the represented time period |
STORYTELLING COMMAND |
|
Criteria | 1-10 |
The Engagement Around the Historical Event | Your ability to create an engaging and thought-provoking dialogue around an important historical event from the time is exemplary |
Characters | The characters created, as experienced through voice, carry the story forward in a way that is historically aligned with the time period and creatively executed |
Podcast Genre | Your command of the genre – with its free-flowing, casual, but energy-driven sensibility – is well executed |
MEDIA COMMAND |
|
Criteria | 1-10 |
Title and Logo | Your podcast show title and artistic rendering of the logo is smartly of the time and captivating |
Sound Design | Voice, sound effects, and music are used to great effect, heightening the tension and storytelling, while illuminating this historical moment |
Editing | The digital story is edited with just the right pacing to result in an engaging listening experience |
HUMAN SKILLS COMMAND (teachers only) |
|
Criteria | 1-10 |
Collaborative Thinking | The group demonstrated flexibility in making compromises and valued the contributions of each group member. |
Creativity and Innovation | The group brainstormed many inventive ideas and was able to evaluate, refine and implement them effectively |
Initiative and Self-Direction | The group set attainable goals, worked independently, and managed their time effectively, demonstrating a disciplined commitment to the project |
Essential Questions
- In representing sides like the Confederacy or the British, what have you learned about each group, their sentiments, and the elements of a debate and dialogue?
- How has your perception of history changed after studying both sides of a key American military moment? Are there connections that can be made to your understanding of current political events?
- What have you learned about the Revolutionary War or Civil War that you did not previously know? How will you take this pathway to knowledge forward in your future encounters with history and current events?
- How has immersion in the creation of original content and the production of digital media – exercising one’s creativity, critical thinking, and digital literacy skills – deepened the overall educational experience?
- How was working on a team and practicing collaborative skills enhanced your educational experience?
Student Proficiencies
- The student will have a deeper appreciation and understanding of American history – and the teaching of history in general – especially as it relates to current political developments and the rise of mis/disinformation.
- The student will understand the importance of a balanced dialogue as a vital tool to understanding past conflicts, which helps build understanding about current events.
- The student will understand that there are cases throughout history where certain groups are misrepresented or wholly ignored, and that a balanced understanding yields a deeper understanding, and become less prone to hyperbole and the furthering of misinformation.
- The student will utilize key human skills, with a focus on creativity, critical thinking, and digital literacy, in their process of transforming historical content into an original dialogue.
- The student will have an increased awareness of the challenges and rewards of team collaboration. Collaboration – the ability to work with others – is considered one of the most important 21st century skills to develop in students as they prepare for life after secondary school.
Curricular Correlations
The Both Side Now Podcast Challenge addresses a range of curricular objectives that have been articulated by two nationally recognized sources:
- The Common Core Curricular Standards – English Language Arts & History/Social Studies; and
- The C3 Framework for Social Studies, as outlined by National Council of Social Studies (NCSS).
Below please find the standards that are being addressed, either wholly or in part.
Common Core Curricular Standards
English Language Arts Standards – History/Social Studies
5th Grade | 8th Grade | 9th – 10th Grade | 11th – 12th Grade | |
W2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
W3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
W4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
W5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. | 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. | 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. |
W7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
SL1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 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. | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
SL5 | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. | 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. | 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. |
SL6 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
RH2 | N/A | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. | Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. |
C3 Framework
Standard | 5th | 6th – 8th | 9th – 12th |
C3
Civics |
D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives. | D2.Civ.9.6-8. Compare deliberative processes used by a wide variety of groups in various settings. | D2.Civ.6.9-12.
Critique relationships among governments, civil societies, and economic markets. |
C3
Civics |
D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues. | D2.Civ.10.6-8. Explainthe relevance of personal interests and perspectives, civic virtues, and democratic principles when people ad- dress issues and problems in government and civil society. | D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. |
C3
Civics |
D2.Civ.14.3-5. Illustrate historical and contemporary means of changing society. | D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promote the common good. | D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. |
C3
HISTORY |
D2.His.1.3-5. Create and use a chronological sequence of related events to compare developments that happened at the same time. | D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts. | D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. |
C3
HISTORY |
D2.His.4.3-5. Explain why individuals and groups during the same historical period differed in their perspectives. | D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras. | D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. |
C3
HISTORY |
D2.His.6.3-5. Describe how people’s perspectives shaped the historical sources they created. | D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created. | D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. |
C3
HISTORY |
D2. His.16.3-5. Use evi-dence to develop a claim about the past. | D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past | D2. His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. |