History Challenge 

Breaking Barriers

(Designed in alignment with the National History Day Theme) 

Submission Due Date: April 17, 2020 

Designed for Middle and High School Students

 

Table of Contents Introduction The Challenge Assumptions and Logistics Process Presentation of Learning Media Support Resources Evaluation Rubric Essential Questions Student Proficiencies Common Core Curricular Correlations (RI1, W1 W2, W3, W4, W5, W7, W9, SL1, SL5, SL6, L3, RH2, RH3, RH9) and National Council of Social Studies Themes (2, 5, 6, 10)

Range of Activities Primary and Secondary Source Historical Research Current Events Research Articulation of Position around Current Event Documentary Genre Creation Call to Action Genre Creation Digital Literacy Skills: Video Pre-production, Production and Post-production 21st Century Skills: Creativity, Collaboration, Critical Thinking, Presentational Skills

 The Challenge

Every year, an organization called National History Day (NHD) organizes a competition around a theme. This Meridian Stories Challenge is going to dove-tail onto their tantalizing theme of “Breaking Barriers.” There is an excellent description of this theme and all of its ramifications here, written by NHD’s Executive Director, Cathy Gorn. In this introduction, Cathy opens up the topic, pointing out that barriers can be “physical, natural or ideological.”  Expanding on that idea, we can look at social barriers – women’s suffrage; literal barriers – the Berlin Wall; protective barriers – the Constitution; and natural barriers – rivers, mountains, sound and space. Be sure to read this three-page document as your starting point for exploring this theme.

NOW, the NHD asks students to create, among other things, a straight up documentary that is no longer than 10 minutes. That is not exactly how we work here at Meridian Stories – we tend to look for a twist that directs students toward a slightly non-traditional form of storytelling. In this Challenge, you are asked to explore this ‘breaking barriers’ theme in three minutes or less, in a straight up documentary style (which can be cut down from your more formal NHD entry if you want). But in your remaining minute, apply that narrative to a current barrier that you believe needs to be broken or should remain intact. In short, what can we learn from the historical story that you have chosen to tell that can be applied to current societal or natural barriers that exist today? Think technology. Think the environment. Think global politics. Think gender, race, ethnicity and class.

This final minute is designed to be a Call to Action. That can be visualized in any way that your team deems fit. So, tell us a compelling story about history and then take that story and let history teach us what to do or not to do …today.

Deliverables include:

• Digital Story (this is the only Meridian Stories deliverable)
• Idea Summaries (at teacher’s discretion)
• Storyboard (at teachers’ discretion)
• Visualization Concept (at teacher’s discretion)

Assumptions and Logistics

Time Frame– We recommend that this Meridian Stories Competition takes place inside of a three to four-week time frame.

Length– All Meridian Stories submissions should be under 4 minutes in length, unless otherwise specified.

Slate– All media work must begin with a slate that provides:

1. the title of the piece;
2. the name of the school submitting;
3. 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 all media; and
4. 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 the 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 media work.

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 media. 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 time management issues.

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 Resources 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 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:

• Read the introduction to this topic by Cathy Gorn from the National History Day (NHD) site – look for it in the Breaking Barriers in History Theme Book. There are other useful documents and support systems on the site that, throughout the course of this Challenge, may be useful.
• In collaboration with your teacher, choose a ‘historical barrier’ about which you want to tell a story. The NHD suggests that the way into this theme is to ‘formulate a research question.’ And we agree. For you, what are your interests: People? Time periods? Geopolitics, like how country boundaries came to be? Religion in history? Brainstorm to identify your areas of interest and then formulate that question: what is it that you really want to know, as relates to this theme of ‘breaking barriers’?
  • OR, start at the end of the project: what current barrier exists that should be broken, in your view, and then once you have decided on the issue that you would like to address in current events, look back to history for a precedent.
• Once you have landed on your topic, research the story. Using primary and secondary sources, gather information about the whys and wherefore of this barrier; it’s success or failure at achieving what it was designed to achieve; and the societal and historical ramification of this success or failure.
  • We recommend as part of this research process that you consider interviewing people. It could be subject matter experts on the historical topic in question or it could be more of a survey kind of approach with community members: what are your thoughts on X or Y? Having multiple voices in your work often adds depth and complexity to your storytelling.
  • Teacher’s Option: Idea Summary – Teachers may require student teams to hand in a two-page summary of the historical ‘barrier’ event that they have chosen and the key plot points of the narrative that will form the spine of their documentary. Students should reference at least two primary and secondary sources.
• Based on the teacher’s feedback, begin to research existing imagery and footage needed to tell your story. A documentary begins with a story-driven outline and then proceeds to fill in the visualization of this story with research in the area of images and imagery, as well as preparation for any live footage that you want to shoot (i.e., interviews).
• By the end of Phase I, the team should have a detailed outline of the story that you want to tell about the historical event, as well as a collection of images – existing and to-be-produced – to help tell the story.

During Phase II, student teams will:

• If you haven’t already figured out your current event – the Call to Action portion of your digital story – now is the time to brainstorm as a team. There are two driving questions that will help you determine this:
  • What current event/idea is your team very passionate about? Again, think the environment; immigration; gender, race and ethnicity; social media; online retail; democracy and our political system; the Constitution; geopolitical boundaries and current global conflict: what is important to you?
  • What “lesson” can be learned from your historical ‘barrier’ story that can be applied to current events?
• Complete the image collection and interviews for the documentary portion of the digital story.
• Draft a script and create a final storyboard for the documentary portion.
  • Teacher’s Option: Storyboard – Teachers may require that student teams hand in a storyboard with final script and images – still and moving – of their documentary about ‘breaking barriers’.
• Brainstorm the visual approach for your final 60 seconds; your call to action conclusion. The visualization is up to you, but you will want to address the following:
  • What the barrier is that exists and why;
  • Why it should be broken or stay in place;
  • Why you, the audience, should be aware of this; and
  • What can be done to help break/maintain the barrier – the Call to Action.
• Script and storyboard, as necessary, the Call to Action.
  • It’s important to note here that the ‘voice’ of this digital story changes when you shift from ‘documentary’ to ‘call to action’. In the former, you are aiming to tell the story objectively; in the latter, you are expressing a subjective opinion about a topic that will eventually become a historical moment inside of this theme (whether that’s because of action or inaction, we can’t say). This shift in voice needs to be clear.
  • Teacher’s Option: Script and Visualization Concept – Teachers may require that student teams hand in a script as well as a brief articulation of their vision for this sixty second Call to Action piece.
• Pre-produce the video (including both documentary and Call to Action):
  • Scout locations for shooting and identify and gather props (as necessary);
  • Prepare the logistics for the actual shooting of the video, and interviews, as necessary.
  • Rehearse scripted parts
• Shoot the video.

 During Phase III, student teams will:

• Edit the video, adding voice over, stills and graphics as desired.
• Post-produce the video, adding music and sound effects as desired. Keep in mind that while this is essentially a documentary, the use of music to increase and decrease tension and to emphasize the dramatic turning points in the work you have recorded, can be very effective.
• Complete the post-production (editing).

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 short digital stories provide a great opportunity for kids to practice their public presentational skills.

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 projects. For more free resources that will support this planning, visit shareyourlearning.org.

Media Support Resources

Meridian Stories provides two forms of support for the student teams. 1.    Media 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.    Meridian Resources – These are short documents that offer student teams a few key tips in the areas of creativity, production, game design and digital citizenry. Recommended review, as a team, for this Challenge include:
Media Innovators and Artists	Meridian Resources
On Photography – Michael Kolster On Making Documentaries– Margaret Heffernan On Interviewing Techniques – Tom Pierce On Editing – Tom Pierce	“Creative Brainstorming Techniques” “Conducting an Interview” “Creating a Short Documentary” “Six Principles of Documentary Film Making”

 

Evaluation Rubric – Breaking Barriers

CONTENT COMMAND
Criteria	1-10
Understanding of the Historical Moment	The digital story demonstrates a thorough understanding of the historical moment/time, the figures involved, and the historical implications of the moment/time
Breaking Barrier Theme	Students demonstrate a thoughtful and thorough understanding of the ‘breaking barriers’ theme and address it in a thoughtful and engaging way
Understanding of the Current Moment	Students effectively communicate a current barrier and its relevance to society
STORYTELLING COMMAND
Criteria	1-10
Documentary Format	The documentary demonstrates exceptional skill and aptitude for the genre
Call to Action	The concluding portion of the digital story reflects an authentic and practicable call to action and is communicated creatively and with conviction
Overall Narrative Clarity and Presentation of Information	The overall narrative is presented clearly and compellingly – including the shift from the documentary to the Call to Action – stimulating the viewer’s interest in the topic
MEDIA COMMAND
Criteria	1-10
Visualization	The select images and video footage for both sections are effective and engaging
Editing	The video is edited cleanly and effectively, resulting in an engaging digital storytelling experience
Sound and Music	The selective use of sound effects and music enhances the dramatic appeal of the digital story and helps engage/entertain viewers
21st CENTURY 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

1. How does one’s understanding of history change when looked at through the thematic lens of ‘breaking barriers’?
2. What are the key components that comprise a pivotal historical moment and why?
3. What is a happening now in our political society that is defined, more or less, by the concept of a barrier and a) what are the ramifications; and b) what can be done about it?
4. How has information gathered from primary sources enhanced your understanding of your select historical event? How is the information from these primary sources different from the information gathered from secondary sources?
5. 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?
6. How has working on a team – practicing one’s collaborative skills – changed the learning experience?

Student Proficiencies

1. The student will explore the breaking barriers theme and become aware of how historical patterns continue to play out across time.
2. The student will be made aware that people, mores, the environment, politics and other factors all contribute to create a significant historical moment.
3. The student will look at current events through the thematic lens of barriers, choose an issue, investigate that issue, and create an activist response to that issue.
4. The student will understand how combining primary and secondary sources can help one to reach a more complex and nuanced understanding of the topic at hand.
5. The student will utilize key 21^st century skills, with a focus on creativity, critical thinking and digital literacy, in their process of translating historical content into a new narrative format.
6. 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 21^st century skills to develop in students as they prepare for life after secondary school.

Common Core and NCSS Curricular Correlations

The Breaking Barriers Challenge addresses a range of curricular objectives that have been articulated by two nationally recognized sources:

1. The Common Core Curricular Standards – English Language Arts and History/Social Studies; and
2. The Themes of 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

English Language Arts Standards – History/Social Studies

The Standard	8th	9th/10th	11th/12th
RI1   READING INFORMATIONAL TEXT   Key Ideas and Details	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
W1   WRITING   Text Types and Purposes	Write arguments to support claims with clear reasons and relevant evidence	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W2   WRITING   Text Types and Purposes	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   WRITING   Text Types and Purposes	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive 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.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W4   WRITING   Production and Distribution of Writing	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.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W7   WRITING   Research to Build and Present Knowledge	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.
W9   WRITING   Research to Build and Present Knowledge	Draw evidence from literary or informational texts to support analysis, reflection, and research.	Draw evidence from literary or informational texts to support analysis, reflection, and research.	Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL1   SPEAKING AND LISTENING   Comprehension and Collaboration	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   SPEAKING AND LISTENING   Presentation of Knowledge and Ideas	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   SPEAKING AND LISTENING   Presentation of Knowledge and Ideas	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 command of formal English when indicated or appropriate.
L3   LANGUAGE   Knowledge of Language	Use knowledge of language and its conventions when writing, speaking, reading, or listening.	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
RH2   HISTORY/SOCIAL STUDIES   Key Ideas and Details	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.
RH3   HISTORY/SOCIAL STUDIES   Key Ideas and Details	NA	Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.	Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH9   HISTORY/SOCIAL STUDIES   Integration of Knowledge and Ideas	Analyze the relationship between a primary and secondary source on the same topic.	Compare and contrast treatments of the same topic in several primary and secondary sources.	Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

 

Goals – NCSS – The Themes of Social Studies

THEME – TIME, CONTINUITY AND CHANGE

Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world. This theme appears in courses in history, as well as in other social studies courses for which knowledge of the past is important

THEME – CIVIC IDEALS AND PRACTICES

An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship. This theme enables students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship. In schools, the theme typically appears in units or courses dealing with civics, history, political science, cultural anthropology, and fields such as global studies, law-related education, and the humanities.

THEME – POWER, AUTHORITY, AND GOVERNANCE

One essential component of education for citizenship is an understanding of the historical development and contemporary forms of power, authority, and governance. Through this theme, learners become familiar with the purposes and functions of government, the scope and limits of authority, and the differences between democratic and non-democratic political systems. In schools, this theme typically appears in units and courses dealing with government, history, civics, law, politics, and other social sciences.

THEME – INDIVIDUALS, GROUPS, AND INSITITUTIONS

Institutions such as families and civic, educational, governmental, and religious organizations, exert a major influence on people’s lives. This theme allows students to understand how institutions are formed, maintained, and changed, and to examine their influence. In schools, this theme typically appears in units and courses dealing with sociology, anthropology, psychology, political science, and history.