MULTI-­‐‑MEDIA

 AUTHORING  TEMPLATE    
 
Name: Jordan Hill
After viewing this film on President Kennedy and the Cuban Missile Crisis, students would be able to create their own film to
teach their peers about the global effects the Cuban Missile Crisis had on the Cold War during the 1960’s. Having students
creating their own video and audio and combining it into a short film over specific content material would allow them to reach
the highest level of LoTi. Students are not only remembering or applying facts and concepts, but they are analyzing the film and
applying the information they learned into a multimedia project to teach to their peers.
Grade Level: 10th Grade
Content Area: World History
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed:

SSUSH21 Analyze U.S. international and domestic policies including their influences on technological advancements and social
changes during the Kennedy and Johnson administrations
a. Analyze the international policies and actions taken as a response to the Cold War including U.S. involvement in Cuba

Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will the
project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects students are
creating? How broad is this audience? How will student work be assessed and by whom? Who will provide feedback to students
about their work? (Overview should be a minimum of 2 paragraphs)
At the beginning of class, the teacher will present the multimedia presentation over President John F. Kennedy and the Cuban
Missile Crisis. After the video the teacher will give a brief overview of the event that took place during the Cold War and the key
people involved including JFK, Castro of Cuba, and Khrushchev of the USSR. Once students have applicable knowledge of the
details surrounding the Cuban Missile Crisis they will then begin to make their own multimedia presentation about the global
effects the Cuban Missile Crisis had on the world during the Cold War in the 1960’s. Students will be put into groups of two or
three and will find images and videos that explain the effects of the Cuban Missile Crisis and where the world went from there.
Students will use a variety of images, videos, and audios to teach their peers about the effects.

Student Engagement/Higher-Order Thinking: What LoTi level would this lesson be and Why?
This would be a Level 5 LoTI lesson because students are hitting all aspects of Bloom’s Taxonomy. Students are not only
understanding and remembering facts and concepts associated with the Cuban Missile Crisis, but they are interpreting the
severity of the situation and applying knowledge through the use of multiple multimedia platforms to teach their peers about the
effects this event had on a global scale.
Importance of technology:
Using multimedia authoring tools is critical to this project so students can express the global effects the Cuban Missile Crisis had
on the world during the Cold War in a variety of ways. The use of multimedia whether it is audio, video, or voiceover allows
students to express the content differently and allows for a wider use of differentiation in the classroom. In order to successfully
complete this project, students would need access to MovieMaker or Quicktime, Audacity, and the Internet to search images.
This project could not be completed with this technology.
Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student privacy that
could arise while implementing this learning experience and explain how you’d minimize risks to students/yourself, alleviate any
fears by parents/administrators, and follow school districts’ Internet Safety/Use Policy.
While indulging in this project both teachers and students need to be aware of Copy Right and Fair Use laws and regulations. At
the end of each film teachers and students need to cite any images, audio, content, and sound that they used when making it. It is
suggested that students and teachers use educational sites and gather images and videos that are free of copy right issues. It is
important when putting together a multimedia presentation that both teachers and students give credit where credit is due.

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