Summary
In this lesson, students create “tribute commercials” for one of the first five Presidents as if that individual was competing in a version of the “Hunger Games” in order to become the President of the modern-day world. These persuasive commercials discuss the legacy and accomplishments of one President and compare and contrast that President with one of the other first five Presidents. In order to create these commercials, students research the legacy, accomplishments, and “dirt” of their chosen President, as well as one of his Hunger Games competitors. Students also analyze current events and evaluate how the various Presidents would respond to these events. In groups of three, students use GoogleDocs to collaboratively compile this information, and then use GoogleDocs or Google Presentation to storyboard their ideas before creating the final product. Ultimately, the students view each other’s commercials and reflect on how media can influence public perception of various events and individuals.
TIPC Ratings
Ideal – 7
Initial student research topics (accomplishments, current events, and “dirt”) are provided by the teacher, but the students create their own research questions within these topics to find relevant information that can be used to support their President and “bash” a chosen competitor. The students use Google Docs to assemble their research and then decide upon the major point(s) of focus for their movie, which requires synthesis of their findings. The students discuss as a group which information should be included in the movie based on what they believe would be the most persuasive argument for their President and against their competitor. After deciding upon a message, students complete more research to “fill in the gaps” of their chosen topic. Students use Google Presentation and/or GoogleDocs to organize their research in an effective manner and then use Moviemaker, Photoshop, and other movie and image editing tools in order to display their research and final message. This movie is an authentic task for several reasons. First, the movie creation requires students to think critically about media in society and media’s role in shaping public perception. The students reflect on the connection between these videos and current day media at the end of the assignment. Additionally, the task requires students to research current events and become more aware of what is occurring in the world.
Ideal – 7
Over the two week period of this project, the students use a variety of digital tools (Google APPs products, email accounts) to communicate and collaborate with each other inside and outside of class. The students assign each other various tasks throughout the course of the assignment. First, the students decide who is responsible for each section of the research. Then, during the creation phase, the students decide which group member is in charge of making/publishing the final movie, while the other two students create and locate images, video, audio, and other media to be used in the final product. The students use email throughout the course of the assignment to send each other the necessary media and resources for their roles. At the end of the assignment, students reflect on the collaborative process and discuss how they could improve their collaborative skills for the future.
Ideal – 7
The problem embedded within this assignment is to create a persuasive piece of media that influences public perception of two of the first five US Presidents. The students justify the theme(s) of their commercials based on the research that they complete, and explain how that theme will help to create a compelling argument that is based in truth. Students then select and apply the most appropriate strategies and tools to complete this task, using various movie, audio, and image editing techniques for this purpose. At the end of the assignment, students use a Google Form to evaluate each other’s products and use each other’s comments and the numerical averages for overall “truthiness” and “persuasiveness” to reflect on their commercial’s success.
Ideal – 7
Students synthesize their research and analyze the trends they see within this research to create an effective theme or message for their commercial. The students use Moviemaker, Photoshop, and other movie and image editing software to create these commercials. The students take risks within this assignment, as they have not completed any specific lessons on persuasive techniques, other than discussing the campaign commercials discussed at the start of the assignment. Students choose their own persuasive strategies based on what they see that worked within these commercials. Additionally, the students are not required to complete any image or audio editing for their commercial, however, many students went out of their way to learn these programs in order to make their commercial more effective. Students use the data from the Google Reflection form in order to reflect on their creative process and discuss what they could do differently in the future.
Student Artifact
Presidential Hunger Games Commericalfinal 0001 (1) from Richard Zhai on Vimeo.
Download Files
Presidential Hunger Games (7807) – H21 Lesson Resources
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