Camelot

=**CAMELOT**=

Prior Knowledge: Students will have completed the reading and discussion of several of Shakespeare's writings to lead in the discussion of what is Camelot. This will provide students with a start to develop a working definition of "Political Camelot."

__**Essential Question**__ What is a political Camelot? What are the origins? Why was this metaphor attached to Kennedy's presidency/family? What role does the press/media play in creating society's opinions?

__**Resources:**__

www.whitehouse.gov/about/presidents/John_F_Kennedy/ www.jfklibrary.org www.americanrhetoric.com

//Profiles in Courage// (classroom copies)

view: []


 * __Basic Plan:__

In your group of 4, appoint one essential question per student. Use the resources given above to research and find your answers. Once you are done with your research you will come together as a group to make a multi-media report.

**Final product**: produce a 5 to 10 minute multi-media from the following products:**

Primary Access - or - Voicethread and a wordle. Your wordle will show the important words you selected to describe the Political Camelot of the Kennedy era.

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A sample can be seen at: [title="Wordle: Camelot">|="http://www.wordle.net/gallery/wrdl/1002790/Camelot" title="Wordle: Camelot">]


 * Standards:**


 * ~ **Competency Goal 1** ||~ **The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.** ||
 * <  ||< **1.01** Narrate an expressive account which:* creates a coherent organizing structure appropriate to purpose, audience, and context.
 * orients the reader/listener to the scene, the people, and the events.
 * engages the reader/listener by establishing a context and creating a point of view.
 * establishes the significance of events
 * 1.02** Respond to expressive materials that are read, heard, and/or viewed by:* monitoring comprehension for understanding of what is read, heard, and/or viewed.
 * summarizing the characteristics of expressive works.
 * determining the importance of literary effects on the reader/viewer/listener.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * determining the main idea and/or significance of events.
 * generating a learning log or journal.
 * maintaining an annotated list of works read/viewed.
 * creating an artistic interpretation that connects self and/or society to the selection.
 * constructing and presenting book/media reviews.
 * 1.03** Interact in group settings by:* responding appropriately to comments and questions.
 * offering personal opinions confidently without dominating.
 * giving appropriate reasons that support opinions.
 * soliciting and respecting another person's opinion.
 * 1.04** Reflect on learning experiences by:* analyzing personal learning growth and changes in perspective.
 * examining changes in self throughout the learning process.
 * determining how personal circumstances and background shape interaction with text. ||

Synthesize and evaluate information from a variety of sources. Produce multi-media presentations with content utilizing technology.


 * History:**

US presidential history the 60's era


 * Extension**:

Do you think the Obama era will become will become the next political Camelot? Include media clips to support your opinion.

__**Rubric:**__

Formulate a working definition of a political Camelot for this project.

**Video Project Rubric**

Note cards indicate group members developed research questions, accurately recorded and interpreted sources of information and graphics, and identified relevant pro and con arguments. Sources of information are properly cited using MLA citations and enable the audience to determine the credibility and authority of the information presented. || 8 points Note cards show group members recorded research questions, relevant information from multiple sources of information and evaluated alternative points of view.
 * **ACTIVITY ** || **Exemplary** || **Proficient** || **Partially Proficient** || **Incomplete** || **POINTS ** ||
 * **Use of Resources During Research and Note Taking** || 12 points

All sources of information are clearly identified and credited using MLA citations throughout the project. || 4 points Note cards show group members misinterpreted statements, graphics and questions and failed to identify relevant counter-arguments.

Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information. || 0 points Note cards show group members recorded information from four or less resources, and ignored alternative points of view.

There is no way to check validity of information. ||  || The storyboard illustrates the video presentation structure with thumbnail sketches of each scene. Notes of proposed transition, special effects, sound and title tracks include: text, background color, placement & size of graphic, fonts - color, size, type for text and headings. Notes about proposed dialogue/narration text are included. All sketches are numbered, and there is a logical sequence to the presentation. || 4 points The storyboard includes thumbnail sketches of each video scene and includes text for each segment of the presentation, descriptions of background audio for each scene, and notes about proposed shots and dialogue.
 * **Script/Storyboard** || 6 points

All sketches are organized and numbered in a logical sequence. || 2 points The thumbnail sketches on the storyboard are not in a logical sequence and do not provide complete descriptions of the video scenes, audio background, or notes about the dialogue. || 0 points There is no evidence of a storyboard. ||  || The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to understanding the project's main idea. The project includes motivating questions and advanced organizers that provide the audience with a sense of the presentation's main idea. Events and messages are presented in a logical order. Includes properly cited sources. || 12 points Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's main idea. Details are logical and persuasive information is effectively used. The content includes a clear point of view with a progression of ideas and supporting information.
 * **Content/Organization** || 18 points

Includes properly cited sources. || 6 points The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea.

Includes few citations and few facts. || 0 points The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. No citations are included. ||  || The introduction is compelling and provides motivating content that hooks the viewer from the beginning of the video and keeps the audience's attention. || 4 points The introduction is clear and coherent and evokes interest in the topic and response from listeners. || 2 points The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. || 0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience. ||  || The tape is edited with only high quality shots remaining. Video moves smoothly from shot to shot. A variety of transitions are used to assist in communicating the main idea and smooth the flow from one scene to the next. Shots and scenes flow seamlessly. Digital effects are used appropriately for emphasis. || 8 points Tape is edited throughout with only quality shots remaining. A variety of transitions are used. Good pacing and timing. || 4 points Tape is edited in few spots. Several poor shots remain. Transitions from shot to shot are choppy, and the types of wipes and fades selected are not always appropriate for the scene. Transitions do not assist in communicating the main idea. There are many unnatural breaks and/or early cuts. Digital effects are overdone and distract from the content. || 0 points Tape is unedited and many poor shots remain. No transitions between clips are used. Raw clips run back to back in the final video. ||  || The audio is clear and effectively assists in communicating the main idea. Students communicate ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.
 * **Introduction** || 6 points
 * **Production Quality** ||
 * **Video Continuity/Editing** || 12 points
 * **Audio and Voice Editing** || 12 points

Background audio is kept in balance and does not overpower the primary audio. || 8 points The audio is clear, but only partially assists in communicating the main idea. Students communicate ideas with proper voice projection, adequate preparation and delivery. || 4 points The audio is inconsistent in clarity (too loud/too soft/garbled) at times and insufficiently communicates the main idea. Students have difficulty communicating ideas due to weak voice projection and/or lack of preparation. The background audio overpowers the primary audio. || 0 points Audio is cut-off and inconsistent. Students have great difficulty communicating ideas with poor voice projection. ||  || The color scheme for backgrounds and clothing is selected to suit the mood of the video. || 2 points The color scheme used for backgrounds and clothing enhances the presentation. || 1 points Backgrounds and clothing distract from the presentation and are not suited to the mood of the video. || 0 points No color scheme is apparent. ||  || Additional lighting is used to eliminate shadows and glares. All scenes have sufficient lighting for viewer to easily see action. || 2 points Additional lighting is used. Few shadows or glares are apparent. Most scenes have sufficient lighting to tell what is happening. || 1 points Some scenes are too dark or too light to determine what is happening. || 0 points Only ambient (available) light is used. Most scenes are too dark or too light to determine what is happening. ||  || All shots are clearly focused and well framed. The video is steady with few pans and zooms. Close-ups are used to focus attention. Video shows evidence of good composition (ratio of image to frame, line of gaze, pan/tilts, movement, and perspective. || 8 points The camera is held steady. Pans and zooms are limited. The main subject is located slightly off center, using the "rule of thirds." Most shots are clearly focused and well framed. || 4 points The motion shots are fairly steady. Some shots are unfocused or poorly framed. Few close-ups are used. || 0 points Many shots are unfocused and poorly framed. The camera is not held steady and excessive panning and zooming distracts the viewer. No close-ups are used. ||  || Good, but not excessive use of effects. || 2 points Use of effects is worthwhile. || 1 points Some special effects are distracting. || 0 points Effects are either missing or excessive. ||   || The graphics, sound and/or animation assist in presenting an overall theme that appeals to the audience and enhances concepts with a high impact message. All multimedia elements work well together and demonstrate excellent synthesis. Graphics explain and reinforce key points during the presentation. || 4 points The students use proper size and resolution to create images. The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Images are student produced. Images are proper size and resolution. Multimedia elements are appropriate and enhance the presentation. || 2 points Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy. Multimedia elements support the presentation occasionally. || 0 points The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding the content, or are distracting decorations that create a busy feeling and detract from the content. ||  || Copyrighted information for photos, graphics and music is clearly identified by source and nature of permission to reproduce. || 4 points Every photo, graphic or sound file is either original or permission for its use is documented from the creator/owner. || 2 points Some sources of photos, graphics, and music are not clearly identified with references, and permission to reproduce is missing. || 0 points There is no reference to copyright information for photos, graphics, and music. ||  || Motion scenes are planned and purposeful, adding impact to the story line. "Talking heads" scenes are used when crucial to telling the story. || 2 points The video includes some "talking heads," and backgrounds and video effects add interest. Most motion scenes make the story clearer or give it more impact. || 1 points The video includes "talking heads" and a few motion scenes are added but do not improve understanding of the story line. || 0 points The video features "talking heads" with little or no action to add interest or the video uses action excessively. ||  || All video clips fit the storyline. Clips are just long enough to make each point clear. The pace captures audience attention. || 2 points Most video clips move at a steady pace, fast enough to keep the audience interested and slow enough to tell a complete story. || 1 points Video clips are used but need to be edited in length or move too quickly to assist in telling the story. || 0 points Video clips are too long and do not advance the storyline or to short and leave out essential action or dialogue. ||  || Video clips show no slack time. "Three beat" timing (three actions per clip or three clips per event) is evident. || 2 points Most video clips are edited to remove slack time and to emphasize action. || 1 points Some video clips are edited to remove slack time and increase action. || 0 points Video clips begin and end with slack time or no action. ||  || The group documents how members brainstormed, discussed, and solved problems. The group documents division of responsibilities and describes how the individual efforts capitalized on strengths of each team member. || 8 points The group documents how members divided tasks, assigned roles based on the skills/talents of individual members, shared the workload and managed problems in a way that advanced the group goal. || 4 points Some individuals document how there was poor communication, unresolved conflict, or failure to collaborate on important aspects of the work. The group required teacher assistance to resolve differences. || 0 points One person documents that problems were not managed in a way that advanced the group goal. The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work, or the project was created by one student doing most of the work (though may have received guidance or help from others). ||  ||
 * **Color Scheme** || 3 points
 * **Lighting** || 3 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Camera Techniques (Exposure/Focus)** || 12 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Special Effects** || 3 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Use of Media (Music, Voice-over, Graphics)** || 6 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Copyright** || 6 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Moving Images** || 3 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Pace** || 3 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">**Timing** || 3 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">***Teamwork (Participation)** || 12 points
 * <span style="font-family: Arial, Helvetica, sans-serif;">TOTAL POINTS ** || /120 ||
 * <span style="font-family: Arial, Helvetica, sans-serif;">TOTAL POINTS ** || /120 ||