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50 min
Student Lesson
Lesson 45: Digital Witness Exhibit, Presentations
Content
Students will present their completed “Digital Witness Exhibit” presentations.
Language
Students will present their “Digital Witness Exhibit” presentations using clear oral transitions and evidence-citation language to synthesize insights across multiple sources and respond to audience questions with academic clarity.
Foundational Skills
Students will show how they have incorporated multiple rounds of peer feedback to refine their presentations.
How do historical records (texts, images, and testimony) shape what is remembered about the past?
How can readers evaluate words and images for accuracy, perspective, and ethical use?
Knowledge-Building:
Students complete their study of Japanese American incarceration during World War II.
Enduring Understanding:
Looking at history through the lens of different topics and questions allows us to achieve a broader and more accurate understanding.
Unit Performance Task:
Students present their finished presentations, concluding the Performance Task.
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | Students will turn and talk to identify the strengths of the presentation they are about to share. |
Literacy Lab10 Minutes | Students practice their presentations, set up any required technology, and/or make last-minute changes that require classroom resources. |
Learning in Action30 Minutes | Presenting (SL.7.4.a, SL.7.5) Students will share their “Digital Witness Exhibit” presentations with a group of peers. |
Material List
Unit 2 Lesson 45 Student Edition
Finished “Digital Witness Exhibit” Presentations
Performance Task Handout
Active Listening Checklist
Self-Reflection graphic organizer
Routines
Turn and Talk
Tell students that today’s class will focus on the “Digital Witness Exhibit” presentations they have been working on for the past several lessons. They will begin by using the Turn and Talk routine to talk about their finished presentation. As time permits, invite volunteers to share their responses with the class and comment on common themes among students’ responses.
Say these Directions: Use a Turn and Talk routine to share with a classmate:
Ask: What do you think is most effective in your finished presentation?
I like the topic I chose and the images I was able to find to illustrate it. I feel that my topic helps tell multiple sides of the story of Manzanar. It shows both the unjust treatment of the prisoners and their resilience and creativity in coping with their situation.
Teacher Tip |
|---|
Acknowledge that an end-of-unit presentation like this one can be both exciting and stressful: even though the materials are recorded in advance, students might feel nervous when their work is presented, especially to an audience that has not seen it before. Remind students that they have carefully built up to today’s final presentation by planning, drafting, and revising their presentations. Point out, too, that multiple peers have already seen their presentations as a work in progress and offered constructive feedback at earlier stages. |
In lieu of a language mini-lesson today, use these next 10 minutes to ensure that students are settled and prepared to present:
If presentations have a real-time component, such as slides that must be advanced in sync with narration, have students practice the timing and delivery of their presentations independently or with a partner.
If presentations are fully pre-recorded, ensure that students are set up with whatever technology is required to deliver the presentations (computer, projector, etc.).
If students have been relying on in-class resources to compose their presentations, consider reserving this time for any final touch-up work that they have not yet been able to complete.
If conducting a single presentation day, have students share their presentations in small groups. (If opting for full-class presentations with a Flex Day, review the order in which students will present to the class and who will be presenting today.) Have each student present their “Digital Witness Exhibit” presentation with a brief spoken introduction to the recorded component.
Say these Directions: Your role as a good listener is just as important as your role as a speaker. Use the Active Listening Checklist while listening to the presentation, and to ask questions after the presenter is finished.
Active Listening Checklist
Face the speaker and show interest and attention.
Sit still and avoid distractions.
Listen without interruptions.
Wait until the speaker is finished to ask questions or make comments.
Ask thoughtful, respectful questions.
Evaluate students’ presentation and listening skills using the following Presentation Rubric:
After presentations, collect any hard-copy materials students used or remind them to submit any remaining digital materials.
Students can publish their recorded presentations digitally by sharing them via link or file with classmates or on the school intranet. Discuss with students how digital publishing differs from print (example: classmates can use the links to easily look at the sources themselves).
Praise students for sharing their presentations. They have worked hard to investigate and understand a challenging but important historical topic. Allow them a few minutes to reflect on their experiences.
Say these Directions: Complete the following Self-Reflection graphic organizer.
SAMPLE RESPONSE | |
|---|---|
Explain the project/activity you just completed. I collected and compared images and texts describing Japanese American incarceration. I chose images and texts that focused on a specific topic, captioned the images, and recorded a narration that explained why these sources told an important story about this part of American history. I cited my sources and included links. | What did you not like about this project/activity? It was tough to choose a topic that matched but added to the “Seen and Unseen” theme. I wanted my presentation to show both an “official” side and a “hidden” side of life in the camps. |
What did you like about this project/activity? I liked learning about people who were closer to my age and how they dealt with a very difficult situation. I found stories about growing up in the camps more relatable than I thought I would. | What’s something you would like to do differently in the future? I would probably try to read a lot of survivor testimony earlier in my research. I found my final topic “by accident” while doing primary source research on an earlier idea I had. |
What is something you would like to keep doing in the future? I want to keep learning how to find good primary sources that show how ordinary people experienced big historic events. We usually learn about history by studying famous people and leaders. But farmers and shopkeepers—and kids—lived through those same events. | What’s something you learned about yourself during this project/activity? I learned that I find history more interesting when I read about it from the viewpoints of individuals. |
How would you rate your work? (5 being the highest) 1 2 3 4 5 Explanation I think my recorded narration was clear and on-topic, and my peers told me it was interesting and easy to follow even before I revised it. However, I think that I could have spent more time looking for visuals outside Seen and Unseen that matched my topic more clearly. | |