The story of Black people in America may have started hundreds of years ago, but it’s happening now, too – in our families, communities and the culture we love. In a 60-second video or audio segment, students will tell us about a Black figure who inspires them. They will answer the question: How does this figure fit into the ongoing story of our country’s history and, most importantly, how do you?
DEADLINE: February 2nd
Choose and research a Black figure you admire. Make sure to pick someone – a family member, community leader, or famous person from past or present – with whom you have something in common. Take notes about this person’s life and especially how it relates to yours.
You’ve done the research. Now it’s time to bring it all together and connect this Black figure’s greatness to yours. Let’s start by finding the qualities you admire most about your figure. This will help you write your script. Use this worksheet.
Start drafting a 60-second script (roughly 100-200 words) telling the audience about how your greatness is inspired by theirs. Your script should be evenly divided between talking about your figure and yourself. There are two examples below. Take note of what writing techniques are used in script-writing (long vs. short sentences? vocabulary level? etc.).
EXAMPLE 1 - FAMILY MEMBER:
Hi everyone. My name is J’adore. I am in 9th grade and I admire my big sister, Da’Tajha. She has her own hair salon where she makes people feel beautiful and happy by doing their hair. I don’t own my own salon yet, but I do use my creativity by doing other people’s nails and making them feel beautiful and happy, too. I love how I can inspire other black women by making them feel beautiful. My sister reached her dreams by being a hairstylist which makes me feel like I could do the same, too. I am J’adore and I am Black History.
EXAMPLE 2 - FAMOUS PERSON:
My name is David and I am in 12th grade. I’m an aspiring journalist, and I look up to Ta-Nehisi Coates. Ta-Nehisi Coates is a writer. His books and magazine articles have inspired millions of readers to think about the history of racism in America and how it exists in the present. I look up to him because he uses his talent for writing to tell the truth. I want to be a writer too and tell important stories about politics. He shows me that you make a great career out of storytelling. One day, I hope I can follow in his footsteps.
Read your script out loud for your peers or your teacher. Take their notes and redraft a final version of your script that you can be proud of. Remember to read the final draft out loud – what sounds good on paper and what sounds good out loud are two different things!
Record your video or audio segment. Practice reading your script many times before you hit record. You may even surprise yourself with how much you can memorize.
If pursuing the video option, use editing software to edit your video and add b-roll (pictures and videos) that enhance the story you’re telling.
NOTE: students are encouraged to publish their stories on their school/club/program website or through video/social platforms such as YouTube, Instagram or Twitter and tag Student Reporting Labs. Check with your teacher to find out instructions for class submissions.
Media refers to all electronic or digital means and print or artistic visuals used to transmit messages.
A group of people who live in the same area (such as a city, town, or neighborhood). It can also be a group of people who have the same interests, religion, race, etc.
A simplified and standardized conception or image invested with special meaning and held in common by members of a group; a set form or convention
The condition of having or being composed of differing elements. Especially in the context of the inclusion of people of different races, cultures, etc. in a group or organization
The act or practice of including and accommodating people who have historically been excluded (as because of their race, gender, sexuality, or ability)
Immediate, current information and events are newsworthy because they have just recently occurred. It’s news because it’s “new.”
Local information and events are newsworthy because they affect the people in our community and region. We care more about things that happen “close to home.”
People are interested in other people. Everyone has something to celebrate and something to complain about. We like unusual stories of people who accomplish amazing feats or handle a life crisis because we can identify with them.
A digital audio or video file or recording, usually part of a themed series.
An audio story within a podcast episode
A person or other physical being in a narrative. Stories are made up of different characters who provide information and help shape the narrative with their knowledge, experience and perspective.
The process of changing and updating your work based on feedback with the goal of making it stronger. To successfully revise your story, listen to other perspectives, be open to reconsidering parts of your story and remember not to take feedback personally - it's about the story, not about you.
When a television reporter appears in front of the camera to narrate part of a story – most often at the beginning to set up the story, in the middle as a transition or if there is no good b-roll to cover voiceover, or at the very end.
The primary video and audio that drives your story from beginning to end.
Something that is known or proved to be true.
Something that is accepted as true or as certain to happen, without proof.
A detailed analysis and assessment of something.
An attempt to grab the reader or viewer’s attention with interesting information that will keep them reading or watching.
After someone reviews your work, it is good practice to receive feedback, or an evaluation of your work based on certain standards. Feedback from multiple perspectives is an important part of the process. Masterpieces are rarely created in isolation.
The process of verifying the accuracy of a piece of information.
A desire to learn and know about something or anything.
The supplemental footage used to visually support your A-ROLL.
Civics teaches the principles—such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers—that are meant to guide official institutions such as legislatures, courts, and government agencies. (NCSS D2.Civ.7.9-12 - D2.Civ.10.9-12)
Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. (NCSS D2.His.4.9-12 - D2.His.8.9-12)
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. (ISTE)
Historical inquiry is based on materials left from the past that can be studied and analyzed. (NCSS D2.His.9.9-12 - D2.His.13.9-12)
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. (ISTE)
In order to act responsibly and effectively, citizens must understand the important institutions of their society and the principles that these institutions are intended to reflect. That requires mastery of a body of knowledge about law, politics, and government. (NCSS D2.Civ.1.9-12 - D2.Civ.6.9-12)
Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. (NCSS D3.1.9-12 - D3.2.9-12)
Stereotypes and Misconceptions
Race and Justice
Camera or Mobile Phone