Podcasts!

For my multimedia project, I opted to record a couple of podcasts. To be completely honest, I had originally intended to record a podcast where historically significant figures were asked to sit down for a discussion. As I got working on the project, however, I decided to head the project in another direction. What I have recorded are two roughly sixty-second summaries of potential units. They are intended to give a very brief introduction and to get students thinking and relating to the subjects they are about to study. Each podcast ends with a few discussion questions which I would like the students to consider and be prepared to answer on the first day of the unit.

Here's the link to the new podcast blog:
http://shortyshorts.blogspot.com

The first podcast coincides with U.S. History I UEN standard 4, objective 2: Assess the reasons for settlement of the English colonies. This podcast would open the unit about English colonies. It briefly introduces a few of the groups that formed colonies, as well as their reasons for doing so. The end of the podcast lists the three main reasons for any sort of colonization: gold, god, and glory. The question is then asked, what would convince you to leave your home to colonize a new land? The intention is to cause students to evaluate and synthesize information about reasons for colonization, applying that thinking to their own lives. Hopefully, this will lead to a lively class discussion and increased participation by the students.

The second podcast correlates with standard 5, objective 1: Analyze what ideas and events led to the Revolutionary movement. This podcast has the same aims and goals as the first. Its focus is on the Enlightenment and its effect on the Revolutionary movement. John Locke is discussed--not the John Locke of LOST fame, but the John Locke who developed the revolutionary theory of government. When a government ceases to protect rights or loses the consent of the people, it then becomes the responsibility of that people overthrow that government. The question is then asked of students, is this right? Are there any problems with this theory?

I chose to change the format of my podcasts, because I believe this is something I could/probably will actually use in my classroom. I intend to improve on the formula, making them more funny, entertaining, and/or informative. Nevertheless, I hope that these two examples will give a general idea of what I intend.

For those of you who have actually read this far, I apologize for such dry, uninspired writing this time. My brain farted while recording those podcasts, and I'm still reeling from the smell.