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Home > Learning Activity 5-A-1: Edison Sound Recordings > Group B 5-A-1 Workspace

Worksheets


Below are 3 ways to incorporate the ideas of the audio recording in a classroom. --Wendy = =

[[file:Mayer_SoundRecordingAnalysis WS.pdf]]
Alyssa's NARA

[[file:Final GroupB NARA Sound Recording.pdf]]
Group Discussion

__ **Final Questions** __
As a group, we decided to further investigate an audio recording entitled, "Let Us Not Forget" by Thomas Edison. We chose this recording based upon the powerful nature of the title and the message within the recording. We believe this recording could be effective with students because of the message the recording contains. As Edison is speaking, he reminds us that we should not forget those who have sacrificed their lives for freedom within our country and countries abroad. Additionally, he also reminds us that we should not forget the countries who have assisted us in our military efforts. Also, ee thought it would be a great way to tie in the past with current events. Many of our students are affected by war; students have siblings, parents, or other relatives who are serving or who have served in the military.
 * **Describe your reasons for selecting this particular recording. Explain why you believe this recording could be effective with students.**


 * **Describe at least 5 ways the recording you selected could be used in the classroom. Try to expand ideas for different subject areas and/or grade levels. For each lesson idea, include a brief description of how this activity could help promote critical thinking skills in students.**

**1. Fabulous Invention Timeline** Thomas Edison invented not only the phonograph (which is mentioned in the audio recording) but so many other things. Students will research all of Edison’s inventions. They will take notes on what the invention was, its purpose, and the date it was invented. As a group, they will then create a timeline of inventions. They will make “invention buttons” (which will be a picture of the invention) and then connecting them using lines of glitter on a large piece of butcher paper. Under each invention will be a one-two sentence description. Above the invention will be the date it was invented.

//Curricular Connection:// History, Art, Math, and Writing

**2. Technology in 1900** Ask students to brainstorm, in small groups or as a whole group, what they think life and technology were like in the early 1900s. Read [|An Interview with Max Morath], from the website [|The American Experience—WayBack U.S. History for Kids - Technology in 1900], accessed through the EDSITEment-reviewed website [|The Internet Public Library-Youth Division]. If not, you can download, print, and hand out copies of the [|paraphrased interview], provided in .pdf format. Finally, have students write a short essay comparing and contrasting life in early-1900s America with their lives in America today. You might have them choose three or four of the questions from the interview and answer those questions from their own point of view. //Curricular Connection:// Writing, History

**3. Phonograph** Read a short piece about the phonograph. Students could them complete a graphic organizer to understand the key points of the invention. //Curricular Connection:// Reading, Music, History

Both World Wars are known to have a strong pro-war bias as filtered through the media. This recording can serve as an example of how a media source was used to show support for World War II. Even though Edison was not a government figure, this recording can still fit within a larger segment of government propaganda and the efforts of the government ot crush dissent during the war. // Curricular // Connection: History
 * 4. Media Bias During Wartime **

**5.Grading a Speech** Students in a "Written and Oral Communications Class" (which all high school freshmen take in my school district) learn the components of effective speeches. This recording can be used by the teacher as an example of a speech, and students can grade it using the rubric criteria they have been given. Was it an effective speech? Why or why not? Then they can make suggestions for Edison on how he could improve his speech and make it more effective for listeners. // Curricular Connection: // English Language Arts


 * Group Discussion**

11/8/11 @ 12:30 PM--Hi ladies! Which sound recording would we like to do? -Alyssa

11/8/11 @ 5:50 PM - I have no preference, but we should try to pick one that we can "use in our own classrooms" - or at least be able to explain how we could do so. I'm thinking that a vocal recording might help us accomplish that? Not sure though... - Alison

11/8/11 @ 6:50---I agree that a vocal reading would be best. I like the "Let us not forget" by Thomas Edison. We could do a lot of activities with this surrounding American Pride, the war, and Thomas Edison. I vote for this one. Let me know! --Wendy

11/8/11 @ 8:01 - "Let us not forget" by Thomas Edison works for me! Alyssa, when you get this, let us know what you think! - Alison

11/9/11 @ 1:00PM--Sounds good! "Let us not forget" by Edison it is! I like choosing the recording based on our ideas. Just to clarify, do we have to individually submit our classroom ideas or is that done as a group, too?--Alyssa

11/9/11 @ 4:00---We can each complete an NARA worksheet and then compare and complete a final as we did before. Then, as a group, we need the reasons for selecting and 5 total ways to use it in a classroom. My suggestion is that one person take the reason we chose it (anyone can add once it is posted), and the other 2 take on the ways to use (again add to if you want once they are posted). I would gladly take on 3 ways to use it in the classroom. Let me know!

PS. What does she mean by "separate wiki page" for the ways to use and reason we chose this recording??---Wendy

11/10/11 @ 9:57 PM - Wendy, I like your plan! I'll post my NARA soon so we can compare and work on our final draft. I unfortunately also do not understand what she means by separate wiki. - Alison

11/10/11 @2:15AM--I'll e-mail her pertaining to the confusion on what she expects for the separate wiki page. --Wendy

11/11/11 @1:08PM - FYI my NARA worksheet is now posted. I will work on adding "why we chose it" and "ways to use it in the classroom" - or whatever needs to be done still. -Alison

11/11/11 @ 8:00 PM--My NARA sheet is posted as well. Let us know when she gets back to you. I'll keep checking back. Thanks for e-mailing her. :) --Alyssa

11/14/11 @ 1:30PM--Hi Ladies, just checking in on the status of things. It looks like we still need to add in the "why we chose it." I will put something together and post it on the page. Alison, did she get back to you to clarify the separate wiki issue? Also, don't forget to do the self-assessment for this week's group work! --Alyssa

11/14/11 @ 3:45---Hey Girls! The teacher said that we can post the answers to the two questions on this page they just have to be labeled clearly so that she knows what our responses are. I will bold the two questions at the top of this discusion page and we can complete it under that. We also need a final NARA. I will compile these together. Looks like everyone had about the same ideas for the NARA. Great Job!

11/14/11 @ 4:45 - I went ahead and finished reasons 4 and 5 for the "how can we use it in the classroom" ideas. Wendy: when I opened the FINAL NARA GROUP B document, it is still blank....are you still working on compiling them togehther? Or did I read the above message wrong? Just checking! - Alison

11/14/11 @ 6:20 CST - No worries! I saved the version from your e-mailed and tried uploading it myself - I think it works! THANK YOU, WENDY for coming up with a creative solution! :) -Alison
 * 11/14/11 @ 7:10---I cannot get the Final NARA to upload with the information. I e-mailed it to you as a group and the teacher. I don't know what the deal is! I checked the e-mail and it uploaded correctly. Why it won't on here is beside me. I hope this is ok! ---Wendy**