Era of Reform Unit Plan
Essential Questions:
EQ: How did the Era of Reform (early to mid-1800’s) start the American fight for equal rights that would continue into the post-Civil War Reconstruction Era (late 1800’s), The Progressive Era (early 1900’s), and eventually the Civil Rights Movement of the 1950’s and 60’s?
GQ1: How did Romanticism plant the seeds for the American Reform Era?
GQ2: How did Romanticism plant the seeds for the American Reform Era?
GQ3: What role did the crusade against Alcohol play in the Reform Era?
GQ4: How did the abolitionist movement contribute to the rise of the women’s rights movement?
GQ5: What role did the feminist movement play in the Era of Reform?
GQ1: How did Romanticism plant the seeds for the American Reform Era?
GQ2: How did Romanticism plant the seeds for the American Reform Era?
GQ3: What role did the crusade against Alcohol play in the Reform Era?
GQ4: How did the abolitionist movement contribute to the rise of the women’s rights movement?
GQ5: What role did the feminist movement play in the Era of Reform?
Content:
Abolitionist Movement, Frederick Douglass, Reform of Treatment of the Mentally Ill, Reform of Treatment of Prisoners, Dorothea Dix, Andrew Jackson, Women’s Movement, Horace Mann, Uncle Tom’s Cabin, The Second Great Awakening, Transcendentalism, Education Reform, Temperance, Declaration of Sentiments, and The Seneca Falls Convention
Standards:
- K-8.7.Social Studies.6.1.4.4.A.6.1.8.A.4.c - Assess the extent to which voting rights were expanded during the Jacksonian period.
- K-8.7.Social Studies.6.1.4.4.B.6.1.8.B.4.a - Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.
- K-8.7.Social Studies.6.1.4.4.B.6.1.8.B.4.b - Map territorial expansion and settlement as well as the locations of conflicts with and removal of Native Americans.
- K-8.7.Social Studies.6.1.4.4.C.6.1.8.C.4.a - Analyze the debates involving the National Bank uniform currency and tariffs and determine the extent to which each of these economic tools met the economic challenges facing the new nation.
- K-8.7.Social Studies.6.1.4.4.C.6.1.8.C.4.c - Analyze how technological innovations affected the status and social class of different groups of people and explain the outcomes that resulted.
- K-8.7.Social Studies.6.1.4.4.D.6.1.8.D.4.b - Explore efforts to reform education women’s rights, slavery, and other issues during the Antebellum period.
Instructional Objectives:
Students will research subtopics from the Era of Reform
Students will sort their research into storyboards that will be used to create a documentary
Students will collaborate in groups to create documentaries about their assigned subtopic from the Era of Reform
Students will sort their research into storyboards that will be used to create a documentary
Students will collaborate in groups to create documentaries about their assigned subtopic from the Era of Reform
Time Necessary:
1 Week to 1 1/2 Weeks
Sequence of Learning Activities:
Day 1:
- DO NOW: “Grab a movie guide to use when watching today’s movie” (Movie guide is provided below)
- Teacher will show movie: The Unfinished Nation: Voices of Reform
- Teacher will pause movie at different intervals to add information provided in the textbook that was not provided in the movie:
- Why was the temperance movement & abolitionist movement so important to the woman’s movement?
- Ministers of churches would say, “Women aren’t strong enough or smart enough to do anything more than raise children
- A former slave, Sojourner Truth, stood up and said “I have plowed, planted, and gathered animals into barns, and I work and eat as much as a man, I’m a woman aren’t I?
- Thrusted herself into 2 parts of the reform movement, women’s rights and the abolition of slavery
- A former slave, Sojourner Truth, stood up and said “I have plowed, planted, and gathered animals into barns, and I work and eat as much as a man, I’m a woman aren’t I?
- What does abolition mean?
- Second Great Awakening:
- People originally believed that people didn’t control their own fates, god had already decide who would be saved or be punished, so there was no reason to do good deeds
- Jackson elected President, never went to college, he was a soldier and it gave the people hope that a common man could participate in democracy and become the president
- People originally believed that people didn’t control their own fates, god had already decide who would be saved or be punished, so there was no reason to do good deeds
- Mentally Ill and Prisoners
- Dorthea Dix agreed to teach Sunday school in jail and was shocked to see the conditions, sparking the movement
- People were bound in chains or locked in cages, children were jailed with adults
- People were locked up for owing $20, couldn’t make money so they were stuck there for years
- Mentally ill were locked up in crowded cells and if they misbehaved they were whipped – insanity needed to be treated as a disease, not a crime, the mentally ill were typically put in jail.
- Dix’s made a report and lawmakers were shocked, lawmakers voted to make public asylums for the mentally ill
- Dorthea Dix agreed to teach Sunday school in jail and was shocked to see the conditions, sparking the movement
- Improving Education
- Most children didn’t go to school, and teachers were paid very little, and had limited education
- Horace Mann spoke up as a supervisor of education in Mass. (one of the reasons why mass. is still so ahead in education today, they were the first ones in the game of public education)
- He spoke out to the people of mass about building public funded schools so that the future of their state could consist of inventors, discoverers, skilled artisans and scientific farmers. The people of Mass. voted in favor
- However, most females and African Americans were still not welcome in school
- Most children didn’t go to school, and teachers were paid very little, and had limited education
- Abolition of Slavery
- Asked themselves in 1830s if we are the land of the free… why is there still slavery?
- Quakers in the north were the first to stop the abolition of slavery, in 1776.
- Some wanted slaves to rise up in revolt, others wanted to end slavery peacefully
- Frederick Douglass was a former slave who started speaking out in the north, he talked of the conditions of children slaves and people were outraged.
- Many women were inspired by the second great awakening to become involved with abolition.
- Everything is connected
- Abolitionists were a minority, even in the north, but their grit helped change the attitudes of other northerners
- Asked themselves in 1830s if we are the land of the free… why is there still slavery?
- Equal rights for women
- Women abolitionist were trying to outlaw slavery but they themselves could not vote or hold office
- Spoke out about the beatings of slaves but were often beaten by husbands
- Women suffer taxation, but yet have no representation – Lucy Stone
- Women abolitionist were trying to outlaw slavery but they themselves could not vote or hold office
- Why was the temperance movement & abolitionist movement so important to the woman’s movement?
- EXIT TICKET: Collect video guide before students leave.
Day 2:
- Divide the class into 8 groups of 3 and allowed students to choose a sub-topic for small-group research based on their prior knowledge from the Reform Era documentary and personal interest. Topics are as follows
- Improving Education
- The Seneca Falls Convention
- Transcendentalism & The Second Great Awakening
- The Temperance Movement
- Andrew Jackson as the “People’s President”
- The Treatment of the Mentally Ill and Prisoners
- The Women’s Rights and Equality Movement
- Abolitionist and Anti-Slavery Movement
- Improving Education
- After receiving topics, ask students to start day two by conducting research to answer the guiding questions from each of their topics included in the resource below. Students should divide to conquer this task by dividing the questions and conducting different forms of research.
- Students can use textbooks as a starting point for their research, they also can use the previous day’s documentary as a source. Once students have exhausted these sources, they were allowed to continue on to using scholarly resources from the internet.
- Remind students to “trap” their sources from the internet, meaning they evaluate their sources with their IRLA skill of “trap” created by Ms. Katy Maher:
- T = Timeliness (Is the article relevant to the time period? Is it a primary source? Secondary source? Or is it maybe past its prime?)
- R = Relevance (is the article relevant to your topic?)
- A = Authority (What is the author’s authority on the subject, are they a scholar of the field?)
- P = Purpose (What is the purpose of the document, is it just meant to present info, or convince you of something. It’s purpose could affect the way the information is presented)
Day 3:
- Do Now: Students are to take out their research and answered questions in order to review their research and prepare for the next step
- Teacher will conduct a Mini-lesson on storyboards and how to use them. The storyboard template with inserted examples is displayed in the materials section of this plan. The teacher will use the storyboard with examples to show students how they should sort their research based on the different research questions they were in charge of.
- Using the smartboard, describe the storyboard and its categories by making examples from each category in the storyboard: Motivations, Overcoming Barriers, Success & Failures, and impact on the Future. The students have been made aware of an IRLA connection of Antagonist and protagonists and how they can be a barrier or someone who helps overcome a barrier, you can make this connection in class
- After each category is described along with an example of what students should add to the category, have students turn and talk to their group partners and describe what they would add to their own storyboards for their research topic.
- After the demonstration, students should then start to insert their research into a storyboard of their own which would organize their thoughts and ideas in an order that would be appropriate to execute in their documentaries.
- After students have completed their storyboards, conduct an overview of the era of reform documentary project rubric (the rubric is pictured below in the assessment/evaluation section). Teacher should describe that the practitioner column with the red highlights is the column that they are expected to be at as 7th graders and the practitioner column is considered on grade level. The yellow column titles “expert” is like the “bells and whistles” of the project and should aim to fulfill the requirements of the practitioner column instead of only focusing on the expert level.
Day 4:
- Teacher will introduce a mini lesson on the importance of a hook and different kinds of hooks using a powerpoint pictured in the materials/resources section of this unit plan.
- After the hook mini lesson, students are to meet with the Era of Reform groups in order to create their own hooks for their documentaries
- After a hook has been created, students should work on their documentaries in “WeVideo”, adding a hook and following the storyboard.
- Before the end of the period, teacher will ask class how far they are in their documentary and gauge whether the students need another day of class time to work on the project. If students near to completion, ask for it to be completed as homework
Day 5:
- DO NOW: Turn in documentary on google classroom. Grab a rubric and a “group grading survey”.
- Students will begin the period by taking a survey on how their group worked together, this “Group Grading Survey” is pictured below in the assessment/evaluation portion of this unit plan.
- Teacher will then discuss with students how they will conduct a democratic discussion in between each of the group project documentaries that will be viewed in class. Students should:
Provide feedback to the group who created the documentary just viewed- What is one thing that you really liked that they did and why?
- What is one thing that you think they could have better and how?
- What is one thing that you really liked that they did and why?
- After a group’s documentary has been viewed, the students will self-assess their projects using the rubric they picked up in the beginning of class. Students will be encouraged to be as accurate as possible because they will receive points if they assess themselves at a grade very close to the grade given by the teacher.
- Teacher will decide if another day is needed for documentary viewing
- EXIT TICKET: Students must turn in their self-assessment rubrics and group grading surveys before they leave
Differentiation of Instruction:
- Being in groups for this project, students receive a great liberty in choosing the roles of the documentary that they want to work on, there are several different roles that appeal to different interests and learning styles:
- Researching
- Script writing
- Production of video using different pictures and transitions
- Narration/Voiceovers
- Background music selection
- Researching
- Considering that this is a group project that students have class time for, this give the teacher time to check in with different groups, especially groups that have students with 504s and/or IEPs in order to make sure the directions are clear and everyone is on track to succeed.
Appropriate Use of Technology:
- Smartboard used for slideshow and presentation of storyboard
- Movie to introduce Era of Reform
- WeVideo to be used on chromebooks, a website used to create documentaries (premium version purchased with school grant)
- Google classroom used to distribute storyboards, directions, research questions, as well as rubric
Connections:
- This unit has many interdisciplinary connections with IRLA including:
- Storyboards
- “TRAP”-ing sources
- Script writing
- Creating hooks
- Storyboards
- Part of students research and an essential component to the documentary is to make a historical event or current event connection of their own
Assessment/Evaluation:
Video Guide and Documentary
Materials/Resources:
- Chromebooks
- WeVideo paid subscription
Day 1 Movie Guide:
Video Guide: The Unfinished Nation: Voices of Reform
EQ: How did the Era of Reform (early to mid-1800’s) start the American fight for equal rights that would continue into the post-Civil War Reconstruction Era (late 1800’s), The Progressive Era (early 1900’s), and eventually the Civil Rights Movement of the 1950’s and 60’s?
1. How did Romanticism plant the seeds for the American Reform Era?
2. What role did the crusade against Alcohol play in the Reform Era?
3.How did the abolitionist movement contribute to the rise of the women’s rights movement?
4. What role did the feminist movement play in the Era of Reform?
EQ: How did the Era of Reform (early to mid-1800’s) start the American fight for equal rights that would continue into the post-Civil War Reconstruction Era (late 1800’s), The Progressive Era (early 1900’s), and eventually the Civil Rights Movement of the 1950’s and 60’s?
1. How did Romanticism plant the seeds for the American Reform Era?
2. What role did the crusade against Alcohol play in the Reform Era?
3.How did the abolitionist movement contribute to the rise of the women’s rights movement?
4. What role did the feminist movement play in the Era of Reform?
Day 2 Documentary Question Guide:
EQ: How did the Era of Reform (early to mid-1800’s) start the American fight for equal rights that would continue into the post-Civil War Reconstruction Era (late 1800’s), The Progressive Era (early 1900’s), and eventually the Civil Rights Movement of the 1950’s and 60’s?
GQ1: How did Romanticism plant the seeds for the American Reform Era?
GQ2: How did Romanticism plant the seeds for the American Reform Era?
GQ3: What role did the crusade against Alcohol play in the Reform Era?
GQ4: How did the abolitionist movement contribute to the rise of the women’s rights movement?
GQ5: What role did the feminist movement play in the Era of Reform?
Era of Reform Documentary Project
This project will serve as our assessment for the Era of Reform. It will also help us to practice our “WeVideo” skills and documentary skills before we create our individual documentaries later on this year. We will be in groups of 3 that Mr. Jackson and Ms. Santangelo pick. In these groups we will make a 3-5 minute long documentary explaining one of these following topics:
Phase 1 of Project:
What will I be looking for when I’m researching? … Your documentary should answer the questions listed after your topic title
Information on each of these topics is available in the text. The textbook should be the first source you go to to learn background information on your topic. This will help you to build upon that information with the resources you find after looking at the textbook.
Source Suggestions:
Phase 2 of Project:
Remember the list of skills that you took from the Era of Reform Documentary? Try incorporating those skills into this documentary and experiment with new ones so that you can get plenty of practice for the individual documentary later on. Here are some skills you might want to try:
GQ1: How did Romanticism plant the seeds for the American Reform Era?
GQ2: How did Romanticism plant the seeds for the American Reform Era?
GQ3: What role did the crusade against Alcohol play in the Reform Era?
GQ4: How did the abolitionist movement contribute to the rise of the women’s rights movement?
GQ5: What role did the feminist movement play in the Era of Reform?
Era of Reform Documentary Project
This project will serve as our assessment for the Era of Reform. It will also help us to practice our “WeVideo” skills and documentary skills before we create our individual documentaries later on this year. We will be in groups of 3 that Mr. Jackson and Ms. Santangelo pick. In these groups we will make a 3-5 minute long documentary explaining one of these following topics:
- Seneca Falls Convention
- What motivated the organizers to call the convention?
- What kinds of obstacles did the organizers face?
- What were the goals of the convention?
- What was the outcome of the convention?
- How was the Declaration of Sentiments similar to the Declaration of Independence?
- Was the convention a success? How did the convention plant the seeds for future progress in the women’s rights movement? (19th Amendment, Equal Pay Act, Women’s March on Washington…)
- What motivated the organizers to call the convention?
- The Abolitionist Movement
- What motivated the leaders of abolitionist movement?
- How did the spread of slavery to the west affect the opposition to slavery?
- How did the spread of slavery to the west affect the opposition to slavery?
- What kinds of obstacles did abolitionists face?
- What were the goals of the abolitionist movement?
- What was the outcome of the abolitionist movement?
- Was the abolitionist movement a success? If so, in what ways? If not, how did the abolitionist movement plant the seeds for future progress in equal rights for African Americans? (13th Amendment, 14th & 15th Amendment, Election of Hiram Revels and other Black congressmen & women, election of President Barack Obama...)
- What motivated the leaders of abolitionist movement?
- Equal Rights for Women during the Reform Era
- What motivated the fight for women’s rights? What problems existed for women that caused them to speak out for women’s rights?
- What kinds of obstacles did women rights advocates face?
- What were the goals of the women rights movement?
- What was the outcome of the women’s rights movement?
- How did the Women’s rights movement of the Reform Era plant the seeds for future progress in the women’s rights movement? (Progressive Era, 19th Amendment, Equal Pay Act, Women’s March on Washington…)
- What motivated the fight for women’s rights? What problems existed for women that caused them to speak out for women’s rights?
- Improving Education
- What motivated people like Horace Mann to reform education?
- What kinds of obstacles did educational reformers face?
- What were the goals of the educational reform movement?
- What was the outcome of the educational reform movement?
- Was the educational reform movement a success? How did the educational reform movement plant the seeds for future progress in the education? (Integration/Brown vs BOE, school’s funded by property tax, school choice such as charter schools and vouchers)
- What motivated people like Horace Mann to reform education?
- Second Great Awakening /Transcendentalism in the U.S.
- What is Transcendentalism?
- Who were the Transcendentalist artists? (writers, authors…)
- How did the Transcendentalist movement affect the Era of reform?
- What is the Second Great Awakening?
- Who were the leaders of the Second Great Awakening? (preachers, writers…)
- How did the Second Great Awakening affect the Era of reform?
- How do religious movements
- What is Transcendentalism?
- Reforming the Treatment of the Mentally Ill & Prisoners
- What motivated people like Dorothea Dix to reform prisons and mental asylums?
- What kinds of obstacles did Dorothea Dix face?
- What were the goals of the prison/mentally ill reform movement?
- What was the outcome of the prison/mentally ill reform movement?
- Was the prison/mentally ill reform movement a success? How did the prison/mentally ill reform movement plant the seeds for future progress in the treatment of prisoners and the mentally ill ? (ex: mass incarceration, for profit prison systems, Obama’s Executive order banning private/for-profit federal prisons)
- What motivated people like Dorothea Dix to reform prisons and mental asylums?
- The Temperance Movement
- What motivated people to temper the use of alcohol?
- What role did women play in the Temperance Movement?
- What kinds of obstacles did the leaders of the Temperance Movement face?
- What were the goals of the Temperance Movement?
- What was the outcome of the Temperance Movement?
- Was the Temperance Movement a success? How did the Temperance Movement plant the seeds for future progress in the tempered use of alcohol? (prohibition)
- What motivated people to temper the use of alcohol?
- The rise of Andrew Jackson and the Democratic Party
- What effect did the election of Andrew Jackson have on the Era of Reform?
- What did Jackson’s background have to do with him being considered the first “People’s President”? Which “people” did “People’s President” include or exclude? (think: class/economic status, race, religion, gender…)
- How did Jackson’s battle with the National bank change government and economics?
- How did Jackson’s Indian Removal Act create opportunities and misfortune for millions of Americans? How did Jackson spark the movement of plantations to the west; and how would the spread of slavery to the west trigger the events that would lead to civil war?
- How did Jackson set precedents that future U.S. Presidents would follow?
- What effect did the election of Andrew Jackson have on the Era of Reform?
Phase 1 of Project:
What will I be looking for when I’m researching? … Your documentary should answer the questions listed after your topic title
Information on each of these topics is available in the text. The textbook should be the first source you go to to learn background information on your topic. This will help you to build upon that information with the resources you find after looking at the textbook.
Source Suggestions:
- “History Alive!” starting at page: 245
- History.com
- Gilderlehrman.org
- pbs.org
- “The Unfinished Nation - Voices of Reform” Documentary
Phase 2 of Project:
Remember the list of skills that you took from the Era of Reform Documentary? Try incorporating those skills into this documentary and experiment with new ones so that you can get plenty of practice for the individual documentary later on. Here are some skills you might want to try:
- Have the camera pan over an image to make it “come to life”
- Having voice overs to add information to pictures and events that you are showing the audience
- Use appropriate background music that will indicate to your viewers how they should feel about a topic (example: sad music for sad events, or suspenseful music for climbing action in your documentary plot)
Day 3 Storyboard with Examples:
Day 4 Hook Powerpoint:
Student Work Samples:
Student 1:
Student 1 is a high achieving student with consistent As. The work sample below is a collaboration of work between him and his group member who is an A or B student. The notes for this storyboard are in depth, with an exemption of the “Impact on the Future” section, which is expected of this student considering their normal attention to detail and dedication to their work. The overall finished product, their documentary, was well put together with great attention to detail as well as providing a well thought out hook. They had very detailed information narrated into their documentary as well. It was obvious that this student and his group member did a considerable amount of research and grew in their knowledge of their topic, Temperance in the Era of Reform. In terms of the unit objective, this student was able to accurately answer the guiding question for their topic area and create a documentary that accurately represented their topic.
Student 2:
Student 2 is an average student, when it comes to class grades, they typically land right in with the majority. This student is in the C or B range with most of their grades. The work sample below is a collaboration of work between her and her group member who is a B student as well. The notes for this storyboard are general notes and a general outline for their documentary. Their documentary project went on to receive an A even though their story board proved to be lacking in detail. Their documentary made up for it and was well detailed and fulfilled the rubric requirements for grade level work. This student and their group member were able to answer the guiding question that applied to the Women’s Equal Rights movement during the Era of Reform and describe how the women’s movement was connected to the abolitionist movement of the time period.
Reflection:
This Unit Plan was used to prepare students for their interdisciplinary final project at the end of the year, a documentary created in collaboration between the students’ social studies and IRLA classes. The students learned about Ken Burns effects, hooks, script writing, and how to create a documentary on a website called “WeVideo” which would thoroughly prepare them for their final project. This unit also taught my students about how the Era of Reform was a catalyst for many different movements such as Women’s Suffrage, Prohibition, Civil Rights, and more in the future.
Overall, I believe I was able to document students’ learning through several different formal and informal assessments including their research notes, storyboards, and finished documentaries. I reviewed each of their notes and was able to check in with each student, answer any questions, and make sure they were on the right track. Overall, they were able to use the storyboard lessons for a project later on as well. The students did a great job with their research and it was easy for me to see that they were getting better at “TRAP”-ing their own sources and finding ones outside of the source list that I often provide to them. The students were also improving on their efforts to self-assess themselves, and were proving to be more accurate than the previous self-assessments we had done in class.
When assessing my ability to motivate the students, I believe this lesson had it’s own excitement to it that motivated the students. The students couldn’t wait to get their first try at making a documentary and using “WeVideo”. This is one of the benefits in becoming a teacher in such a technology based society, these students are hungry for new technology and new things to learn. However, before students could get to building the documentary, they had to submit their storyboards and notes and prove that they had enough pictures to start off their documentary. This motivated the kids to complete their research so they could be approved to move on in their project.
My strategy of introducing the material through a documentary was probably one of the best decisions for this unit plan. As a class we were able to refer back to the documentary not only for research, but documentary skills. We were able to re-watch parts with powerful images and address how the director of that documentary made the images even more powerful through the way he presented them. We also were able look at the different Ken Burns effects in the documentary that the students could emulate in their own documentary. The documentary served as a model for their own group documentaries and was a very successful strategy to use when introducing the whole unit.
The least successful strategy I used was not introducing the project directions all at the beginning. There were so many questions and students were getting confused. I had planned to get the students through the research before I let them focus on the documentary because I didn’t want them to get ahead of themselves, however, it seems that saving the documentary directions for later made things more confusing for them. In the future, if I teach this lesson again, I will describe the project from start to finish after we watch the first day’s documentary. I will save myself from all the questions and save my students from getting confused.
Overall, I believe I was able to document students’ learning through several different formal and informal assessments including their research notes, storyboards, and finished documentaries. I reviewed each of their notes and was able to check in with each student, answer any questions, and make sure they were on the right track. Overall, they were able to use the storyboard lessons for a project later on as well. The students did a great job with their research and it was easy for me to see that they were getting better at “TRAP”-ing their own sources and finding ones outside of the source list that I often provide to them. The students were also improving on their efforts to self-assess themselves, and were proving to be more accurate than the previous self-assessments we had done in class.
When assessing my ability to motivate the students, I believe this lesson had it’s own excitement to it that motivated the students. The students couldn’t wait to get their first try at making a documentary and using “WeVideo”. This is one of the benefits in becoming a teacher in such a technology based society, these students are hungry for new technology and new things to learn. However, before students could get to building the documentary, they had to submit their storyboards and notes and prove that they had enough pictures to start off their documentary. This motivated the kids to complete their research so they could be approved to move on in their project.
My strategy of introducing the material through a documentary was probably one of the best decisions for this unit plan. As a class we were able to refer back to the documentary not only for research, but documentary skills. We were able to re-watch parts with powerful images and address how the director of that documentary made the images even more powerful through the way he presented them. We also were able look at the different Ken Burns effects in the documentary that the students could emulate in their own documentary. The documentary served as a model for their own group documentaries and was a very successful strategy to use when introducing the whole unit.
The least successful strategy I used was not introducing the project directions all at the beginning. There were so many questions and students were getting confused. I had planned to get the students through the research before I let them focus on the documentary because I didn’t want them to get ahead of themselves, however, it seems that saving the documentary directions for later made things more confusing for them. In the future, if I teach this lesson again, I will describe the project from start to finish after we watch the first day’s documentary. I will save myself from all the questions and save my students from getting confused.