1 of 21

End of East Asia Project: Cartoon, Animation, or Video

Diana Harbin

Elgin Middle School

Marion, Ohio

2 of 21

Introduction

  • At the end of the East Asia unit, students will select one (1) event or piece of information that impacted their thoughts and create a comic, cartoon, or animation to illustrate and expand upon it. Students may work alone or in a group of no more than four (4) students. The final project will be shared with their class period.

​

3 of 21

Subject/Grade Level

  • High School or Middle School grade levels

4 of 21

Duration of Lesson

  • At the end of the East Asia unit. Parts of a 45 minute class period will be given for one (1) week and one (1) week outside of class.

5 of 21

Connection to Ohio Standards

  • History Strand: Feudalism & Transitions: 4. The Mongols conquered much of Asia which led to unified states in China and Korea. Mongol failure to conquer Japan allowed a feudal system to persist.
  • History Strand: First Global Age: Empires in Africa and Asia grew as commercial and cultural centers along trade routes.
  • Geography Strand: Human Systems: 14. Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the Eastern Hemisphere. 15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.
  • Economics Strand: Markets: 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.

 

  • NOTE: The actual Ohio Standard will vary depending on which country, historical event, or bit of information is selected by the student(s).

​

6 of 21

Essential Questions

  • What lessons can we learn about East Asia?
  • How does what you learned about East Asia apply to your life here?

​

7 of 21

Materials Needed

  • Varies based on which form of the project is chosen by the student. These may include:
  • Chromebook, PC, iPad, smart phone, etc.
  • Camera that allows for filming and sound
  • Software to create, edit, render, animate, etc., the animation or video project
  • Paper or canvas
  • Pencil, pen, colored pencils, markers, chalk, paint
  • Space to spread materials out
  • Drop cloth, old clothes, or smock (if painting)
  • Projector & board (to show the project)

​

8 of 21

Pre-Assessment of Prior Knowledge

  • This project is done at the end of the East Asia unit, so students would already be exposed to all of the information needed from a history standpoint.
  • Students will already have had technology lessons on how to use a camera, video camera, or other technology to create an online comic, cartoon, video, or animation.
  • Students will already have had experience with editing, rendering, and finalizing video and animation (if that project option is selected).
  • Students will already have had instruction and experience in working within a group (if group is selected).
  • Management by walking around and discussing the status of the project would be how to see if students are showing what they already know.

​

9 of 21

Teacher Procedures

  • Introduce the project at the beginning of the East Asia unit, so students are aware that it is coming at the end of the unit.
  • At the end of the unit, review the requirements for the project with students during class. Also post the instructions on the Canvas classroom.
  • Students will select which project option they want to do:
    • Comic
    • Cartoon
    • Animation
    • Video
  • Students will decide if they want to do the project on their own or as part of a student-selected group of no more than four (4) students in the same class period.
  • Students will select which East Asian historical event or bit of information they want to use for the project. It may be anything covered in class or that the student has an interest in.
  • Give students time during class (partial or full class periods) for about a week. Also have students work on the project outside of class for about a week.
  • Through management by walking around, check in with students to see how they are doing on the project. Do quick mini-lessons or review with the students/group who have questions or need reinforcement of a skill.
  • Post the due date of the project prominently in the classroom, on Canvas, and remind at least at the start and end of every class period.

​

10 of 21

Student Resources

  • For students:
  • Online Canvas class
  • Classroom notes
  • Textbook (online and hard copy)
  • Any websites located by the students related to their topic
  • Tutorials on how to use software or hardware, as needed

​

11 of 21

Teacher Resources

​

12 of 21

More Teacher Resources

​

13 of 21

More Teacher Resources

​

14 of 21

Rubric: Comic Strip

15 of 21

Rubric: Animation or Video

Adapted from: https://www.northernpolarbears.com/site/default.aspx?PageType=3&ModuleInstanceID=680&ViewID=C9E0416E-F0E7-4626-AA7B-C14D59F72F85&RenderLoc=0&FlexDataID=2936&PageID=4835&Comments=true

16 of 21

Closing & Reflection Activity

  • Students will complete a self-assessment form with writing prompts after they have completed and presented their projects.

​

17 of 21

Post-assessment

  • Students will demonstrate what they have learned about the unit topic(s) by completing and presenting their project to their class period.
  • Students will answer questions about their project posed by classmates and teacher.
  • Students will complete a self-assessment form with writing prompts after they have completed and presented their projects.

​

18 of 21

Student Post-Project Reflection Form

#

Questions

Your Answers

1.

What am I most proud of?  Why?

�

2.

What would I change in the final project if I did it again?  Why?

�

3.

What were the most difficult parts of making the project?

�

4.

What parts came easily?

�

5.

How could I have done the project more easily or more efficiently?

�

6.

If I were to put more effort into the project, on which parts would I work harder?

�

7. 

What letter grade do you think you should receive on your final project?

�

�

​

19 of 21

Extension Activities

  • Students could present their projects to an elementary class.
  • Students could modify their project to make the video or animation a few minutes longer; students could add more panels to a comic or extend it into a booklet.
  • Students could write an article for the school newspaper sent to all community members in the school district to share what they have learned, plus a panel or shot of a piece of their project.

​

20 of 21

Key Resources

21 of 21

QUESTIONS?

  • Contact Mrs. Diana Harbin at Elgin Middle School
  • Harbin_d@elginschools.org