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

==Worksheets==

I also believe we have a lot of similar thoughts. I also asked myself the same question about Thomas Edison and why he published this speech. I found it amazing that he publish something like this. I think it tells us a lot about the man if he did this on his own. I also would love to know if he did this on his own or if he was asked too. I agree, Tina. I would love to know why he recorded it. It would really help to analyze the message.

After looking over your worksheet, I would say we had similar thoughts as we analyzed the recording. I did notice you indicated it was recorded in Orange, NJ and I said unknown. Somehow, I overlooked the created/published information when I first analyzed the piece-whoops! We both found the information Edison gave concerning the Allied forces intriguing and where I commented on the actual sound quality of the recording, you also noted the speaker's tone as a benefit of the recorded versus the written speech. This is so true! Much can be lost in translation when writing your words, rather than speaking them, so hearing Edison's tone certainly adds to the analytical possibilities.

==Group Discussion== Hi, Tina! I survived my trip but unfortunately they kept me so busy I collapsed into bed each night when we returned at 11 p.m. or later! My poor computer sat untouched for the three day trip. Anyhow, I am now well rested and ready to conquer Module 5 and our group assignment. As we discussed in our message, we will look at the Thomas Edison clip, but how would you like to approach it? Should we each do and post an NARA worksheet and then we can discuss the similarities and differences in our thinking here in the group discussion section, as well as address the other questions posed in the assignment? I will probably be working some this afternoon and tonight.

I 'm glad that you enjoyed your trip, Lori. I'm sure that your computer felt neglected! LOL. I'm sure that they kept you hopping. You referenced discussions in Messaging. If you Message each other rather than using the Discussion area on the Wiki, please send to Group D for recipients, then when answering, Reply to All. I have included myself in all groups so that discussions on group assignments will also come to me. Otherwise, I cannot see the discussions that you send only to each other which I need to see for grading purposes. Thanks. ~ Jana

Lori, I'm am sorry, I just got your message today. This week was so crazy. Both of my kids were sick this week and I had so much to do for Easter. I am so sorry, that I did not get to work on this as well. I think it would be easiest to complete our own first and then discuss it in the discussion. I am going to work on this right now!

No problem, Tina! I posted my NARA so you can see it. The directions say we are to then discuss why we chose this recording and at least 5 ways we can use it in the classroom on a separate wiki page. Does that mean here in the Group Discusssion section? ~Lori I am going to answer my own question :) I peeked at some of the other group wikis and it seems most of them answered the questions posed in this Group Discussion area. I will type the headings to the questions and then we can start entering our responses. ~Lori

1.) Describe your reasons for selecting this particular recording. Explain why you believe this recording could be effective with students. I liked this recording for its historical value as well as for its adaptability to various content areas. It could be effective in allowing 21st century listeners to imagine what it would have been like to gather with their family around the radio and get the news of the day or even just be entertained. A vast difference from how modern-day Americans get their news and entertainment! I also liked this recording because it says a lot about team work. There are somethings we can do on our own, but then there are times when we need help/support. I also liked that fact that one short little speech gives a huge message that can be used in many different areas.

2.) 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. __History__-Though I teach English, I would use this in a history class when studying WWI for sure. In our school that would be at the middle school level (8th grade). As a culiminating activity to studying the Great War, I would have students listen to Edison's message and then either discuss or write about the differing reactions Americans may have had to the message and why. __English__- There are two ways I could foresee using this in my English 11 class:  A) Public Speaking-I currently use MLK, JR. and JFK audio/video recordings to show different techniques in public speaking (inflection, tone, gestures, etc.). Adding this early 20th century recording would be very effective in demonstrating how speakers got their messages to the people prior to the use of television and having them examine Edison's speech in the same way as the others to see the similarities and differences. B) Early 20th Century Lit-When reading the play and short stories that I use from early 20th century literature course, I could definitely incorporate the words of Edison and have students analyze his message using the background information they have obtained from the unit, much as they do with the other works. I think they would really find it cool to hear his words and relate them to what they had been reading about. There is something powerful about actually being "taken back in time" in recordings such as these. C. Another way you could use this speech is for Language Arts. You can have a discussion on the way Americans spoke back in the day and compare it to now. This allows for critical thinging by students having to think of all the different ways in which we speak. Many of us use slang, which means one thing in PA, but could mean a totally different thing in a different state. In this speech, everyone is able to understand the message loud and clear! D. Also, in langauge arts, you can have students write a reaction to this speech and what they learned from it. This would also connect to History as well. This will have allow students to think critically by students having to use what they know about history and the war in this essay as well. Technology: One way in which this could be used in the classroom could be for a technology class. This could show students how technology has changed from then until now. Now when you record something, you no longer hear all that static. Students could come up with reasons why back in the day they ha static and how as technology changed we no longer hear that. Other: (Maybe Physical Education class or a team sport) You could use this speech to teach students about the importance on teamwork. If it wasn't for our allies, we may not have won this war. Critical thinking skils could be used by having students create a list of things they would need others for support and things they are able to "win" on their own.

Those are great ideas, Tina! I hadn't thought about the message in terms of teamwork and applying that in Physical Education classes-how cool would that be? It's amazing how many possibilities there are when you start brainstorming!

Yeah it is amazing how one little speech can touch so many subjects!