Research shows that student achievement in social studies increases when they are engaged and sense that the content learned is relevant.
This resource, produced by the Texas Archive of the Moving Image (TAMI), is a great tool for teachers in the Greater Houston Area to integrate moving images about events, issues, and community reactions into their social studies lessons. Students will benefit from seeing history unfold in their local community while learning how to evaluate the content of the moving images in the KPRC Collection. This digital resource provides teachers and students with viewing strategies and suggested video content to include within lessons related to modern Texas and United States History topics.
In addition to the innovative classroom resource, TAMI highly recommends that teachers integrate the following lessons on archival film and moving images into their instruction:
Developed by Chassidy Olainu-Alade, Coordinator of Community and Civic Engagement (Sugar Land/Fort Bend ISD) and 2021 - 2022 TAMI Education Fellow.
Have you ever seen a news reel or footage and thought "if they only knew how that turned out"?
The KPRC Collection has videos capturing a specific topic or event over many years. Watching videos of a similar topic, the viewer can often follow how the event developed or what changes may have occurred.
Then & Now allows students to research a specific topic to evaluate how the event or issue evolved based on the news coverage.
Ask students to select a topic of interest to search for in the KPRC Collection. The chart below outlines some common topics:
Ask student to scan the pages of the KPRC Collection to find 2-3 videos related to their selected topic. Students should record the video title and URL for future reference.
Students should view the selected videos and answer the following questions:
- What type of footage was captured about the event? (Interview, commercial, news report, raw footage)
- What was the overall message or significance of the footage?
- Describe the event or issue being recorded.
- What storyline can be determined or developed by viewing your selected videos about the topic?
Conduct research to determine the current status, the outcome, or recent events related to the topic. Once you have traced the news story from the past to the present day, develop a script to share the current-day status of the event or issue with a peer group or the class.
"Old News" is an activity on the TAMI educator resources page, that can be used to launch a lesson or build background knowledge on a specific topic or event.
This activity takes a new approach to "Old News" by having the students utilize silent news coverage to explain an event or issue that they have already studied or conducted research on.
Students should utilize the worksheets for "Old News" as a resource while viewing the footage.
Following the viewing, students will be asked to recreate a narration or audio overlay of the footage. Student can use the Storyboard Worksheet to plan out their selected audio like music, sound effects, or scripting for the video.
Similar to "Old News," students can present their script or audio to the class while playing the video or students can use film editing software to recreate the film with sound.
Civil Rights Movement in Houston
During the 1960s, the Houston area played a major role in the Civil Rights Movement. From local protests, marches, college demonstrations, and even rioting, Houston was the home of many Civil Rights events that impacted the national social movement to grant rights and equalities to African Americans.
Access the following videos in TAMI's KPRC Collection:
Answer the following viewing questions:
- Why do you think this footage or segments of this footage is silent? What sounds might be heard if there were audio?
- How would sounds have affected the overall message, tone, or impact of the footage?
- What difference would additional sounds like music, voice-over, or sound effects have on the footage?
Create a Documentary Style Video
Recreate a narration or audio overlay of the footage or a selected segment of the footage. Use the Storyboard Worksheet to plan out selected audio like music, sound effects, or scripting for the video. Be prepared to present the script or audio to the class while playing the video or use film editing software to recreate the film with sound.
Houstonians React to National Events
Houston is listed amongst the top cities for largest metropolitan areas in the United States of America. It is no surprise that the reactions and reflections of Houstonians are important to news stations when reporting on how events or issues impact the nation.
Reactions to events and issues can provide insight to viewers on the perspectives and points of view within a community. Oftentimes local reactions or reflections are captured as "on the street" questioning or interviews with individuals who were present or impacted by the event.
This activity will allow students to view the reactions of Houstonians to two key topics in American history: John F. Kennedy and September 11, 2001.
- Make a list of national events that have taken place during your lifetime.
- In pairs or small groups, have students think about and share what their reactions or the reaction of their community was to one or two of those events.
- Discuss how those events were captured in the local news.
- Look up local news coverage of the event, specifically searching for community reactions or interviews.
- Ask students to evaluate if the local news coverage was similar or different to their own reactions or recollections of the event.
Access the following videos in TAMI's KPRC Collection.
- Reactions to the JFK Inauguration (1961)
- Reflections on JFK Assassination (1968)
- Reactions to the US Space Program (1968)
- Houston Families of September 11 Survivors (2001)
- September 11 Attacks Timeline (2001)
- Phone Interview with September 11 Survivor
Conduct research on news coverage that captured reactions or reflections of individuals in other communities across the nation. Compare how the reactions of other communities are similar or different to those of Houstonians. Write a short summary of your findings.
Conduct your own interview with a family or community member who remembers either of the featured events from the activity. Pose the same questions from the KPRC interview to your interviewees. Evaluate how similar or different their responses are to the KPRC footage.
Explain what factors may have contributed to the similarities and differences in the responses. Share your conclusions with your peers.
Social Studies Grade 7
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:
(A) identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas...
(7) History. The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries. The student is expected to:
(A) explain how the oil industry led to the industrialization of Texas;
(B) define and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;
(C) describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women's suffrage, agrarianism, labor reform, and the conservative movement of the late 20th century;
(D) describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White; and
(E) analyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.
(18) Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
(A) explain how the diversity of Texas is reflected in a variety of cultural activities and celebrations;
(B) describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;
(C) identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts; and
(D) identify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote.
(19) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
(A) compare types and uses of technology, past and present;
(B) identify Texas leaders in science and technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;
(C) analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries;
(D) evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; and
(E) analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
(20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify bias and points of view from the historical context surrounding an event that influenced the participants;
(E) support a point of view on a social studies issue or event; and
(F) evaluate the validity of a source based on corroboration with other sources and information about the author.
(21) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) create and interpret thematic maps, graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries; and
(B) analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use effective written communication skills, including proper citations and avoiding plagiarism; and
(C) create written, oral, and visual presentations of social studies information.
United States History Studies Since 1877
(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; and
(B) explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968 (Martin Luther King Jr. assassination), 1969 (U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
(8) History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:
(A) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the Berlin Airlift, the North Atlantic Treaty Organization, and John F. Kennedy's role in the Cuban Missile Crisis;
(B) describe how Cold War tensions were intensified by the House Un-American Activities Committee (HUAC), McCarthyism, the arms race, and the space race;
(C) explain reasons and outcomes for U.S. involvement in the Korean War and its relationship to the containment policy;
(D) explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War;
(E) analyze the major events of the Vietnam War, including the escalation of forces, the Tet Offensive, Vietnamization, and the fall of Saigon; and
(F) describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement.
(9) History. The student understands the impact of the American civil rights movement. The student is expected to:
(A) trace the historical development of the civil rights movement from the late 1800s through the 21st century, including the 13th, 14th, 15th, and 19th amendments;
(B) explain how Jim Crow laws and the Ku Klux Klan created obstacles to civil rights for minorities such as the suppression of voting;
(C) describe the roles of political organizations that promoted African American, Chicano, American Indian, and women's civil rights;
(D) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Dolores Huerta, Rosa Parks, and Betty Friedan;
(E) compare and contrast the approach taken by the Black Panthers with the nonviolent approach of Martin Luther King Jr.;
(F) discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement;
(G) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights Act of 1964, and the Voting Rights Act of 1965;
(H) explain how George Wallace, Orval Faubus, and the Congressional bloc of southern Democrats sought to maintain the status quo;
(I) evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and
(J) describe how Sweatt v. Painter and Brown v. Board of Education played a role in protecting the rights of the minority during the civil rights movement.
(10) History. The student understands the impact of political, economic, and social factors in the U.S. from the 1970s through 1990. The student is expected to:
(A) describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;
(B) describe Ronald Reagan's leadership in domestic and international policies, including Reagan's economic policies and Peace Through Strength;
(C) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran Hostage Crisis, Marines in Lebanon, and the Iran-Contra Affair;
(D) describe the causes and key organizations of the conservative resurgence of the 1980s such as the Heritage Foundation and the Moral Majority; and
(E) describe significant societal issues of this time period such as the War on Drugs and the AIDS epidemic.
(11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:
(A) describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the events surrounding September 11, 2001, and the global War on Terror;
(B) identify significant social and political issues such as health care, immigration, and education from different viewpoints across the political spectrum;
(C) analyze the impact of third parties on the 1992 and 2000 presidential elections; and
(D) identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy.
(24) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
(A) describe how the characteristics of and issues in U.S. history have been reflected in various genres of art, music, film, and literature;
(B) describe the impacts of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society; and
(C) identify and analyze the global diffusion of American culture through various media.
(25) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
(A) explain actions taken by people to expand economic opportunities and political rights for racial, ethnic, gender, and religious groups in American society;
(B) describe the Americanization movement to assimilate immigrants and American Indians into American culture;
(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture; and
(D) identify the contributions of women such as Rosa Parks, Eleanor Roosevelt, and Sonia Sotomayor to American society.
(26) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:
(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States;
(B) explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine; and
(C) describe the effect of technological innovations in the workplace such as assembly line manufacturing and robotics.
(27) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to:
(A) analyze how scientific discoveries, technological innovations, space exploration, and the application of these by the free enterprise system improve the standard of living in the United States, including changes in transportation and communication; and
(B) describe how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products.
(28) Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(A) analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to answer historical questions;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
(C) apply the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
(D) evaluate the validity of a source based on corroboration with other sources and information about the author, including points of view, frames of reference, and historical context; and
(E) identify bias and support with historical evidence a point of view on a social studies issue or event.
(29) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism; and
(B) use social studies terminology correctly.
(30) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) create a visual representation of historical information such as thematic maps, graphs, and charts; and
(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.