Character Interviews
Below are a few short clips of interviews of characters from the French and Indian War. While I recorded these, many other interviews and enactments happened less formally during reading. If a text was getting confusing, I would stop and stick Post-It-Notes with the name of a character on a student and we would talk our way through it. I'd ask a character what he or she would say to another, have them talk to each other in character, refer back to the text, and review it the next day. The students enjoyed doing this and it help to clarify some rather remote events for them. It also helped them to retain the information. They were able to understand the various perspectives of these historical figures and come to some conclusions of their own. Character interviews can be used with fiction or non-fiction. This was very impromptu and took little time in class.
One student surveyed from this class wrote -"I think it (dramatization) helps me understand the story better because it tells me how it was in the old times and what they do in the old times like wars." Throughout the year I asked the students if it helped them to understand the events when we stopped and "entered into the characters" and they were positive that it was helpful. When I asked other students, who had not participated in this type of dramatization, to tell me the significance of the Proclamation of 1763, they could not recall learning about it. It reminds me of how someone can start going on and on about people you don't know and you totally lose track of what they are talking about. I think this was very worthwhile and will continue the practice. Dramatization provides a scaffolding upon which to place the characters.
One student surveyed from this class wrote -"I think it (dramatization) helps me understand the story better because it tells me how it was in the old times and what they do in the old times like wars." Throughout the year I asked the students if it helped them to understand the events when we stopped and "entered into the characters" and they were positive that it was helpful. When I asked other students, who had not participated in this type of dramatization, to tell me the significance of the Proclamation of 1763, they could not recall learning about it. It reminds me of how someone can start going on and on about people you don't know and you totally lose track of what they are talking about. I think this was very worthwhile and will continue the practice. Dramatization provides a scaffolding upon which to place the characters.
Three perspectives plus a personal opinion.
Using the graphic organizer below the class recorded their understandings of various historical figures and formulated their own personal opinions as well. This required them to synthesize the information and make an evaluation for themselves. Understanding perspectives requires a good deal of higher order thinking.
Character interviews of actors involved in the Proclamation of 1763
Below are four short clips of character interviews. First we used the handouts attached at the end of this website to formulate questions for the characters. This was a little confusing at first because the students were unsure of who they were in asking the questions. It was simpler for them to either be neutral interviewers or to be interviewed by a neutral interviewer. During class we had different characters carry on conversations with each other but I did not record that. I can see, from these videos, that the students understood the various perspectives of the actors in the French and Indian War.
Video 1 - King George III on his proclamation.
I am impressed by "the King's" use of conditional language - "even though" - showing that he understood the reason the colonists would be upset with him.
Video 2 - What did the Native Americans think of the Proclamation of 1763?
This "Native American" understood her perspective, but she had a little trouble with the prepositions when discussing where the colonists were forbidden to settle. This shows that she could use some more practice using maps and describing locations relative to a specific point.
Video 3 - What about the colonists?
Here it is evident that the students understood the colonists unhappiness with the proclamation. It also shows that the second student is grappling with the complexities of colonization when she says that perhaps they should leave a little of the land to the Native Americans, because they lived there originally.
Video 4 - What was in it for the French?
This is what happens when you are in a hurry and don't rehearse. There was confusion about who would speak and when. On the other hand, it is interesting to get a sample of more spontaneous speech. The French are in it for the fur trade.