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**The Spotlight Assignment**: “Spotlights” are short, narrowly focused student presentations that usually involve art, music, poetry, speeches, dramatic readings, or events of cultural or historic importance. One important skill we hope students develop is the ability to be concise: to develop an engaging, clear body of information that can be shared in a very brief amount of time. **The Rationale**: Traditionally, students incorporate technology in their spotlights, but in the past, this has mostly consisted of using Powerpoint slideshows or isolated video clips. After participating in the Classrooms of the Future course, Greg Pezza and I decided to introduce students to other forms of multimedia presentation, most specifically Windows Moviemaker, I-Movie, and podcasts using GarageBand. We wanted students to present their information in a dynamic way that would serve as a showcase for their particular topic, thus meeting our content objectives for the course, but also striving to meet the 21st century skills objectives of technological proficiency, critical thinking, and problem solving.
 * The Class**: The American Studies course, team-taught by the Social Studies and English Departments, offers an interdisciplinary approach to the study of Twentieth Century America. The dynamics of class discussions and presentations are enhanced by the opportunity for students to interact simultaneously with an English and History teacher, present in the classroom for two class periods each day. Eras and themes are studied from the multiple perspectives of history, literature, art, music, and other cultural phenomena. Textbooks, novels, short stories, poems, films, recordings, speakers and field trips are used in a multi-sensory approach to help students bridge the gap between subject areas and examine the components that combine to form our history and culture. Students are active learners, making extensive use of role-playing, simulations, written assignments, and presentations. In all areas of study, significant attention is placed upon conflicting interpretations and an inquiry approach to learning.