I plan to teach Social Studies for grades 9 to 12, and I think there are many great ways to use video and audio as assignment mediums. Almost any project in Social Studies can be turned into an opportunity for students to create podcasts, slideshows with voiceovers, short documentaries, or even interactive videos. I would let students choose the format that works best for them, which gives them more ownership over their learning and allows them to showcase their strengths.
For example, in a unit I designed about the Holocaust, my final project was to get students to make a digital story following the life of someone who lived through that time. The goal was for students to show what they learned over the two-week unit and present their knowledge in any way they wanted.
To make these assignments engaging, I would provide one or two lessons on basic video and audio editing and introduce different tools that students can use. I would make it clear that the goal is not professional-level editing but practicing skills, experimenting, and expressing ideas creatively. Giving students the freedom to make choices about their project encourages them to take risks, problem-solve, and think creatively as they plan, edit, and refine their work.
Video editing connects closely to the B.C. Creative Thinking competency which requires students to come up with original ideas and figure out how to turn them into something meaningful. They get to make decisions about images, sound, and pacing, and they experiment and solve problems. Students get to reflect on their work and make improvements along the way. This process helps them build flexibility, confidence, digital literacy, and critical thinking skills.
Using video or audio also aligns with Universal Design for Learning (UDL), which focuses on creating learning experiences that work for all students. By providing multiple ways to express understanding, students who might struggle with writing have the chance to communicate through visual, audio, and storytelling. UDL also encourages giving students choice, allowing them to work in ways that match their strengths and interests.