Resources for the media-savvy social studies classroom

BCSSTA Conference 2009 and CISVA Workshop 2010

MEDIA LITERACY BASICS

  • *GO IMMEDIATELY TO LESSON IDEAS
  • *MEDIA STAKEHOLDERS
  • MASS COMMUNICATION HISTORY
  • MEDIA EDUCATION RESOURCES
  • MEDIATED HISTORY LENSES
  • WHAT IS MEDIA LITERACY?
  • WHO IS INVOLVED?
  • WHY PART OF SOCIAL STUDIES?

LESSON IDEAS BY CENTURY & COURSE

  • SS 9: 1500 -1815 A.D.
  • SS 10: 19TH C.
  • SS 11: 20TH C.
  • HISTORY 12: 20TH C. +
  • SOCIAL JUSTICE 12

IRP EXPECTATIONS

  • SOCIAL STUDIES 9
  • SOCIAL STUDIES 10
  • SOCIAL STUDIES 11
  • HISTORY 12
  • SOCIAL JUSTICE 12

Cognitive lenses & layers in the social studies classroom

On PRIMARY
  • What happened? Who, what, when, where, how
  • Who witnessed it? ( primary source)
  • Who first reported it?
  • After the fact: Who first interpreted & communicated it?
....................................................................
  • What was the bias of the first witness, reporter & interpreter
  • Types of bias: political leaning, cultural, societal

....................................................................

SECONDARY

  • How was it reported by the vetted, peer-reviewed media?
  • How was it reported by the mob? Social reporters? Social media?

....................................................................

TERTIARY

How was it interpreted by the stakeholders?

  • Non profit groups
  • Academics
  • Industry

....................................................................

PROPRIETORIALLY

  • How was it promoted & used? By whom?
  • How was it "spun"? For whose benefit?
  • Was it successful?

Radio

History in Canada:

BulletCBC/Radio-Canada Milestones

2000s | 1990s | 1980s | 1970s | 1960s | 1950s | 1940s | 1901-1939 

Radio:

  • How to Write a Radio Ad How to Write a Radio Ad
  • How to Write a Script for a 30-Second Radio Spot

  • How to Write Radio News Scripts

       

Compare and contrast

Compare and contrast the reporting of an event from 2 or more sources/perspectives.

  1. Right wing - left wing ( e.g. Fraser Institute Versus The Centre for Policy Alternatives) (e.g. The Nation  Versus Fox)
  2. Sides of a battle ( e.g. World War II Allies versus Nazi Germany)
  3. 2 sides of an issue ( e.g. Jerusalem Post versus Al Jazeera)
  4. Historical commentary from different points in time ( e.g. Riel debate 19th- 21st century)
  5. Journalistic versus entertainment motivated media (e.g. Globe and Mail  -vs Vancouver Province)
  6. Radio - Newspaper - Television - Newspaper on Internet ( Informal media: blogs etc)  - credible reputable media)

RESOURCES

  • Comparison-Contrast Chart
  • Venn Diagram for 2 Items
  • Venn Diagram for 3 Items
  • Venn Diagram with Summary
  • Venn Variations
  • Excellent collection of graphic organizers in Word ( which can be downloaded & edited by students)

Social media satire


What does this skit say about how much eye witness /man-on the street accounts matter?

In contast, look at these eye witness accounts - what is the difference?

.................................................................................................................................

"Good thinking"

Brainstorm Criteria for a Good Thinker (Grades 8 to 12 English Language Arts IRP)




A good thinker...
• bases judgments on evidence
• is honest with self
• listens to understand before drawing conclusions
• can tolerate ambiguity
• asks questions
• is open-minded and flexible
• is able to think independently
• identifies and explains personal points of view
• looks for connections among ideas
• extends personal thinking by assimilating new ideas and information
• is self-directed, self-disciplined, self-monitoring, and self-correcting

......................................................................................................

ANOTHER APPROACH

A Dispositional Conception of Good Thinking

source: Harvard-based paper

1.  The disposition to be broad and adventurous

The tendency to be open-minded, to explore alternative views; an alertness to narrow thinking; the ability to generate multiple options.

2.  The disposition toward sustained intellectual curiosity

The tendency to wonder, probe, find problems, a zest for inquiry; an alertness for anomalies; the ability to observe closely and formulate questions.

3.  The disposition to clarify and seek understanding

A desire to understand clearly, to seek connections and explanations; an alertness to unclarity and need for focus; an ability to build conceptualizations.

4.  The disposition to be planful and strategic

The drive to set goals, to make and execute plans, to envision outcomes; alertness to lack of direction; the ability to formulate goals and plans.

5.  The disposition to be intellectually careful

The urge for precision, organization, thoroughness; an alertness to possible error or inaccuracy; the ability to process information precisely.

6.  The disposition to seek and evaluate reasons

The tendency to question the given, to demand justification; an alertness to the need for evidence; the ability to weigh and assess reasons.

7.  The disposition be metacognitive

The tendency to be aware of and monitor the flow of one's own thinking; alertness to complex thinking situations; the ability to exercise control of mental processes and to be reflective.

more articles: Thinking through dispositions

RESOURCES

  • Simple chart: THE GOOD THINKER and THE NOT-SO-GOOD THINKER
  • Holistic Critical Thinking Rubric  

.................................................................................................

How to analyze an editorial or controversial article

Editorial Rubric A 5 point rubric with performance descriptions for the editorial mode of writing

....................................................................................................

Scan the article.

Do you believe what is written in the article? Pull out the main arguments  made by the writer, and quotes, statistics and facts

Identify clearly what the controversy is about briefly mentioning both pro and con.

What issue(s) is (are) addressed? 

What is the main argument and/or conclusion?

•    What evidence is put forward to support the argument(s) and/or conclusion(s)?
•    What are the differing points of views related to the issue?
•    What side of the issue is not represented?
•    Why is it difficult to resolve this issue?

................................................................................................................ 

FILL IN SHEET

State the controversial topic ( pro versus con)

................................................................................................................ 

Summarize the article using standard journalists' questions (notes only)

What

Why

Where

When

How

................................................................................................................

Identify the stakeholder group that the writer belongs to.

What kind? (Government; Industry; Journalistic source; Nonprofit organization; Peer-reviewed source)

Would the stakeholder have a reason to sway the opinion of the reader?

...............................................................................................................
.
Summarize the article

A -ARGUMENT/THESIS   

1. 

2. EVIDENCE (proof: facts, statistics)

B -ARGUMENT/THESIS    

1.

2. EVIDENCE (proof: facts, statistics)

C - ARGUMENTS/THESIS   

1.

2. EVIDENCE (proof: facts, statistics)


................................................................................................................

CONCLUSION: This article is PRO...NEUTRAL...CON (circle one)

Did the writer leave out important information? If so, what?

How to write a backgrounder: have student create "spin"

A Backgrounder is a summary of pertinent information and facts about the subject at hand, which is provided to the media especially when dealing with a complex issue.

Contents of a backgrounder

  • Title/headline
  • Organization's name, address, Web site
  • Table of contents
  • Key contacts - names, titles, phones (including cell & home numbers), e-mails
  • One sentence description of organization
  • One paragraph summary that sets your organization in a larger context
  • The facts, issues, perspectives a journalist would find helpful in preparing his or her story. Keep any opinions you express brief, and label them as such. The backgrounder is meant to be a brief but substantive "report" offering information, insights, and often some simple statistics about a piece of the subject being researched by the reporter.
  • Very important! Information you offer the media should be interesting, newsworthy, and useful to their readers, listeners, or viewers.

SAMPLE BACKGROUNDERS

How to find the main points in an article

Information Summary Rubric 7 categories with three articulated performance levels. (High School or College level)

How to find the main points in an article

  • Look at the headline or title. It often broadly summarizes the main topic of a news or magazine article.
  • Carefully read through the article. Then go back to the beginning of the article and identify sentences that give some of the most important pieces of information in the article.
  • Main points are often the topic sentences in each paragraph in the article. Main points will all be directly related to the headline.
  • Set aside the supporting details or evidence, which are not the main ideas.
  • From the sentences you have identified, select three or five and summarize the "main points."

PLEASE DO NOT...

Add your own ideas.

Cut and paste from the article.  This will create a jumble of statements with no interpretation or synthesis of the article's findings.  This strategy is common amongst students who wait until the last minute to complete assignments.  Not only is this plagiarism, it also shows that students do not understand what they are reading.

Formula for a Well-Written News Article

source (Stephanie M. Rusnak)

Formula for a Well-Written News Article

1.  First paragraph

In your first one or two sentences tell who, what, when, where, and why. Try to hook the reader by beginning with a funny, clever, or surprising statement. Go for variety: try beginning your article with a question or a provocative statement.

2.  Second/Third/Fourth paragraphs

Give the reader the details. Include one or two quotes from people you interviewed. Write in the third person (he, she, it, they). Be objective -- never state your opinion. Use quotes to express others' opinions!

3. Last paragraph

Wrap it up somehow ( don't leave the reader hanging. Please don't say...."In conclusion" or "To finish..." (yawn!) Try ending with a quote or a catchy phrase.

  • Use active words (verbs that show what's really happening.)
  • Take notes when you interview. Write down quotes!
  • Tell the really interesting info first!
.............................................................................

Mediaawareness_2

COMPLETE LESSON PLAN

Critical thinking rubric

DOWNLOAD

« Previous | Next »

DECONSTRUCTION TOOLS

  • * What is deconstruction?
  • Arguments & informal logic
  • Bias
  • Branding
  • Cause & effect
  • Citizenship journalism
  • Compare & contrast
  • Critical thinking
  • Definition
  • Documentaries
  • Editorial
  • Feature film
  • Infotainment
  • Journalism
  • Newspaper articles
  • Photojournalism
  • Political cartoons
  • Posters
  • Press releases
  • Radio
  • Re-construct/re-write history
  • Social media
  • Songs
  • Textbook analysis

PROFESSIONAL READING

  • NCSS Position Statement on Media Literacy
  • History & media litearcy