Post-It Notes for Chinese Whispers Video Clips (Harry Potter). Humanities Faculty PPT front page: NB. There must be detailed procedural instructions on each slide as relevant Author/s: HBL/LVA Big question & Intended Learning Outcomes: Key Knowledge: Key Skills and questions Big Question: Can we believe all we’ve been told? Enquiry into the accuracy of information presented in the media and the impact of reporting false information. Describe how information is transferred. Explain the need for accurate reporting. Evaluate the impact of false information. Types of media (including social media). Bias. Describe – transfer of information using debrief from playing Chinese Whispers. Explain – the need for accurate reporting using key words and selected images. Evaluate – the impact of false information when reported in the media (including social media). Differentiation: Resources: Pictures: Draw out enquiry of students. Get them to compose ideas based on what they see. Pictures can speak bigger than written words and so students enquire into how information can be biased/incorrect. Teacher questioning. Scaffolding for writing task and key words provided. Picture resource for DO NOW (prepared sheet for pupils so they get one picture to comment on). Post-It Notes for Chinese Whispers Video Clips (Harry Potter). Notes: See notes on each slide to take you through the lesson. Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

Do Now Can we believe all we’ve been told? Write today’s date in full PLANNERS ON THE DESK You must remain silent for the first task. Write 3 statements about the image you have been given. 1. Banksy's Calais 'Jungle' teargas mural. Can be accessed at http://www.itv.com/news/2016-01-25/new-banksy-work-at-french-embassy-in-london-attacks-use-of-teargas-on-refugees-in-calais/ 2. Image of Muslim woman wearing union flag hijab. Can be accessed at https://english.alarabiya.net/en/perspective/features/2014/06/16/We-re-as-British-as-fish-and-chips-UK-Muslims-tell-Cameron.html 3. Image of President Obama, mocked up to look like he is Muslim Picture 1 – Banksy image criticising the use of teargas in the “Jungle” refugee camp in Calais appeared on the French embassy in London. Picture 2 - Muslim groups in the United Kingdom have hit back at the prime minister’s suggestion that the community needs to be more “British,” saying that Islamic values are in line with those being pushed by David Cameron. Picture 3 – a mock up of Obama as a Muslim because conspiracy theorists tried to build their anti-Obama case around the fact that he’s Barack –a ‘secret Muslim’ born in Kenya. If either half of the theory were true, the Republicans would have hit the jackpot, because Muslims remain an acceptable scapegoat among many Americans and only ‘natural-born citizens’ of the United States are eligible to run for president. Connection – ask for ideas on what the connection may be. Possible answer would be the refugee crisis. Ext: Can you make a connection between these images? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

Can we believe all we’ve been told? Learning Objectives: Success Criteria Can I describe how information is transferred? Can I explain the need for accurate reporting? Can I evaluate the impact of false information? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

How reliable is information? We are going to play Chinese whispers to transfer some of the statements you have just made to the whole class… RULES You must whisper your information You may only hear the information once You must pass only the information you hear to the next person. You must be silent when not speaking. After you have had your turn immediately write what you heard on your post it note… But keep it hidden!! Use the game to consider whether information received is always accurate – what problems did they encounter? At what point did the message break down? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Can I describe how information is transferred?

of the success criteria? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Feedback Have we met this part of the success criteria? Can I recall a belief? Can I describe how information is transferred?

VS Why is it important to know all the facts? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Why is it important to know all the facts? https://www.youtube.com/watch?v=L6oMfkHviqE https://www.youtube.com/watch?v=y3b8wDVAANU INSERT IMAGE OF HARRY POTTER VS INSERT IMAGE OF SEVERUS SNAPE How does the relationship between Harry and Snape change? What did Harry learn about Snape? Could things have been different if Harry knew all the facts? Use these clips to explore the idea that journalists should be trying to tell the truth and give the facts – this is their responsibility. However, doing this is not always easy as they will speak to many people each of whom may have different views and different experiences which influence their side of the story (introduce the idea of bias). Journalists need to know a lot of background before they can give the correct facts of a story. We are going to use Severus Snape to illustrate this point with these 2 clips. In the first Harry Potter books Snape is shown as a bully and as someone who hates Harry. Much later in the books we find out that Severus was bullied by Harry’s father, James, at Hogwarts and that Severus was in fact in love with Harry’s mother. We also learn that he was not actually Harry’s enemy but was trying to protect him from Voldemort. We only knew a small part of Snape’s story in the early books, we didn’t have all the facts. This is then used to explore some of the issues around false reporting/inaccurate information in the final task so can be referred back to. Can I explain the need for accurate reporting?

Refugee Syrian England ISIS Create a headline Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Create a headline You have been given 4 key words and 2 images. Using these keywords and images create a headline you may see in a UK newspaper. Refugee Syrian IMAGE 2 TAREENA SHAKIL WITH HEAD COVERED AND HOLDING AN AK47 AFTER SHE JOINED ISIS IMAGE 1 TAREENA SHAKIL AS A TEENAGER BEFORE SHE JOINED ISIS The 2 pictures are of the same girl - Tareena Shakil, 25, who left the UK with her toddler to join Islamic State - she fled from the jihadists in Syria in Jan. 2016. England ISIS Can I explain the need for accurate reporting?

Is your headline the same as mine? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Is your headline the same as mine? Syrian Refugees Welcomed in England After Fleeing ISIS Think/Pair/Share Are your headlines different? Why/Why not? Activity is used to explain to students that the media can use a mix of words to create a negative headline. This is also designed to challenge the assumption for what this story could be in light of the influence of mainstream and social media upon the student’s views of refugees and Syria. You will need to be sensitive to opinions pupils may be expressing which come from home – do challenge these with factual information. Can I explain the need for accurate reporting?

of the success criteria? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Feedback Have we met this part of the success criteria? Can I explain the need for accurate reporting?

Social media: the good… Positive impact from Social Media – following the Paris attacks in Nov. 2015 Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

FICTION: This was taken in Dublin on a previous gig. …and the made-up. When events such as the Paris attacks happen, it is important to know fact from fiction online. Spotting a Hoax Check the source (Is the website a reliable and respected source? Have you even heard of it before? Believe it or not, there are actual internet hoax websites devoted entirely to spreading false information). Is it being reported by multiple, reliable sources? Is the date current? How well is the post or article written? (Legitimate sources often have professional writers and editors working for them). Look at the surrounding advertisements (if they appear to be largely spam, the info may not be legitimate) Are you being asked to “share this post” to receive further information and/or gain some other reward? (Don’t do this. It’s most likely a hoax). Can you spot the problem with the following ‘news’ stories? FICTION…ish: A genuine tweet from Trump, but dated January 7, after the previous attacks in Paris. It went viral again overnight, prompting worldwide reactions, including the French Ambassador to the U.S FICTION: This was taken in Dublin on a previous gig. FICTION…ish: The Empire State building was not lit up with the Tricolore colours over the weekend, this is an old picture. However, other buildings around the world were. FICTION: Whilst the tower will remain dark during National Mourning, it wasn’t even equipped with lights until 1985. And they are turned off at 1am every night. The negative side of social media – the false reporting following the Paris attacks. As you play the slide there are a number of examples of posts which appeared following the Paris attacks which had false information/pictures – these were then re-posted by, often, thousands of people. The different posts appear as you click and then are followed by a textbox explaining why they are incorrect. What are the dangers of this? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

Can we believe all we’ve been told? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Can we believe all we’ve been told? I think accurate information is/isn’t important because… For example… Someone else may disagree because… For example… A consequence of reporting inaccurate information may be… In conclusion… Keywords Media Accuracy Influence Responsibility Journalist Reporting Social Media PSSSTTT… Look back in your book, is there anything there to help you? Can I evaluate the impact of false information?

of the success criteria? Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016 Feedback Have we met this part of the success criteria? Can I evaluate the impact of false information?