Mass communication is defined as a message created by a person or a group and sent through a transmitting device (a medium) to a large audience or market.

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Mass communication is defined as a message created by a person or a group and sent through a transmitting device (a medium) to a large audience or market. Mass media includes all the formats used for communication intended to reach a large audience. This may include print, radio, television, or digital content.Mass media Over time, technological advances in mass communication have had a significant impact on our society and culture. They have allowed us to reach ever larger audiences, delivering content faster, and in richer formats. To jumpstart your thinking, consider what the entire history of mass media would look like if it existed in just one calendar year.what the entire history of mass media would look like if it existed in just one calendar year Next Image from clipart.com

Students will be assigned to individually research one of the four different types of media: print, radio, TV, or the Internet. Resources for print research: World Book: "Printing." The News: Newspaper, the History from Thinkquest “Johannes Gutenberg and the Printing Press” Resources for radio research: World Book: “History of Radio Broadcasting and Development World Book: “History of Radio Broadcasting and Development ” “Podcasting History” FCC: History of Radio "Radio." Berkshire Encyclopedia of World History Next Resources for TV research: World Book: “History of Television BroadcastingWorld Book: “History of Television Broadcasting” FCC: History of TV Kids Work: The Invention of Television Resources for Internet research: World Book: “Internet” The Internet Society: Brief History of the Internet Consider the significance of key events in history as you take notes and mark them with a star. Cornell Notes

Once the individual background research on the media source is completed, students will jigsaw into 4 collaborative groups. Groups will then create a timeline of the most significant events in the development of mass communication for our society and culture. Each event on the timeline should include a specific date and a brief explanation of the development’s importance to mass communication. Groups will share their timelines with the class for evaluation and comparison. Use one of these tools to organize your timeline: Printable Timeline Create a Timeline using Microsoft Excel 2007: Tutorial TimeToast TimeRime Your group timeline presentation will be assessed using this rubric.rubric Next Image from clipart.com

After presentation, students will compare the four different timelines to evaluate and assess which events were most significant to our society and culture. Students will compose a written argument explaining which events were most significant and why. Be sure to include support from your own research as well as the other group presentations. Your argument will be assessed using the 6 Traits of Writing Rubric for constructed response.6 Traits of Writing Rubric for constructed response Next Image from clipart.com

Additional resources related to the history of mass media. Television: Window to the World on Safari Montage Television: Window to the World Days That Shook the World Series 1: Concorde/ Marconi Chapters 1-3 on Safari Montage Days That Shook the World Series 1: Concorde/ Marconi Chapters 1-3 on Safari Montage The Timewarp Project: Use the Timewarp tool to search for artifacts in mass media history. The Timewarp Project Paley Center for Media: Includes resources for educators, current events, and perspectives on media. Paley Center for Media Visit a local museum in person or virtually to explore the artifacts in their collections. The Radio and Television Museum Museum of Radio and Technology The Newseum Next Image from clipart.com For Homework: What does the progression in information technology and access suggest about the future of communication? Support your predictions with reference to your research or prior knowledge.

BCPS Curriculum O-2 Students will recognize the influence of mass communications in their daily lives, understanding both its positive and negative effects, and will recognize elements and uses of bias in the media in order to make ethical choices in the development of products and productions. KSI-A Investigate the development of communication technology and discuss its impact on society and culture Maryland State Curriculum Maryland State Curriculum Standard 4 Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Indicator 2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Writing: 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards for the 21 st Century Learner Standards for the 21 st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0 : Use a variety of technologies for learning and collaboration. Time Frame: Three 50 minute class periods for research, timeline creation, presentation and assessment. Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Whenever possible reading materials have been linked through the databases to provide this support. Gold and silver stars indicate difficulty of reading material. Learning Styles: Field Independent, Visual, Auditory, Tactile, Active, Global AVID Strategies: Cornell Notes Notes to the teacher: To use TimeToast or TimeRime, consult with your School Library Media Specialist to set up an account.TimeToast TimeRime Tips for using the Cornell Notes strategy. Last update: July 2015 Created by Natalie Avallone BCPS Research Module or Slam Dunk Model, Copyright 2015, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at Avallonehttp://questioning.org/module2/quick.html