Media Can you trust the media?. Our Expectations Listen while the teacher is talking Listen while other students are talking Put up your hand if you would.

Slides:

Advertisements

Similar presentations

ED EL 335 Class Notes Day 5The Draft Rationale explained and assigned.

Advertisements

Geography in the Revised Primary Curriculum

Literacy Across Learning for Managers 25 August 2009 and 23 February 2010.

Global Skills- Framing the Issues

Politics and Democracy MP’s. My Expectations Listen while the teacher is talking Listen while other students are talking Put up your hand if you would.

RE and the new primary curriculum. “RE has an important role in preparing children for adult life, employment and lifelong learning. It enables them to.

17/04/121 MB LEARNING SOLUTIONS AS Citizenship. Why study A Level Citizenship? Citizenship affects your rights and responsibilities as a citizen and it.

Key Messages Learners need to know  What skills are available  When to use them  Why they are appropriate for the task  How to apply them to achieve.

Veena Soni Gateshead Ethnic Minority and Traveller Achievement Service

Senior Secondary Reform Team, DECS Curriculum Services Task design – SACE Stage 2 Workshop term Part 1.

Relocation, relocation, relocation... MFL, History and PHSE moving together…

Linking the Fairs to the 2013 Ontario Curriculum Social Studies 1 to 6 and History and Geography 7 and 8.

ETA Study Day June 2011 Area of Study – Belonging Section III – Analytical Response The Crucible - Miller.

Module 2: Assessment in Creative Arts © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training.

How do I progress in History? What does the National Curriculum mean for me?

Highly Qualified Teachers Social Studies

“We aim for no less than a change in the political culture of this country, for people to think of themselves as active citizens… willing, able and equipped.

‘ Life in the UK’ A Journey to Citizenship, would you pass the test? 5 Nations Conference Dec 2013

Outcomes Understand the way in which the Australian Curriculum has been structured in these learning areas Spend time familiarising themselves with the.

Arab Gateways Professional Learning Program Welcome.

The Global School. What will help create the global school ?

Georgia Grade 8 Writing Assessment. Introduction: Scoring Information2 How the Grade 8 Writing Assessment is Scored: Domains Grade 8 Writing Assessment.

Campus International School POI #4

Developing an Effective Web-Based Learning Resource that Support Lifelong Learning of Thai Learners Within K-12 ASEAN Environment Presented by Dr. Watsatree.

Wearable text Lesson plan for Year 9 © Commonwealth of Australia, 2010, except where indicated otherwise. You may copy, communicate and modify this material.

The Métis Have you or someone you know ever been affected by expansion? Perhaps land or homes were taken to build or widen a road. Maybe a certain area.

PSSA Writing Test Tips and Strategies for Success.

PET for Schools. Paper 3: Speaking What’s in the Speaking Test? Part 1: You answer the examiner’s questions about yourself and give your opinions. Part.

FOR MY PROJECT I CHOSE TO USE EPEN PALS, SKYPE OR BRIDGET, AND PODCASTS. Technology in the Classroom This technology will be done in the Grade 6 social.

Power, Politics and Media What is Power?. My Expectations Listen while the teacher is talking Listen while other students are talking Put up your hand.

 ByYRpw ByYRpw.

Transdisciplinary Skills Placemat: Greenfield Park International Thinking Skills Acquisition of knowledge: Are you able to find out new facts? Show me.

Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.

The presentation can only be copied or altered for non-commercial personal or educational use. © Citizenship Foundation Charity Reg No Author: M.

DEVELOPMENt EDUCATION & The Primary classroom EXPLORED

Online curriculum centre Faculty member training, April 2009.

Skills for Healthy Relationships

Text Mapping Strategies for Expository Non-Fiction.

News Media and Politics Reading Unit 4. For this unit, when we discuss the Media, we do so in terms of Politics. The big question that we must answer.

The Bubonic Plague An Exploration of Original Student Poetry.

The Communication Process

Power, Politics and the Media The Law. My Expectations QUESTION EVERYTHING – you’re all Critical Thinkers now in Year 10…. Listen while the teacher is.

Maps Top tens Lecture wrap up. Allergies For our exemplar Please me if you have concerns.

This section of the examination specification requires you to look at issues surrounding: the roles of men and women racial harmony religious harmony the.

Spiritual Moral Social and Cultural SMSC 1 SMSC what does it mean?! How to fit SMSC into what you already do SMSC and its importance How to make.

English Language Services

Westward Expansion Grade 5 By: Amy Adams Elizabeth Meyer Neil Manning.

Introduction to the ERWC (Expository Reading and Writing Course)

International Primary Curriculum IPC

Valley View Secondary School The content of the Research Project comprises the:  Capabilities  Research framework.  In the Research Project students.

ACTSmart Schools. Parliament of Youth on Sustainability.

The Global Dimension in Education Rohini Corfield East Midlands Network for Global Perspectives in Schools.

Anston Hillcrest Primary School Key Stage 1 & 2 Reading Workshop Tuesday 19 th January 2010 Stefanie Senior.

 managing self managing self  relating to others relating to others  participating and contributing participating and contributing  thinking thinking.

How to structure good history writing Always put an introduction which explains what you are going to talk about. Always put a conclusion which summarises.

Requirements and expectations Welcome to Year 12 English Your personal goal for the year should be to achieve the highest possible study score (out.

The Conceptual Cycle of Learning Clive Erricker Living Difference CommunicateApplyEnquireContextualiseEvaluate.

Customised training: Diversity, community cohesion and citizenship.

Customised training: Controversial issues and post-16 citizenship.

We will be able to: - Articulate the importance of recognizing differing perspectives and opinions of diverse peoples - Describe the political, economic.

Language Study.  Focus in planning  Independent study  Helps if students select a topic and context they are interested in and familiar with  Helps.

Digital advertising Digital: Information that is electronic, e.g. smartphone apps, videos games and websites Advertising: To make something known, usually.

K-3 Student Reflection and Self-Assessment

Intercultural Capability

Literacy Content Specialist, CDE

My Attitudes What I Show!.

The Global Dimension in Science Education

Presentation transcript:

Media Can you trust the media?

Our Expectations Listen while the teacher is talking Listen while other students are talking Put up your hand if you would like to speak Be reliable Respect others at all times Use appropriate language

Shhhhh…… First four countries to have television: England, the U.S., the U.S.S.R., and Brazil. There are 170,000,000,000,000,000,000,000,000 ways to play the ten opening moves in a game of chess. The U.S. has more bagpipe bands than Scotland does. For beer commercials, they add liquid detergent to the beer to make it foam more. Whispering is more wearing on your voice than a normal speaking tone

Did the facts change? Was the truth of the message altered?

Re-cap… What is the ‘media’? How much are we influenced by the media? What is a ‘fact’ and what is an ‘opinion’? Did You Know … If you yelled for 8 years, 7 months and 6 days you would have produced enough sound energy to heat one cup of coffee.

So… We’ve established we are all influenced by the media in one way or another…. But can we trust the media?

Pro tip – Quick History Lesson… Propaganda

What is the ‘news’?

Or is ‘news’….. OMG!!! Did u hear???? Did u no about…… Well, my opinion is Guess what I’ve just seen! Lol!!!!

Three groups… Using the ‘facts’, your group is going to present a news story. How do you want your story to look? Will you use all of the facts given, or just some of them? Present it as a web page for a news website

Let’s have a look then… Do our news stories look the same? Have they included the same facts/pictures/subtitles etc? Could readers of one story get a different point of view than readers of another? Have we included our own ‘bias’ without realising it? If NASA sent birds into space they would soon die; they need gravity to swallow

Stereotype and Bias (protip…you’ll be doing a lot about stereotypes and bias in English, History, Geography, Drama etc etc…..) What is a stereotype? What is bias? Do we see them a lot in the ‘news’? Do we, sometimes, agree with stereotypes?

Paired task Create a mind map of stereotypes and bias in the media What is a stereotype? What is bias? Do we see stereotypes and bias in the media? What kind of stereotypes do we see? Do they serve a purpose?

Stereotype a popular belief about specific social groups or types of individuals Bias Prejudice, to cause partiality or favoritism in a person, influence, especially unfairly

What can stereotypes and bias lead to?

Back to the media…. So, we know we are influenced by the media… We’ve also had a look at how, thanks to social media, we make the news Can we trust our own eyes? Some of use may think we have our own bias, and we agree with some stereotypes… So…

…can we trust the media? If we are the media, can we trust ourselves?

Learning Objectives To explore what ‘news’ is in the media To begin to examine stereotypes and bias in the news To explore how the key words; news, stereotype, bias, opinion, fact and trust apply to ‘the media’

Are you working up your levels? Level 3 recognise that issues affect people in their neighbourhood and wider communities in different ways. discuss and describe some features of the different groups and communities you belong to. Level 4 explore a range of sources of information to examine topical and controversial issues, including where rights compete and conflict. appreciate that there are many diverse groups and communities in the UK and the wider world and use this understanding to explore the communities you belong to.

Level 5 consider what is fair and unfair to different groups involved and make reference to relevant national, European and international dimensions of the issues. identify the contributions of different cultures and communities to society and describe ways in which the UK is interconnected with the wider world. Level 6 interpret different sources of information and begin to assess these for validity and bias. consider a range of scenarios (from local to global) where there are inequalities and explain how different kinds of rights need to be protected, supported and balanced. show understanding of interdependence, describing interconnections between people and their actions in the UK, Europe and the wider world.

Level 7 argue persuasively and represent the views of others including those they do not agree with. analyse the reasons for diversity in the make-up of UK society and explain how it changes over time. begin to evaluate the roles citizens can take in shaping decisions and the extent to which they can influence the operation of political and legal systems. compare the role of citizens in the UK with those in other parts of the world to illustrate the strengths and weaknesses of different forms of government. Level 8 make connections between information derived from different sources and their own experience in order to make perceptive observations. have a detailed understanding of the key citizenship concepts of democracy, justice, rights and responsibilities, identities and diversity, including how these can change over time.