Students will learn more about themselves as they begin to learn about the world in this first unit for World Studies. The purpose of this unit is to introduce students to concepts of media literacy, culture and global citizenship. Each module will take students through a process of developing new ideas and thinking differently about themselves and their world.
Media Literacy, Culture, Global Citizen, Context, Perception
Abstract
High school students will learn more about themselves as they begin to learn about the world in this first unit for World Studies. The purpose of this unit is to introduce students to concepts of media literacy, culture and global citizenship. Each module will take students through a process of developing new ideas and thinking differently about themselves and their world.
Objectives
As a result of completing this learning module, students will be able to:
EXPERIENTIAL OBJECTIVES
Students will interact with new ideas
Criteria: Post, respond and reflect on new ideas and concepts through participating in learning experiences.
CONCEPTUAL OBJECTIVES
Students will gain better understanding of themselves as they learn about the world
Criteria: Develop understanding of a various of ideas about perspective.
ANALYTICAL OBJECTIVES
Students will use a variety of methods to express their ideas
Criteria: Explain the reciprocal influence that media and self expression have on people and places.
APPLIED OBJECTIVES
Students will create an original video presentation
Criteria: Plan and create a video that express what they have learned about themselves.
10 Second Video Assignment
To help us get to know each other everyone in the class will create a 10 second video. This video assignments is based on "Vine" videos, although Vines are now 6 second videos yours will be 10 seconds. They can be as serious or as creative as you would like, it just needs to fullfill the requirements. Follow the instructions below:
Pre-Production
Step 1: Brainstorm.
Think about who you are and how you want to answer the question:
Who are you? – What is one thing that we can’t see about you that we wouldn’t know after a first meeting? (If you were to meet someone for the first time)
Step 2: Write your script.
Write a 9 Sentence script, (3 sentences per act if writing a 3 act story) explaining your video.
EXAMPLE:
1. Text: ‘This is me’
2. Picture of me at age 5
3. Transition to me at age 10
4. Text: Baseball is Life
5. Action shot of me playing baseball
6. Picture of baseball team etc.
Production
Step 3: Film.
Film or compile picture your video based on your script.
Post-Production
Step 4: Edit. – Make Sure it is 9-10 seconds
Edit your video or pictures. (Create Movie (4pts), Slideshow (3pts), or PowerPoint (1pt) Instagram, Vine, Animoto, iMovie, Windows Movie Maker, Adobe Premiere, iPhoto, or any other movie editing software of your choice.
Step 5: Turn it in.
20 MB or Less – Upload on my website: DavisWorldStudies.com
25MB or Less - Email: medavis@alpinedistrict.org
Bring it in on a Flash Drive, iPod/iPhone/iPad, DVD/CD
Share a Google Drive or Sky drive File
POST UPDATE: When you complete your video post an update sharing it with the class.
COMMENT: Watch the rest of the classes' videos and comment on at least 3 other student posts explaining what you learned about them.
This is a PRE-ASSESSEMNT to help students start to think about how they are and to gauge their video making ability.
Students will make a "VINE" like video sharing one thing about themselves to help us get to know them. The video is only 10 Seconds long, so they will need to be creative in their storytelling. Typically I will not show other student examples before students do this assignment because I want to push them to be creative and to show me their ideas.
Student Examples:
With an infinite amount of information at our fingertips it is increasingly important for us to analyze the information we access. In this lesson you will learn about media literacy and how to evaluate information sources.
5 Concepts of Media Literacy according to the Media Literacy Center
5 Key Questions of Media Literacy
Five Core Concepts
Using these questions and concepts you will watch the PBS documentary, "Frontline: The Secret State of North Korea" to compare and contrast media and propaganda in North Korea & South Korea.
Click on the Google Doc link "Media Literacy" and copy it so that you can complete the chart as you watch the PBS documentary, "Frontline: The Secret State of North Korea."
POST UPDATE: When you have completed the documentary and comparison chart post updates answering the following questions:
1. Do you think media (including pop-culture) can influence societies, politics, etc.? Why or Why not? Explain.
2. How is media (including pop-culture) related to bringing about ideas of democracy/ revolutionary change? Explain.
COMMENT: Comment on at least 3 other student updates.
Memorization and regurgitation is no longer a necessary skill for the 21st Century. We have access to an infinite amount of information at our fingertips, I make the argument that it is more important for students to analyze information rather than memorize the information.
The purpose of this lesson is to help students begin to ask questions about the information they access. By looking at the extreme example of North Korea's propaganda students are more easily able to recognize the concepts of media literacy. Students will identify and analyze sources.
The comparison chart was created based on the Center for Media Literacy Tool Kit and can be modified.
References:
Center for Media Literacy. (n.d.). Retrieved January 16, 2014, from http://www.medialit.com/
FRONTLINE. (2014, January 14). Retrieved January 15, 2014, from http://www.pbs.org/wgbh/frontline/film/secret-state-of-north-korea/
Now that you have learned the 5 main concepts for media literacy you will evaluate sources. In this survey activity you will read 6 historical questions and select the best source to answer that question. You must give a reason why the source you chose is the best source to answer that question. You may need to do a little background research if you need more information on the historical context of the question.
Evaluating Sources
1. Historical Question: Who was present at the signing of the Declaration of Independence?
Source 1: Hollywood movie about the American Revolution made 2001.
Source 2: Book written by a famous historian who is an expert on the American Revolution, published in 1999.
Which do you trust more? Why?
2. Historical Question: What was slavery like in South Carolina?
Source 1: Interview with former slave in 1936. The interviewer is a black man collecting oral histories for the Federal Writers’ Project.
Source 2: Interview with former slave in 1936. The interviewer is a white woman collecting oral histories for the Federal Writers’ Project.
Which do you trust more? Why?
3. Historical Question: What was the layout of the Nazi concentration camp Auschwitz?
Source 1: Interview with 80 year-old Holocaust survivor in 1985.
Source 2: Map of concentration camp found in Nazi files.
Which do you trust more? Why?
Evaluating Sources
4. Historical Question: Why were Japanese Americans put in internment camps during WWII?
Source 1: Government film explaining internment from 1942.
Source 2: Government report on Japanese Internment from 1983 based on declassified government documents.
Which do you trust more? Why?
5. Historical Question: Did American soldiers commit atrocities during the Vietnam War in 1969?
Source 1: Sworn testimony by American Sergeant in Congressional hearings in 1969.
Source 2: Speech by American General touring the United States in 1969.
Which do you trust more? Why?
6. Historical Question: What happened at the Battle of Little Bighorn?
Source 1: High school history textbook from 1985.
Source 2: Newspaper account from the day after the battle in June 1876.
Which do you trust more? Why?
POST UPDATE: Which question do you think was the most difficult to answer? Explain why.
COMMENT: Comment on at least 3 other student updates.
© Copyright 2009, Avishag Reisman and Bradley Fogo.
The purpose of this module is to build on the media literacy concepts from the previous lesson for students to practice analyzing sources.
This activity comes from Stanford History Education Group (SHEG), Thinking Like a Historian lesson plan: Evaluating Sources. [© Copyright 2009, Avishag Reisman and Bradley Fogo.]
One question that historians face all the time is who to believe? What makes one account more trustworthy than another?
You can choose to put students into groups for this activity, however it is set up for students to complete as a survey then discuss in class forum.
Review student answers. Use the following answer key to guide discussion:
NOTE: The key takeaway from this activity is that historical understanding is intertextual. Though students are asked to choose one source over the other in this lesson, they would ultimately need to corroborate their sources with additional evidence in order to adequately answer these historical questions.
Answer Key:
1. Source 2: Historians base their accounts on multiple primary and secondary documents and extensive research. Hollywood films have no standards for historical accuracy.
2. Source 1: Audience shapes the stories we tell. We can imagine that even in 1936, a former slave would be wary of criticizingslavery to a white government official. That is not to say that Source 1 is necessarily accurate; we can imagine a former slave might exaggerate accounts or possibly not remember details so well. Of the two sources, however, Source 1 will probably be more trustworthy.
3. Source 2: Human memory is notoriously unreliable. A map of a concentration is technically an “objective” source. On the other hand, there is no guarantee that the map perfectly mirrored the layout of the camp.
4. Source 2: Any government film created in 1942 to explain internment would be propaganda. The declassified evidence in the Congressional report makes Source 2 more reliable.
5. Source 1: Sworn testimony is the gold standard of evidence. Although testimony can be corrupted by lying, coercion, and the shakiness of human memory, in this instance Source 1 is Evaluating Sources more reliable than a public speech by a General whose reputation is on the line.
6. Neither: Textbooks from the 1980s tended to overlook and/or neglect the experiences and accounts of Native Americans. On the other hand, a newspaper account from 1876 would likely have lacked credible evidence about the battle and/or have been biased towards Custer and his men.
References:
Reisman, A., & Fogo, B. (2009). Evaluating Sources. Retrieved January 17, 2014, from https://sheg.stanford.edu/
Now that you have practiced evaluating sources we are going to take it a step further to help you better understand context and perception. Context & perception is critical to understanding how you see the world and will introduce you to the concept that other's see the world differently from you.
Context: The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood and assessed. ie. The situation
Perception: The ability to see, hear, or become aware of something through the senses. the state of being or process of becoming aware of something through the senses. ie. Your view of the situation. How you “see” the situation
Watch the following video: a lecture by the late Dr. Ralph Brown a sociologist from Brigham Young Univiersity - Exposing Yourself: Why We Need More and Better World Citizens
Take notes: What suprised you, what did you learn, what are your lens?
POST UPDATE: Share some of your notes and answer the question - How does understanding your own perspective help you to better understand others?
COMMENT: Comment on at least 3 other student posts.
Context & Perception it is critical to giving students a baseline of understanding how they see the world and introduce them to the concept that other's see the world differently from them.
The purpose of this lesson is to take the ideas of media literacy and sources and start looking inward to apply it to themselves. The objective is to have students to recognize multiple perspectives (everyone sees the world differently).
Typically this lesson is given via PowerPoint in class with a discussion, for online I have selected a version of Dr. Ralph Brown's presentation to show, which is more effective then having students read it and look at the images.
The late Dr. Ralph Brown, one of the best human beings who I have ever had the privilege of meeting and an amazingly brilliant sociologist.
References:
Brown, R. (2015). Exposing Yourself: Why We Need More and Better World Citizens. Retrieved July 10, 2016, from https://www.youtube.com/watch?v=G579cEW_k-s
Having a better understanding of perspective this lesson will take you deeper into your own perceptions. In this lesson you will reflect on your perspectives and cultural views.
Take notes you read and watch the following media - You will be sharing your notes in a class discssion. The more honest you are with yourself the more you will learn.
1. Watch this clip from "Honorable Journey" -
Continue watching "Honorable Journey" - you may stop it after you learn more about the narrator. Were there any suprises?
2. Watch: "What Kind of Asian Are you?"
3. Read Excerpt from: "A Different Mirror: A History of Multicultural America"
Read the story in the first paragraph of Chapter 1 from "A Different Mirror: A History of Multicultural America" by Ronald Takaki
4. Watch: "America the Beautiful - Coke Commercial"
Based on what you have seen and read so far:
5. Watch: "Bridge of Spies" - "The Rule Book"
POST UPDATE: Include ideas from your notes.
COMMENT: Comment on at least 3 other student posts.
Video and discussion lesson.
There are a few ways to complete this lesson, however, it is best to ask students questions and let them drive the conversation. Objective: To get students to reflect on their own stereotypes. Note: I use this lesson on the first day of school when teaching US or World History. Suggestion - This is a lesson geared toward teachers in the United States, but could be modified for classrooms in other countries. The purpose of this lesson is to take the concept of multiple perspectives a little deeper for students to recognize their own views (stereotypes).
1. Watch: Honorable Journey
Play, "Honorable Journey"
Pause the video at :58 seconds
Ask the students what the narrator is talking about.
Ask the students what they think the narrator looks like? What evidence draws them to their conclusions? [Let them have their own conclusion then continue watching.]
Pause the video again after the narrator is introduced. Discuss their reactions.
If you choose to continue watching the rest of the video: Point out the relationship between the Hawaiian and the Mainland Japanese Americans.
You may also want to point out the importance of learning history (from different perspectives). It took 30 years for vindication for refusing to fight.
2. Watch: "What Kind of Asian Are you?"
Who is more offended the man or woman? Why? Explain.
Who do you think this situation happens to more often? Why?
Allow students to discuss and reflect.
This is just a link to the video until it can be updated on this website.
3. Read: "A Different Mirror: A History of Multicultural America"
Read the story from Chapter 1 (pages 1-3) of "A Different Mirror: A History of Multicultural America" by Ronald Takaki
He tells a story about his experience with Asian stereotypes in America.
Note: This can be before watching "What Kind of Asian Are You?”
4. Watch: "The Colbert Report" 1/23/2014
http://www.cc.com/video-clips/0i8pwp/the-colbert-report-china-s-colbert-report-rip-off
Note: This is an optional clip. The lesson can still be effective without this class.
If desired, this is a great clip to talk about media literacy, copy right, and stereotyping.
Watch: The opening sequence then SKIP TO 10:38 watch to 14:40 (MUTE: 13:00-13:03), SKIP TO 11:40-11:48
Discuss the stereotypes and any of the other issues brought up in this clip.
5. Watch: "America the Beautiful - Coke Commercial"
Ask students to discuss what they think about it.
Does this reflect America? Why or why not?
6. Watch: "Bridge of Spies" - "The Rule Book"
Note: The link above is not edited.
Have students discuss this and why we study US History and what it means to be American.
Discuss the multicultural history of America, it is not just the European perspective.
References:
Coca-Cola Corp. (2014). America the Beautiful: Coke Commercial. Retrieved July 10, 2016, from https://www.youtube.com/watch?v=vUGDQo2Pb6g
Colbert, S. (2014). The Colbert Report 1/23/14. Retrieved July 10, 2016, from http://www.cc.com/video-clips/0i8pwp/the-colbert-report-china-s-colbert-report-rip-off
Menick, S. (2015). Honorable Journey. Retrieved July 10, 2016, from https://vimeo.com/59604998
Spielberg, S. (2015). Bridge of Spies. Retrieved July 10, 2016, from https://www.youtube.com/watch?v=kQtN5g-6s6c
Takaki, R. T. (2008). A different mirror: A history of multicultural America. Boston: Little, Brown &. pp.1-3.
Tanaka, K.,David Neptune, D. (2013). Retrieved July 10, 2016, from https://www.youtube.com/watch?v=DWynJkN5HbQ
You have just reflected on stereo-types and your perception of what it means to be 'American,' now you will think about what it means to be a Global Citizen.
Take notes as you follow along the lesson. You will be asked to share your ideas with the class.
Although varied definitions of global citizenship exist, the U.S. Fund for UNICEF defines a global citizen as “Someone who understands interconnectedness, respects and values diversity, has the ability to challenge injustice, and takes action in personally meaningful ways.”
“Citizen” is defined as a member of a community who has rights and responsibilities.
It is possible to be a member of different communities at the same time; therefore, there are different levels of citizenship. For example, one is a member of local communities (school, town, city, state), a national community (country), and an international community (the world) all at once.
Draw a “Circle Map of Citizenship” on a sheet of chart paper as pictured here. Identify your roles, or how you participate as citizens at each of the levels depicted.
The difference is between being a citizen (of the U.S., for example) and a global citizen. Citizenship is often granted by a government, whereas global citizenship is not. Instead, one can become a global citizen simply by demonstrating certain characteristics, or habits of mind, body, and spirit—anyone can become a global citizen.
Introducing Global Citizenship
The following are examples of global citizens read their stories to further explore what it means to be a global citizen and how global citizens can make a positive difference in the world.
Identify the knowledge (head), values (heart), and skills (hand) that these global citizens needed in order to take informed action. Fill in these areas with your responses (Use your notebook).
POST UPDATE: • Who is a global citizen? What does a global citizen know and value? What skills does he or she have? • How can you be a global citizen?
COMMENT: Comment on at least 3 other student posts.
The majority of this lesson comes from TeachUNICEF.
Overview
This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit.
Objectives
Students will
• Compare the concepts of citizenship and global citizenship.
• Identify essential knowledge, skills, and attitudes of a global citizen.
• Provide examples of their participation in various levels of citizenship (i.e., local, national, and global).
• Identify a significant, researchable issue of local and global significance, building upon prior knowledge, perceptions, and feelings about the issue.
Note: Students’ pre-assessment responses to the question What Is a Global Citizen? will serve as a baseline for comparison against post-assessment reflections at the end of the unit. Although varied definitions of global citizenship exist, the U.S. Fund for UNICEF defines a global citizen as “Someone who understands interconnectedness, respects and values diversity, has the ability to challenge injustice, and takes action in personally meaningful ways.”
Define “citizen” as a member of a community who has rights and responsibilities.
Explain that it is possible to be a member of different communities at the same time; therefore, there are different levels of citizenship. For example, one is a member of local communities (school, town, city, state), a national community (country), and an international community (the world) all at once.
Draw a “Circle Map of Citizenship” on a sheet of chart paper as pictured here. Ask students to identify their roles, or how they participate, as citizens at each of the levels depicted.
Ask what the difference is between being a citizen (of the U.S., for example) and a global citizen. Explain that citizenship is often granted by a government, whereas global citizenship is not. Instead, one can become a global citizen simply by demonstrating certain characteristics, or habits of mind, body, and spirit—anyone can become a global citizen.
Part II: Introducing Global Citizenship
Explain that examples of global citizens will be presented in order to further explore what it means to be a global citizen and how global citizens can make a positive difference in the world.
Project two or more of the images from Handout 1, “We Are Global Citizens.” Read the blurb that accompanies each image together as a class. Ask students what the individuals depicted have in common.
Project Handout 2, “What Is a Global Citizen?” on a white board. Ask students to identify the knowledge (head), values (heart), and skills (hand) that these global citizens needed in order to take informed action. Fill in these areas with student responses.
Journal Reflections •
References:
Crawford, E. O., Ph.D. (2013). Exploring Our Roles as Global Citizens. Retrieved July 7, 2016, from https://teachunicef.org/sites/default/files/documents/units-lesson-plans/global_citizenship_gr_3-5_final_7-13.pdf
With the understanding you have about your perspective as a global citizen you are going to discuss the similiarties and differences between teens in 3 countries.
Click on the Google Drive link to this Comparison Chart, make a COPY so that you can fill out the chart as you complete the following tasks:
1. Think about your own life and complete the U.S. column on the right describing your life.
2. Watch "Hands of Love" about David in Kibera, Kenya and complete the column describing his life.
3. Watch "Safer Cities" about girls in Delhi, India and complete the column describing their life.
4. Similarities: What do their lives have in common? (Kenya and India)
5. What do teens in Africa, India and the U.S. have in common based on the above information?
POST UPDATE: What did you learn about yourself and your place in the world? Remember to think about your potential when answering this question.
COMMENT: Comment on at least 3 other student posts.
Students will view and take notes on two short videos about the lives of teens in different countries then discuss the similarities and differences. The purpose of this lesson is for students to recognize their place in the workd
Have students complete the graphic organizer in their notebooks. Then discuss.
Notebook format
https://docs.google.com/document/d/1GB4fe9XVidBuS4-xfPrhcAe3jrYs9P9YIPNLTQNvbls/edit?usp=sharing
Three columns: Africa, India, United States
Describe the lives of teens in each location
Have students think about their own lives and complete the US column. Then watch the other two videos and have students write down and discuss what they observed.
Similarities: What do their lives have in common?
Students may come up with responses like: Communal Bathrooms, Safety Issues, Not Clean, etc.
What do teens in Africa, India and the U.S. have in common based on the above information?
Students answers may vary, but we are looking for the idea that they take action to help make their communities a cleaner safer place.
Hands of Love - Kibera, Kenya
Students will watch "Hands of Love" and take notes describing David's life. Where/How he lives, what he does.
Safer Cities - New Delhi, India
Students will watch "Safer Cities Project" and take notes describing the girls' life. Where/How they live, what they do.
United States
It is good to have students first think about their own lives and complete the United States column first. Students describe their life. Where/How they live, what they do.
References:
Odhiambo, S., Masai, F. (2008). Hands of Love. Adobe Youth Voices, Beyond Green. Retrieved July 10, 2016, from https://video.tv.adobe.com/v/1483/
Plan International. (2013). Safer Cities. Girl Effect, Plan-International. Retrieved July 10, 2016, from http://www.girleffect.org/media?id=3056
With the understanding that you have gained about yourself and your perspectives, you will now apply it by sharing ONE of the most valuable lessons you learned about yourself and your place in the world.
You will create another 10 second video sharing something you learned about yourself throughout this unit. Your video will be peer reviewed and you will have the opportunity to reflect and edit your final video.
POST UPDATE: When you complete your video post an update sharing it with the class.
COMMENT: Watch the rest of the classes' videos and comment on at least 3 other student posts explaining what you learned about them.
As a final project for this unit students will make another 10 second video. The difference is in this video students will incorporate something they learned about themselves throughout the unit.
They will submit their video and have a peer review their project and students will have the opportunitiy to edit their final video.
The rubric is set up with the perspective of grading that a 4 (A) is outstanding above and beyond. 3 (B) Above Average. 2 (C) Average. Grading has become so inflated, so the grading system is to deflate grades back to their actual meaning. However, the grading system on the rubric can be modified by the teacher. Gr