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NAMLE Presentation



This is the presentation I gave on Sunday Aug. 2, 2009 at the NAMLE Conference in Detroit, Michigan. Please e-mail me if you have any questions or comments regarding it. Thank you.

This is the presentation I gave on Sunday Aug. 2, 2009 at the NAMLE Conference in Detroit, Michigan. Please e-mail me if you have any questions or comments regarding it. Thank you.



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NAMLE Presentation Presentation Transcript

  • 1. Chuck Hensey August 2009 Chuck Hensey:
  • 2. Chuck Hensey:
  • 3. Chuck Hensey:
  • 4.
    • Students live in a media rich environment -receive hundreds of messages everyday.
    • Students spend a significant time outside of school interacting with various forms of media
    • People can be highly influenced by the types of media
    Chuck Hensey:
  • 5.
    • Civics classes interact more with Current Events and media.
    • Over 30 states require or offer Civics at the secondary level.
    • Students should be aware of :
      • Who their elected officials are
      • Major issues of the day
    • NC Civics Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.
    Chuck Hensey:
  • 6.
    • Media Literacy - important skill to teach about messages sent in the media
    • Students become able to better comprehend and understand these messages
    • Many states like North Carolina have standards for Media Literacy already in place.
      • NC English II Competency Goal 4: The learner will critically interpret and evaluate experiences, literature, language, and ideas.
    Chuck Hensey:
  • 7.
    • How much news media do the students consume ?
    • Does the amount of news have an impact on their grade on the North Carolina End of Course Test (EOC) in Civics?
    Chuck Hensey:
  • 8.
    • Students filled out a survey on their media habits including the amount of news they acquired.
    • All South Johnston Civics students in the 2008/09 school year were given the survey.
    • Survey completion rate was 87% (240 of 270)
    • The students’ raw scores on the North Carolina EOG Civics test were collected after taking the course.
    Chuck Hensey:
  • 9.
    • Which of these media do you spend time with during the day?
    • How many hours per day do you spend with various media?
    • How much time per day do you spend engaged with Current Events or the News ?
    • What are your sources of news? ( School/ Teacher, Newspapers, Television, Internet, Radio )
    Chuck Hensey:
  • 10.
    • Overall, the students averaged 3.94 hrs of media per day
      • Approximately 43 min. with news
    • Study participants (n=240) had an average raw score of 152.5 on State Exam (curved score of 83 )
    • Participants with less than 30 min. of news (n=78) = 148.5 ( 76 )
    • Students with more than 30 min and less than an hour per day (67) = 150.53 (80).
    • Students with more than 1hour a day (95) = 154.5 ( 86 ) .
    Chuck Hensey:
  • 11.
    • 197 Students listed Television as a major news source
      • 132 specifically listed the local CBS affiliate as their choice
    • 127 Students cited the Internet as a major news source
    • 49 selected Newspapers as a major source
    • 105 cited the Radio
    Chuck Hensey:
  • 12.
    • This was not a random sampling of students
    • There were only three teachers involved in the research covering one school making it hard to extrapolate the data for the county.
    • The students self-reported their media habits
    Chuck Hensey:
  • 13.
    • A difference in Civics scores was seen between students with different media consumption.
    • Further studies are needed in other schools and districts with different demographics.
    • Follow up studies are needed to see if current events and media literacy activities positively impact students’ EOC scores.
    Chuck Hensey:
  • 14.
    • Media literacy can potentially have a positive impact on Civics scores.
    • These activities work in a low technology environment and cost very little to do.
    • Potential “bell ringers” previewing lesson the day’s lesson
    • Media Literacy skills are taught as a process throughout the year.
    Chuck Hensey:
  • 15.
    • Focus on how Civics is relevant to how the students live.
    • Show how an active involvement with the media makes Civics easier to comprehend!
    Chuck Hensey:
  • 16.
    • Start students off with political cartoons and propaganda posters .
    • Initially use guided practice & lessons
    • Combine both current and historical cartoons to hone their skills
    • Sources for political cartoons:
    • Propaganda Posters:
    Chuck Hensey:
  • 17. Chuck Hensey: Breughel: Children’s Games (1559)
  • 18.
    Chuck Hensey:
  • 19. Chuck Hensey:
  • 20. Chuck Hensey:
  • 21.
    • This assignment will establish a regular interaction between the students and “hard news”
    • Starts a discussion about the variety and quality of different news sources
    • Students can see how the Civics content works in the world instead of just in theory
    Chuck Hensey:
  • 22.
    • Make the assignment a regular activity so they can develop the habit of following the news
    • Be specific on what topics and sources they can use (no opinion or infotainment articles)
    • Encourage the use of international sources when looking at different topics to “step outside of our skin”
    • Have the students question if these are important stories worth reporting on
    Chuck Hensey:
  • 23.
    • TED is an excellent source for provocative speeches and new ideas ( )
    • There are multiple speeches and presentations which can be used in the context of Civics , Economics , and Media Literacy
    • Most presentations are under 20 minutes and can be used at the start or end of class to either introduce or reinforce concepts
    Chuck Hensey:
  • 24.
    • Videos can be downloaded on to most computers
    • Unlike YouTube or other online sites, many filters still allow for access to the site
    • Teachers can arrange questions for pre & post discussion activities
    • Assignment in packet deals with life in North Korea ( )
    Chuck Hensey:
  • 25.
    • Students can make larger connections between the people and concepts in Civics
    • Assignment based off Slate’s Obama’s 1 st 100 days in office
    • Provides an opportunity to look at how online identity is constructed and viewed within social networks
    Chuck Hensey:
  • 26.
    • Who would “friend” this person or idea?
    • What types of “flair” would they have?
    • What types of groups would be interested in this person or concept.
    • Have a detailed rubric so they don’t go off topic as they create
    • Have students write out explanations for why they made these choices.
    Chuck Hensey:
  • 27.
    • This is a familiar media environment for them!
    • Connections can be made between individuals and ideas
    • Allows for a more in-depth review of the subject matter
    • Promotes creativity and unusual results
      • Trash talking between Adam Smith and Karl Marx on the Economics page
    Chuck Hensey:
  • 28.
    • A multidisciplinary approach to understanding political parties and elections
    • Combines both Media Literacy and Information Literacy skills
    • Lets students create their own political polls and commercials.
    • Works best if students are in parties which they do not support
    Chuck Hensey:
  • 29.
    • Students debate the positions with teacher as moderator
    • Synthesis of the different thinking and literacy skills.
    • This project takes up a lot of time in class!
    Chuck Hensey:
  • 30. Copies of this presentation and lesson plans are available upon request Chuck Hensey: