NAMLE Presentation


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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

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