8th Grade Social Studies Average class size ( 25-30) students Heterogeneous mix of students Extension Activity of U.S imperialism Estimated class time: 6 class days or 6-40 minute periods
Standards/Key Ideas/ Performance Indicators SS1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York Key Idea - SS1.2: History of the United States and New York Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. Performance Indicator - SS1.I.2B: students investigate key turning points in New York State and United States history and and explain why these developments are significant Performance Indicator - SS1.I.2C: Students understand the relationship between the relative importance ofUnited States domestic and foreign policies over time. Performance Indicator - SS1.I.2D: Students analyze the role played by the United States in international politics, past and present
1. Media Literacy Education requires inquiry and critical thinking about messages we receive and create 2. Media Literacy Education expands the concept of literacy ( i.e., reading and writing) to include all forms of media 3. Media Literacy Education builds and reinforces learners of all ages. Like print literacy, those necessitate integrated, interactive, and repeated practices. 6. Media Literacy Education affirms that people use their individual skills, beliefs, and experiences to construct their own meaning and media messages
Prior to this lesson, students learned the reasons for U.S imperialism during the mid to late 19th century as well as different examples of imperialism. One example of imperialism was the United States involvement in the Spanish American War. There were several reasons for U.S involvement in the Spanish American War, but a major cause was Yellow Journalism.
Students will define Yellow Journalism Students will textually analyze three different types of media text: videos, newspaper headlines, images, political cartoons; that that can be categorized as Yellow Journalism When performing their textual analyses, students must Analyze the media to determine target audience
Analyze the media to determine representation and reality Analyze the media to determine message and meaning Students will produce their own media text that demonstrates their comprehension of Yellow Journalism
Class presentation- PowerPoint- on Spanish American War World Wide Web Search Engines: Google or Bing
Lesson plan overview and rubric Introductory activity NAMLE modified key questions graphic organizer that allows students to complete their textual analysis Computer lab time: access to computer and internet
School District Email Glogster student registration Glogster tutorial Projector/laptop for warm-up activity Computer lab with teacher station- need overhead and screen- to give Glogster tutorial
Start class by googling tmz.com and choose one of the headlines that appear on the main page It is important that you choose a headline that students are familiar with ( i.e. Jennifer Lopez, Kanye West) After projecting the headline and the accompanying article, distribute the key questions graphic organizer. Explain to students that media has hidden messages that we, as consumers, need to critically analyze for their true meaning. Give students a 10-15 minutes to complete the textual analyses of tmz.com article or whatever media that you prefer.
After students have completed textual their analyses, begin whole class discussion based on the key questions/ideas: who is the intended Audience; Messages and Meanings; and Representation and Reality. It is important that you select multiple students per question to reinforce the idea that there can be various interpretations of the same media text. After completing the warm up activity, reintroduce the term yellow journalism and have students recall it’s definition and how it was a catalyst to the start of the Spanish American War.
• Next, distribute project description and rubric to students and then begin discussion on assignment .• When discussing the assignment Inform students that they will be working with various media texts that they must analyze- this will be the same process as the warm up activity Inform students that must select three different types of media and it can be of any form: videos, articles, newspaper headlines, etc… Inform students that media text they select must demonstrate yellow journalism
Bring students to the computer lab Ensure that they all have a copy of their rubric Inform students that they will spend the period searching on Bing or Google looking for different media that they could use as examples of yellow journalism Students are free to use any form of media they choose, but it must be appropriate for school As they select their media text that demonstrates yellow journalism, they must complete the key questions graphic organizer for each example
Students will return to the computer lab to select their different media examples Inform students that they will have twenty minutes to complete their media and all key questions on the graphic organizer must be complete• Stop students after twenty minutes and inform them that if they did not select all their media and complete the key questions graphic organizer, they can do so after the Glogster tutorial• Assist students with establishing Glogster accounts. Direct students to Glogster, but you must use the academic version ( edu) so that many of the sites function are free Students will need their school email address. Personal email addresses will direct students to the commercial/private version of Glogster where you must pay for many of the functions After students have completed the registration process, ensure that they write down their username and password in a place that they will remember
• Students will return to the computer lab to work to work on their Glog• Students will log onto gloster.com using their username and password• You will demonstrate how to use the different functions of Glogster so they may complete their assignment As you demonstrate how to use the site, explain to the students that many of the functions works the same as Microsoft Office products• After tutorial, remind students that They must have selected three different types of media and also have the key question graphic organizer complete before they begin to produce their Glog. Their media must be examples of yellow journalism• Inform students that they will have two additional class periods to complete the final assignment If students do not finish, inform them that they can work on the assignment at home For students who do not have web access in their homes, make time available afterschool for them to finish. Teacher example: please copy and paste web address in browser http://tomeally.edu.glogster.com/glog-yellow-journalism/
Audience 1. Who made this message? 2. Why do you think it was made? 3. Who is the target audience?Message and 1. What is the media text about?Meaning 2. Are there any stereotypes in the media?Representatio 1. Is this fact or opinion?n and Reality 2. Are there any bias that exist in text?
The Spanish-American War was a major turningpoint in American History. Overnight, the U.Stransformed from a powerful industrial nation to amilitary world power. One of the major causes of theSpanish-American was was yellow journalism, whichstill exist. For this project, you will:1.Define yellow journalism2.Select three different types of media that areexamples of imperialism3.Contextually analyze each form of media using thekey questions graphic organizer4.Produce a Glog that demonstrates yourcomprehension of yellow journalism
•This lesson combines key social studies terms-yellow journalism- with textual media analyses.• As students work their way through thisassignment, they become aware of the keyelements that are hidden in media: message andmeaning, representation and reality, and targetaudiences.•My hopes are that students will become criticalconsumers of media. That is, in absences of theteacher, students will be able understand mediafor what it truly is, thus becoming criticallyautonomous (Buckingham, 107)