masthead, closeup of compass

16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 8, Media and Politics
<-- Previous | Next -->

A Picture Speaks A Thousand Words Creating Political Cartoons that Show and Tell

http://www.nytimes.com/learning/teachers/lessons/index.html

Description: In this lesson, students will explore the power of images through political cartoons, particularly in light of the Danish caricatures of Muhammad that have incited violence around the world. They then create their own original artwork to submit to an appropriate publication. The students read and discuss an article from the NY Times about the cartoons in a Danish newspaper that incited world wide riots. Standards 12.8.1 and 12.8.2

Author: New York Times

Lesson ID: 1397

Ad Dissection 101

http://ideas.wisconsin.edu/ad101/

Description: According to David Shenk, author of Data Smog, you'll watch an average of 22,000 hours of television before graduating from high school. These hours contain over a quarter of a million commercials, and it is these commercials that dictate what you should wear, how you should look, how you should act, and what you should have. In this activity, you will be taking on the role of a scientist to "dissect" and examine ads to discover the various ways consumers are manipulated. Then you will learn a simple process for deciphering the meaning of an ad. discover the different advertising claims and appeals advertisers use to entice us to purchase their products. For your final task, you will work as a media consultant to design an ad which parodies another ad, or you will create an advertisement which helps consumers recognize how they are being manipulated. Standard 12.8.2 and economics 12.2.5

Author: Mr. Anderson

Lesson ID: 22

Analyzing Election Cartoons

http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/political_cartoons.html

Description: Use political cartoons as a way to learn about elections by examining them to identify and understand the candidates' stance on the issues and to think critically about politics and the election process. After a brief history of political cartoons, examine examples of historical and modern political cartoons. Select a cartoon that presents an opinion other than your own. Document what the cartoon is saying and why its opinion is different than your own and then develop your own cartoon as a response to the one you have chosen. Standards 12.6.4 and 12.8.2

Author: Greg Timmons, Executive Director of the Constitution Project

Lesson ID: 70

Analyzing Political Cartoons Based on Immigration

http://webs.rps205.com/departments/TAH/lessonplans.html

Description: The scroll down the page to Analyzing Political Cartoons Based on Immigration will be worth it. Here is a printable lesson outlining the persuasive strategies used by political cartoonists. Cartoon examples relate to the current debate on immigration. Standards 11.9.7, 11.11.7, and 12.8.2

Author: History Connections, Rockford Public Schools

Lesson ID: 129

Every Picture Tells A Story: Documentary Photography and the Great Depression

http://chnm.gmu.edu/fsa/

Description: From 1935 to 1943, photographers working for the federal government produced the most enduring images of the Great Depression. These publicly displayed pictures had a profound impact on contemporary viewers, and more than fify years later the FSA photographs continue to shape Americans' views about the 1930s. Like other forms of historical evidence, these images conveyed the views of their creators as well as the audiences they were made for. As interpretations, photographs remain valuable historical resources, but they need to be studied critically. This interactive exercise allows viewers to examine how some of the photos. Standards 11.6.3 and 12.8.3 Analysis Skill Historical Research, Evidence and Point of View See also Images of the Depression Era http://newdeal.feri.org/classrm/partrid.htm

Author: Digital Blackboard, History Matters

Lesson ID: 367

Freedom of the Press: Shield Laws

http://www.billofrightsinstitute.org/Instructional/Resources/Lessons/Lessons_List.asp?action=showDetails&id=121&ref=showCatD&catId=8

Description: Connecticut is the most recent state to pass legislation protecting journalists from being jailed for refusing to name their sources in court. Are "shield laws" necessarily for a free press to function, or do they grant protections beyond the scope of the First Amendment? Standards 12.8.1 and 12.8.2

Author: Bill of Rights Institute

Lesson ID: 1529

Freedom of the Press: Yellow Journalism

http://www.billofrightsinstitute.org/Instructional/Resources/Lessons/Lessons_List.asp?action=showDetails&id=148&ref=showCatD&catId=8

Description: James Madison remarked, "To the press alone; checkered as it is with abuses, the world is indebted for all the triumphs which have been gained by reason and humanity over error and oppression." Focusing on William Randolph Hearst and "yellow journalism," this month's Bill of Rights Institute eLesson explores how a free press, even with all of its faults, guarantees that newspapers are only responsible to citizens and not the government. Standards 11.4.2 and 12.8.1

Author: Bill of Rights Institute

Lesson ID: 1528

From Whose Perspective? Critically Analyzing News Coverage of Palestinian-Israeli Violence

http://www.nytimes.com/learning/teachers/lessons/20001013friday.html?searchpv=learning_lessons

Description: Critically analyze news coverage of Palestinian-Israeli violence by comparing information from a variety of online news sources, American, Israeli and Arab. Compose expository essays reflecting on how to obtain accurate, unbiased, and credible information about international news events. Standard 10.10.1, 10.11, 11.9.6, and 12.8.2

Author: Eric J. miller, New York Times Learning Netword, Javaid Khad, Bank Street College

Lesson ID: 430

Galluping Away: Understanding How the Gallup Poll Reflects Shifting Concerns in the U.S.

http://www.nytimes.com/learning/teachers/lessons/19990802monday.html?searchpv=learning_lessons

Description: Use selected Gallop Poll results to better understand causes and effects of the concerns of Americans in different periods within the latter half of the 20th century. Administer and analyze a similar poll and compare what Americans in your community view as the most pressing problems in the United States today.

Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 438

Human Costs of War: Examining the Role of Civilians in Armed Conflict:

http://www.nytimes.com/learning/teachers/lessons/19991004monday.html?searchpv=learning_lessons

Description: Explore the notion of the civilian cost to armed warfare, then work in small groups to identify the rationale behind U.S. involvement in recent conflicts, the civilian cost of those conflicts, as well as where Americans get their information about U.S. involvement in overseas wars. Standards 10.8.6, Government 12.8 all

Author: Elyse Fischer, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 544

16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 8, Media and Politics
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.