All resources in Digital Citizenship/Media Literacy

Don't Be Fooled By Food Messaging!

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 Description: Don’t be fooled by food messaging is a media literacy embedded health unit that takes the health goals of maintaining a healthy lifestyle and adds some critical thinking skills and communication skills. In food marketing young people are surrounded by persuasive claims meant to influence and manipulate their eating behavior. Students will explore some of the techniques and strategies food marketers use to influence their eating behavior to better understand how it impacts their own food choices. Within the PE program students will discuss how food choices, levels of consumption and physical activity levels influence health and wellness. Body image/healthy weight will be incorporated into this content. The culminating projects require students to work collaboratively to synthesize their new learning while using a variety of strategies to create their own healthy choices messaging production projects.

Material Type: Activity/Lab, Lesson, Module, Unit of Study

Authors: Shawn Sheller, Kirsten Lewandowski, Mark Friden, Jill Minkiewitz, Julie Cantrell, Kimberlee Swan, Barbara Soots

The Circle of Life

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During this lesson, the students will learn how matter transfers within an ecosystem and within the environment *This lesson can be taught over a two-day period. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Material Type: Lesson Plan

Native American Mascot Debate Inquiry Design Model (IDM)

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This inquiry takes students through analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos. The summative performance task is writing a letter to the Washington State Board of education stating their claim on whether or not they should or shouldn't allow schools to use Native American mascots.

Material Type: Unit of Study

Authors: Michele Haerling Fancher, Alicia Tonasket

Analyzing Historical Documents over Time: Fishing Rights 1854-Present

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This inquiry provides students the opportunity to analyze the attitudes and beliefs of different time periods using Treaties made between the Territory of Washington and Native American tribes. Students will investigate the intentions behind the treaties of 1854-1855 to determine if the ideals were met or not.  Then they will look into how Native Americans used the treaties in 1960-70’s to establish themselves as different from Washington State citizens and as a way to remain “Indian.”  This inquiry is meant to challenge students to analyze the intentions of documents and to predict how they could be seen or used in the future. Students will need to have a solid background on native American cultures and traditions as well as an understanding of manifest destiny to accurately comprehend the results of the treaties recommendations are written below on how this might be done and focusses. The unit will come to a close when students write an argumentative essay using evidence and counterargument to address how documents can be used differently throughout time. 

Material Type: Unit of Study

Author: Elizabeth Allen

How does the media impact our view of the role of government during times of national crisis

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How does the media influence peoples’ opinion of the government during a national crisis? Students will read several articles on a current (or historical) national crisis and write an argumentative essay analyzing how the media influences the opinion of the people toward the government during a national crisis using relevant evidence from both current and historical resources.

Material Type: Assessment, Diagram/Illustration, Homework/Assignment

Author: Dawn Wood

The Terra Cotta Army and Qin Culture

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This inquiry asked students to answer the compelling question: What does the terra cotta army teach us about Qin culture? In order to answer the compelling questions students will analyze China's terra cotta warriors. Students will first formulate their own definitions of the terms: culture, artifact, afterlife, primary source, and secondary source. Once a working definition is found students will conduct an analysis of the terra cotta warriors. While analyzing the warriors and other sources, students will to question what was important to the Chinese during the Qin dynasty, what skills they valued, and what beliefs they had. While students work, they will also question the sources. Who wrote/made the source, why was it create, who is was/is the audience of the source, and if the source is biased. This mixture of looking over artifacts, reading texts, and questioning source material are all things good historians do.  

Material Type: Module, Unit of Study

Author: Samantha Fletcher

Ancient Egypt Inquiry Unit

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An inquiry-based unit that teaches the use of primary source analysis through artifacts from Ancient Egypt.  Students are asked to analyze artifacts from their own family, analyze artifacts from King Tut’s tomb, and then create hypotheses about what we can learn from ancient artifacts.  Finally, students will construct an argument and create a press release. 

Material Type: Unit of Study

Author: Beky Erickson

Verifying Social Media Posts

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 Verifying social media posts is quickly becoming a necessary endeavor in everyday life, let alone in the world of education. Social media has moved beyond a digital world which connects with friends and family and has become a quick and easy way to access news, information, and human interest stories from around the world. As this state of media has become the "new normal," especially for our younger generations, we, educators, find ourselves charged with a new task of teaching our students how to interact with and safely consume digital information.The following three modules are designed to be used as stand-alone activities or combined as one unit, in which the lessons can be taught in any order. "Who Said What?!" is a module focusing on author verification. "A Picture is Worth a Thousand Words'' is a module devoted to image verification. "Getting the Facts Straight" is a module designed to dive into information verification. Lastly, there are assessment suggestions to be utilized after completing all three modules.

Material Type: Activity/Lab, Assessment, Diagram/Illustration, Homework/Assignment, Lesson, Lesson Plan, Module, Unit of Study

Authors: Sandra Stroup, Megan Shinn, Amanda Schneider

Deepfakes: Exploring Media Manipulation

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Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.

Material Type: Activity/Lab, Lesson, Lesson Plan

Author: Shana Ferguson

Understanding algorithms and big data in the job market

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This interactive lesson helps students understand how companies use algorithms to sort job applicants. It also encourages students to reflect on how digital data mining also can contribute to the hiring process. Students examine resumes and digital data to consider the ways in which our data may open or close opportunities in an increasingly digitized hiring market.

Material Type: Lesson

Author: Shana Ferguson

How a Medium Changes Discourse

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OverviewThe medium we choose to communicate a message can affect how that message is conveyed and how well the message will be understood by the receiver of the message.  This lesson gives the students a concrete way of seeing the effect a medium has on a message.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

Material Type: Activity/Lab, Lesson

Authors: John Sadzewicz, Dana John, Angela Anderson, Beth Clothier