NAMLE Presentation
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Transcript of NAMLE Presentation
Chuck HenseyAugust 2009
Chuck Hensey: [email protected]
Chuck Hensey: [email protected]
Chuck Hensey: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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:
http://www.cagle.com/ Propaganda Posters:
http://www.library.northwestern.edu/govinfo/collections/wwii-posters/
Chuck Hensey: [email protected]
Chuck Hensey: [email protected]
Breughel: Children’s Games (1559)
http://orpheus.ucsd.edu/speccoll/dspolitic/
Chuck Hensey: [email protected]
http://tiny.cc/oPjOi Chuck Hensey: [email protected]
http://tiny.cc/XWJT3
Chuck Hensey: [email protected]
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: [email protected]
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: [email protected]
TED is an excellent source for provocative speeches and new ideas (www.ted.com)
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
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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 (http://www.ted.com/talks/paul_koontz_shares_his_pix_of_north_korea.html)
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Students can make larger connections between the people and concepts in Civics
Assignment based off Slate’s Obama’s 1st 100 days in office
Provides an opportunity to look at how online identity is constructed and viewed within social networks
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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: [email protected]
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
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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
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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: [email protected]
Copies of this presentation and lesson plans are available upon request
Chuck Hensey: [email protected]