Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Photography’s Ability to Persuade Through Fact & Fiction: Lesson 3: | In this final lesson, students code with SCRATCH to create a guided critique of their imagery created in Lesson Two to demonstrate to viewers what they have learned about evaluating image authenticity. Using the Art Criticism model and their Code of Image Ethics created in lesson two, viewers are guided through the four steps of critiquing a work of art (Describe, Analyze, Interpret, Judge) focused on evaluating the image’s authenticity and potential bias. This is the last lesson of a three-lesson mini-unit. |
| Photography's Ability to Persuade Through Fact & Fiction: Lesson 2: | Students create their own manipulated fake digital images to examine and evaluate their truthfulness, analyze possible outcomes of manipulated images as well as investigate the power of text and images to amplify its message.
Students also create a 'Code of Image Ethics' for images they encounter in the future, as well as identify important historical impacts of imagery and their effect on the American political process, and the implications of new technology (such as A.I. generated imagery) might impact the future of this process. |
| Photography's Ability to Persuade Through Fact & Fiction: Lesson 1: | This lesson grows student awareness of the many roles photography plays in our personal and political lives, helping them develop strength in discerning how images may be attempting to persuade them and ways to identify its veracity. Students will explore visual examples (in attachments or teacher-sourced), guided discussion, critique, and exploration of their own found examples. Reflection at the end of the lesson will reinforce the importance of telling the truth with images as well as the role they play in creating & sharing trustworthy imagery. This is lesson 1 of a 3-part unit. |
| Don’t they Report “Just the Facts”? Part III: | Students will create a Scratch animation exhibiting the opposing viewpoint to the one they promoted in lesson two. This is part 3 of an integrated computer science and civics mini-unit on coding and the effects of bias within media communications. |
