Discuss and analyze the impact of values and points of view that are presented in media messages (e.g., racial, gender, and political).
| Name |
Description |
| Deaf Awareness Lesson 3 of 3 | In this integrated lesson, students will use the Scratch platform to create a promotional tool for Deaf Awareness Week that shows support for the Deaf community and includes information about the Deaf community and Deaf history. |
| Deaf Awareness Lesson 2 of 3 | In this integrated lesson, students will analyze the impact of the various means used by Deaf people to promote change. They will use digital resources to analyze the Deaf President Now movement and the De’VIA movement. They will complete a graphic organizer comparing the characteristics of affirmative and resistive art in the Deaf community and discuss why an artist might choose one over the other. |
| 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. |
| Don’t they Report “Just the Facts”? Part II | In this integrated civics lesson, students will use the block coding program Scratch to create an artifact that demonstrates an understanding of one side of a political issue or disagreement. This lesson is part II of a three-part integrated computer science and civics mini-unit. |
| Don’t they Report “Just the Facts”? | Students will compare the reporting of the same issue from different points of view and analyze the impacts of these values on media messages. Several activities will lead to a discussion of how different people/organizations bring different points of view to many topics. This is lesson 1 of 3 of an integrated computer science and civics mini-unit. |
