Learning Outcomes:
- Examine different forms of communication within the media.
- Show an awareness of the potential for educational, political or ideological influence of the media.
- Show the way mass media use language and image to inform, persuade or entertain.
Semester Project:
DUE=
MEDIA TRACKING PROJECT | |
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RUBRIC | |
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Week #1:
DAY #1: Media Bias
DAY #2: Media Bias
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ARTICLES:
1. The Los Angeles Times: https://www.latimes.com/science/sciencenow/la-sci-sn-dr-oz-claims-fact-check-bmj-20141219-story.html
2. The New Yorker: https://www.newyorker.com/magazine/2013/02/04/the-operator
3. The British Medical Journal: https://www.bmj.com/content/349/bmj.g7346
1. The Los Angeles Times: https://www.latimes.com/science/sciencenow/la-sci-sn-dr-oz-claims-fact-check-bmj-20141219-story.html
2. The New Yorker: https://www.newyorker.com/magazine/2013/02/04/the-operator
3. The British Medical Journal: https://www.bmj.com/content/349/bmj.g7346
DAY #3: The Media
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Read pg. 68-69.
CAMBRIDGE PG. 68-69 | |
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As you read, define key terms in your own words:
1. Manufactured consent: is a term coined by the political scientist and linguist Noam Chomsky. It described the phenomenon that a small ruling elite can shape public opinion in their favor by controlling the media.
2. Bias: is the skewed presentation of a story from a particular ideological position.
3. Public opinion: is the collection of opinions and beliefs held by the adult population of a nation.
4. Media literacy: is the skill of analyzing various texts in which they are published.
1. Manufactured consent: is a term coined by the political scientist and linguist Noam Chomsky. It described the phenomenon that a small ruling elite can shape public opinion in their favor by controlling the media.
2. Bias: is the skewed presentation of a story from a particular ideological position.
3. Public opinion: is the collection of opinions and beliefs held by the adult population of a nation.
4. Media literacy: is the skill of analyzing various texts in which they are published.
Complete the following activity:
Single Mothers- Connotations & Bias Activity:
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ACTIVITY | |
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DAY #4: Media Bias & Newsworthiness
Read pg. 70-71 in your textbook | |
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DAY #5:
- Email the link of the article from your media outlet.
- Highlight & explain any emotive, vague, or euphemistic language. Consider why this type of language is being used (author purpose)?
- Explain in 100 words or more the purpose of EACH (emotive, vague, or euphemistic--or the lack thereof) in your article. What does this get the audience to think, to feel, to believe, or to know. Think about the media outlet itself. Does the language further their agenda? Does it favor their bias?
Week #2:
DAY #6: Tabloids and Sensationalism
WARM UP: With a partner, try to find the most sensational, crazy news story of the day. What makes this story stand out to you?
NOTES: http://www.mediaknowall.com/Basics/basics.php?pageID=printstudy
1. BROADSHEETS: a newspaper with a large format, regarded as more serious and less sensationalist than tabloids. vs. TABLOIDS: a newspaper having pages half the size of those of a standard newspaper, typically popular in style and dominated by headlines, photographs, and sensational stories. 2. MASTHEAD 3. EARS 4. COPY 5. IMAGE 6. HEADLINE 7. SUBHEADING 8. TYPEFACE 9. BYLINE 10. LEAD STORY 11. SECONDARY STORY 12. SLOGAN |
FIND & READ/ANNOTATE: Print an article from the following website- https://www.newseum.org/todaysfrontpages/. Using your notes from today, annotate the article and be prepared to discuss.
CONSIDER: What about electronic news media? What has the Internet done to traditional news print advertising. Do some investigating on the Internet to explore how the two formats (broadsheet vs. tabloid) have adapted to the new technology. [twitter, instagram, facebook?, snapchat]
DAY #7: Socratic Seminar
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DAY #8: Chrisley Knows Best
Week #3-4: Media Manipulation & Practice Paper 1
DAY #9-11:
MEDIA MANIPULATION | |
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THE BIG 5 | |
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