This lesson is based on an article, which ran in the January 21, 1995 issue of the London Free Press.
In this lesson, students identify the differences between TV families and real families by analyzing the conventions used by TV shows; and by comparing the problems and actions of television families to real world families.
In this lesson students explore the commercial and ethical issues surrounding the reporting of crime in televised newscasts.
In this lesson students encounter the key concepts of intellectual property, learning the difference between copyright and trademark and coming to understand how these affect how media products are created and sold.
To make students aware of the ways in which male violence is used and promoted in advertising.
This lesson helps students become more aware of the stereotypes associated with portrayals of students and teachers on television and on film.
To introduce students to the organizations of the Canadian broadcasting industry, and to the codes, guidelines and issues relating to violence in television and radio programming.
In this lesson, students become aware of the types and amounts of violence in children’s programming, and how media violence influences young viewers.
This lesson teaches children that television doesn’t always offer the best solutions to conflict.
This is the second of three lessons that address gender stereotypes. The objective of these lessons is to encourage students to develop their own critical intelligence with regard to culturally inherited stereotypes, and to the images presented in the media - film and television, rock music, newspapers and magazines.The lesson begins with a review of stereotypes that are associated with men and women and their possible sources - including the role of the media. Students deconstruct a series of advertisements based on gender representation and answer questions about gender stereotyping about articles they have read.