Favourite Sports and Athletes: Introduction to Sports Media - Lesson
This lesson develops a beginning awareness by students of how they feel towards, and respond to, different sports, and how the media represents athletics.
This lesson develops a beginning awareness by students of how they feel towards, and respond to, different sports, and how the media represents athletics.
Studies have found that fast-food ads dominate children’s programming. In order to give children a perspective on the lure of snack-food advertisements, it’s important that they understand where snacks can fit into a healthy diet. Once they have an understanding of where snack food fits into their lives, they can begin to deconstruct the ads themselves.
This lesson familiarises students with stereotypes and helps them understand the role that stereotypes play in television's portrayal of life.
In this lesson Buy Nothing Day is used as a jumping-off point to look at the role of consumerism in our lives and culture.
To make students aware of the ways in which male violence is used and promoted in advertising.
In this three-day unit, students assess media coverage of natural disasters and their aftermath. Students explore how sensationalism plays a role in determining what is newsworthy, and how that can distort our perception of issues in developing nations.
In this lesson students learn about the history of blackface and other examples of majority-group actors playing minority-group characters such as White actors playing Asian and Aboriginal characters and non-disabled actors playing disabled characters.
In this lesson, students consider how we come to hold values and how they affect our behaviour, especially online. They begin by comparing their assumptions about how common positive and negative online behaviours are with accurate statistics, and then consider how believing that something is more or less common than it really is can affect whether or not we think it’s acceptable. The teacher then uses a fable to introduce students to the ways that values can be communicated both overtly and implicitly and students discuss the ways in which their values have been communicated to them. They then turn specifically to the online context and consider what values they have learned about online behaviour and how they learned them. Finally, students consider scenarios that examine ethical questions online and role-play ways of resolving them.