Break the Fake Lesson Plan: Hoax? Scholarly research? Personal opinion? You decide!
This lesson is designed to help students determine the validity of information that is presented to them on the internet.
This lesson is designed to help students determine the validity of information that is presented to them on the internet.
In this lesson, students start by considering the permanence of online content. They review privacy strategies and privacy risks and analyze how likely and severe different privacy risks are. They then consider how their actions and decisions can affect others’ privacy and develop a list of “Dos and Don’ts” for managing both their own and others’ privacy.
Students often feel detached from the political arena, and this lesson plan we have designed is to help inspire curiosity and action with your secondary students due to the very real connection between early civic engagement and citizens that are active and engaged with politics for their lifetime.
Students are introduced to civic education through a series of activities which will ask them to work together to engage with their larger communities through curiosity, conversation and creation. Current events happening at the neighbourhood, municipal or federal level will act as starting points for each activity.
Many curricular expectations in Ontario Business courses relate to media and digital literacy. The following excerpt from Business Studies, Grades 9 and 10 (2006) detail how media and digital literacy have been integrated into the curriculum:
Introduction:
“Media analysis is a critical literacy strategy in which commercial media works are examined for the purpose of “decoding” the work – that is, determining the purpose, intended audience, mood, and message of the work, and the techniques used to create it. Through media analysis, students evaluate everyday media, maintaining a critical distance and resisting manipulation by media producers, and they learn about media techniques that they can then use to create or enhance their own works. Key concepts of media analysis include recognition that media construct reality, have commercial implications, contain ideological and value messages, and have social and political implications.”
The Ontario Canadian and World Studies curriculum includes expecations that incorporate media and digital literacy skills. The document Canadian and World Studies (2013) includes a section that demonstrates the complementary relationship between the critical thinking of media education and Canadian and World Studies:
The Ontario Canadian and World Studies curriculum covers topics that pertain to media education. The Canadian and world studies program encompasses five subjects: economics, geography, history, law, and politics; all subjects that encompass media education themes. The grade eleven and twelve curriculum document, Canadian and World Studies, include the following goal:
Many curricular expectations in Ontario Computer Studies courses relate to media and digital literacy. The following excerpt from Computer Studies, Grades 10 to 12 (2008) detail how media and digital literacy have been integrated into the curriculum:
In Ontario, media components are included throughout the Healthy Living Strand of the Health and Physical Education Curriculum, Grades 1-8.
In the Ontario Grade 11 Health for Life curriculum, media literacy outcomes are included under the broader categories Determinants of Health and Community Health.
On the left you will find the outcome chart containing media-related learning expectations from the Health for Life curriculum, with links to supporting resources on the MediaSmarts site. Teachers should also note that individual lessons often satisfy a number of expectations.