Violence in Sports
In this lesson, students explore the gratuitous use of violence in sports.
In this lesson, students explore the gratuitous use of violence in sports.
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 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.
The Workshop facilitator guide has been developed to support facilitators who are presenting the Break the Fake, and includes background information about the workshop, advice on preparing and presenting the workshop, a supporting script, Frequently Asked Questions and handouts for participants.
When discussing media representation of various groups, especially those we consider marginalized, stereotypes are often a primary concern. But sometimes, breaking a stereotype doesn’t go quite far enough, and the issue can be a little more complicated than merely determining whether or not a character is represented in a positive or negative way. The section that follows explores different approaches to queer content by analyzing various ways that popular media have used characterized LGBTQ people.
In much the same way that racialized groups are under- or misrepresented in news media, they are also not accurately portrayed in entertainment media, which tends to reinforce themes that are conveyed in the news. Although positive change is occurring, it is important that media content more accurately and fairly reflect the reality of Canadian multiculturalism.
Journalism has been described as the lifeblood of democracy,[1] and elections, likewise, have long been journalism’s bread and butter. The relationship between the two, however, has always been fraught. Even Thomas Jefferson, a lifelong advocate for freedom of the press, said while he was president that “nothing can now be believed which is seen in a newspaper. Truth itself becomes suspicious by being put into that polluted vehicle.”
While it’s important to be skeptical of political news, especially during an election, it’s also important to be able to recognize and dismiss outright disinformation: the deliberate spreading of false or misleading information. The content of political disinformation spans a wide spectrum, from stories that might be credible (such as an endorsement of a politician from a surprising source) to those that are utterly unbelievable (such as the accusation that a candidate for national office is involved in a child-exploitation ring housed in the basement of a pizza parlour). Those spreading disinformation can include governments, political activists and even for-profit publishers (some of whom run multiple disinformation operations that cater to different parts of the political spectrum).[1]
This section will explore how to read election and political news critically, how to recognize misinformation (information that is incorrect) and disinformation (the deliberate spreading of false or misleading information), and how to be a more active and engaged consumer of political news.