This is the first lesson in the Critical Thinking Across the Curriculum series, though it can also be delivered independently. In it, students learn the difference between facts and opinions, and distinguish between opinions that are entirely subjective and ones that can be supported by facts. They then learn how to construct and evaluate arguments.
This is the second lesson in the Critical Thinking Across the Curriculum series, though it can also be delivered independently. In it, students are introduced to the idea of using information sorting to determine whether sources are worth their attention and then to do critical close readings of those that are. After learning and identifying the differences and similarities between the two steps, they learn the characteristics of a reliable source and make a list of companion texts that can be used to determine if a source has those characteristics. After practicing that process, they learn some examples of critical close reading skills and use a possibility grid to do a close reading of a news article. Finally they plan, carry out, and reflect on an information sorting process to make sure they are getting a full and accurate picture of the news story’s topic.
Level: Grades 9 to 12
About the Author: MediaSmarts
Grades: 7-9
Duration: 1.5 - 2 hours
Author: MediaSmarts and TELUS
Learning goals
Key concepts/big ideas:
Students will understand that Interactions through digital media can have a real impact:
Digital media experiences are shaped by the tools we use:
Grades: 6-12
Duration: 60 to 90 minutes, plus extension activities
Author: MediaSmarts and TELUS
Learning goals:
Key concepts/big ideas:
In this lesson, students are introduced to the idea of “reading media” through a medium’s rules of notice and the maker’s framing choices of what to include and what to emphasize. After a modeled and then guided introduction to these ideas, students analyze a work to identify how it uses rules of notice and framing and consider what meaning these choices communicate.
In this lesson, students will focus on how to understand and actively curate their digital news feeds to counteract the tendency for algorithms or single viewpoints to create a distorted perception of reality. Students begin by defining "news" as a genre and distinguishing its essential elements and tropes from related sub-genres like opinion and documentary. They then do a news audit to analyze their current habits, then learn to verify the reliability of both mainstream and independent journalists. The lesson ends with an independent assignment where they create a persuasive presentation to advocate for a reliable news source to their peers.
In this lesson, students learn what makes something an ad and how to distinguish advertisements from reviews, focusing on the key concepts of genre, tropes, bias, disclosure, and framing. Students begin by viewing and analyzing a video to prompt critical questions about the creator’s intent and visual style, then delve into the advertising genre by learning about its essential elements, like the presence of a product and brand. Students examine the differences between the “ad” and “review” genre and also use companion reading skills to evaluate the reliability and potential bias of a source by searching for undisclosed "brand deal" or "sponsored" content. Finally, students create two media pieces about the same product—one crafted as a persuasive ad and the other as an honest review—to demonstrate their ability to apply the genre elements and tropes learned throughout the lesson.
In this lesson, students discuss reasons why they might be reluctant to intervene when they witness cyberbullying and identify ways that they can help without making things worse. They then use the interactive tool Impact! How to Make a Difference When You Witness Bullying Online to help them decide how to navigate scenarios relating to being a witness to bullying, and share their experiences to help them understand how important it is to think carefully before you act.