Outcome Chart - British Columbia - Social Studies Grade 7

This outcome chart contains media education learning outcomes from the British Columbia, Grade 7 Social Studies curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - British Columbia - English Language Arts 6

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 6 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - British Columbia - English Language Arts 7

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 7 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

Buy Nothing Day

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.

That’s Not Me: Addressing diversity in media

Teachers who include media literacy in their classrooms often face issues that don’t arise in other subjects. Nothing illustrates this better than the issue of diversity in media. It’s not unreasonable for teachers to see the topic as a can of worms and be concerned about offending students and their parents – not to mention worrying about what the students themselves might say. At the same time, it’s a topic that is simply too important to be ignored: what we see in media hugely influences how we see others, ourselves and the world. As a result, an ability to analyze media depictions of diversity is not only a key element of being media literate, it’s essential to understanding many of the social issues and concerns that we face as citizens. That’s why Media Awareness Network has developed That’s Not Me – a new online tutorial for professional development to help educators and community leaders approach this issue through key concepts of media literacy.

Outcome Chart – Nunavut - ELA 1

Strand: Uqausiliriniq

Overall Expectations:

1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.

Specific Expectations:

1.1.1 Talk about and/or represent self, and listen to others, and demonstrate curiosity

1.1.2 Express and explain text preferences (oral, print, and other media)

1.1.3 Choose to engage in classroom activities

Outcome Chart - Nova Scotia - Advanced English 11

Outcome Chart - Nova Scotia - Advanced English Grade 11

Impact of Online Hate

Online hate can have an impact in three interconnected ways:

• the harm done to its targets, either from personal harassment or from online spaces being experienced as hostile;
• the risk that those who encounter it may be radicalized by it, becoming more sympathetic and possibly even active; and
• the effect that it has on the values and culture of the online spaces in which it happens.

Strategies for Fighting Cyberbullying

Cyberbullying is everyone’s business and the best response is a pro-active or preventative one. From the outset, we can reduce the risks associated with internet use if we engage in an open discussion with our children about their online activities and set up rules that will grow along with them. Cyberbullying is strongly connected with moral disengagement – the ways we can fool ourselves into thinking it’s all right to do something we know is wrong or to not do something we know is right – so activating kids’ empathy and moral judgment is a key aspect of preventing both offline and online bullying.