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Tom McHale

Salem witch trials - Wikipedia, the free encyclopedia - 0 views

  • The Salem witch trials were a series of hearings and prosecutions of people accused of witchcraft in colonial Massachusetts, between February 1692 and May 1693. Despite being generally known as the Salem witch trials, the preliminary hearings in 1692 were conducted in a variety of towns across the province: Salem Village (now Danvers), Ipswich, Andover and Salem Town.
  • The most infamous trials were conducted by the Court of Oyer and Terminer in 1692 in Salem Town. One contemporary writer summed the results of the trials thus:
  • "And now Nineteen persons having been hang'd, and one prest to death, and Eight more condemned, in all Twenty and Eight, of which above a third part were Members of some of the Churches of N. England, and more than half of them of a good Conversation in general, and not one clear'd; about Fifty having confest themselves to be Witches, of which not one Executed; above an Hundred and Fifty in Prison, and Two Hundred more acccused; the Special Commision of Oyer and Terminer comes to a period,..."
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  • The episode is one of the most famous cases of mass hysteria, and has been used in political rhetoric and popular literature as a vivid cautionary tale about the dangers of isolationism, religious extremism, false accusations and lapses in due process.[1] It was not unique, being an American example of the much larger phenomenon of witch trials in the Early Modern period, but many have considered the lasting impressions from the trials to have been highly influential in subsequent American history. "More than once it has been said, too, that the Salem witchcraft was the rock on which the theocracy shattered."
  • At least five more of the accused died in prison. "When I put an end to the Court there ware at least fifty persons in prision in great misery by reason of the extream cold and their poverty, most of them having only spectre evidence against them and their mittimusses being defective, I caused some of them to be lettout upon bayle and put the Judges upon consideration of a way to reliefe others and to prevent them from perishing in prision, upon which some of them were convinced and acknowledged that their former proceedings were too violent and not grounded upon a right foundation ... The stop put to the first method of proceedings hath dissipated the blak cloud that threatened this Province with destruccion;..."
  • Men and women in Salem believed that all the misfortunes were attributed to the work of the devil; when things like infant death, crop failures or friction among the congregation occurred, the supernatural was blamed. Because of the unusual size of the outbreak of witchcraft accusations, various aspects of the historical context of this episode have been considered as specific contributing factors.
  • Salem Village was known for its many internal disputes between the town and the village. Arguments about property lines, grazing rights, and church privileges were rife, and the population was seen as "quarrelsome" by its neighbors. In 1672, the village had voted to hire a minister of their own, apart from Salem Town. Their first two ministers, James Bayley (1673–79) and George Burroughs (1680–83), stayed only a few years each, departing after issues with the congregation failing to pay their full rate.
  • Neither had he any gift for settling his new parishioners' disputes; instead, by deliberately seeking out "iniquitous behavior" in his congregation and making church members in good standing suffer public penance for small infractions, he made a significant contribution toward the tension within the village, and the bickering in the village continued to grow unabated. In this atmosphere, serious conflict may have been inevitable.[18]
  • here was disagreement about the choice of Samuel Parris as their first ordained minister. On June 18, 1689, the village agreed to hire Parris for ₤66 annually, "one third part in money and the other two third parts in provisions" and use of the parsonage.[15] On October 10, 1689, however, they voted to grant him the deed to the parsonage and two acres of land,[16] despite a vote by the inhabitants in 1681 stating, "it shall not be lawful for the inhabitants of this village to convey the houses or lands or any other concerns belonging to the Ministry to any particular persons or person: not for any cause by vote or other ways".[17] Though the prior ministers' fates and the level of contention in the village were valid reasons for caution in accepting the position, the Reverend Parris only increased the village's division by delaying accepting his position in Salem Village.
  • In the small Salem Village as in the colony at large, all of life was governed by the precepts of the Church, which was Calvinist in the extreme[by whom?]. Music, dancing, celebration of holidays such as Christmas and Easter, were absolutely forbidden,[19] as they supposedly had roots in Paganism. The only music allowed at all was the unaccompanied singing of hymns—the folk songs of the period glorified human love and nature, and were therefore against God. Toys and especially dolls were also forbidden, and considered a frivolous waste of time.[20] The only schooling for children was in religious doctrine and the Bible[not in citation given], and all the villagers were expected to go to the meeting house for three-hour sermons every Wednesday and Sunday. Village life revolved around the meeting house, and those celebrations permitted, such as those celebrating the harvest, were centered there.[21]
  • Prior to 1692, there had been rumors of witchcraft in villages neighboring Salem Village and other towns.
  • All of these outcast women fit the description of the "usual suspects" for witchcraft accusations, and no one stood up for them. These women were brought before the local magistrates on the complaint of witchcraft and interrogated for several days, starting on March 1, 1692, then sent to jail.[29] Other accusations followed in March: Martha Corey, Dorothy Good and Rebecca Nurse in Salem Village, and Rachel Clinton in nearby Ipswich. Martha Corey had voiced skepticism about the credibility of the girls' accusations, drawing attention to herself. The charges against her and Rebecca Nurse deeply troubled the community because Martha Corey was a full covenanted member of the Church in Salem Village, as was Rebecca Nurse in the Church in Salem Town. If such upstanding people could be witches, then anybody could be a witch, and church membership was no protection from accusation. Dorothy Good, the daughter of Sarah Good, was only 4 years old, and when questioned by the magistrates her answers were construed as a confession, implicating her mothe
  • Tituba, as a slave of a different ethnicity than the Puritans, was a target for accusations. She was accused of attracting young girls like Abigail Williams and Betty Parris with enchanting stories from Malleus Maleficarum. These tales about sexual encounters with demons, swaying the minds of men, and fortune telling stimulated the imaginations of young girls and made Tituba an obvious target of accusations
  • Sarah Osborne rarely attended church meetings. She was accused of witchcraft because the puritans believed that Osborne had her own self-interests in mind for she had remarried (to an indentured servant). The citizens of the town of Salem also found it distasteful when she attempted to control her son's inheritance from her previous marriage.
  • Sarah Good was a homeless beggar and known to beg for food and shelter from neighbors. She was accused of witchcraft because of her appalling reputation. At her trial, Good was accused of rejecting the puritanical expectations of self-control and discipline when she chose to torment and “scorn [children] instead of leading them towards the path of salvation"
  • e in the winter months of 1692, Betty Parris, age 9, and her cousin Abigail Williams, age 11, the daughter and niece (respectively) of the Reverend Samuel Parris, began to have fits described as "beyond the power of Epileptic Fits or natural disease to effect" by John Hale, minister in nearby Beverly.[24] The girls screamed, threw things about the room, uttered strange sounds, crawled under furniture, and contorted themselves into peculiar positions, according to the eyewitness account of Rev. Deodat Lawson, a former minister in the town. The girls complained of being pinched and pricked with pins. A doctor, historically assumed to be William Griggs, could find no physical evidence of any ailment. Other young women in the village began to exhibit similar behaviors. When Lawson preached in the Salem Village meetinghouse, he was interrupted several times by outbursts of the afflicted
  • he first three people accused and arrested for allegedly afflicting Betty Parris, Abigail Williams, 12-year-old Ann Putnam, Jr., and Elizabeth Hubbard were Sarah Good, Sarah Osborne and Tituba. The accusation by Ann Putnam Jr. is seen by historians as evidence that a
  • may have been a major cause of the Witch Trials. Salem was the home of a vicious rivalry between the Putnam and Porter families.
  • of Salem were all engaged in this rivalry. Salem citizens would often engage in heated debates that would escalate into full fledged fighting, based solely on their opinion regarding this feud
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    Read highlighted parts of sections Background, Local Context, and Religious Context for Wednesday.
Tom McHale

Could Civic Journalism Have Helped Journalists Get Election Coverage Right? - 0 views

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    "It didn't take long for civic journalism to move from election experiments to deep enterprise work on major issues plaguing communities - race, drugs, education, the economy. Techniques involved listening to how the communities framed their problems and convening conversations about how they might be addressed. Yet major differences emerged between civic journalism and traditional investigative journalism. Unlike traditional investigative journalism, civic journalism's enterprise projects, "didn't have bad guys attached to them," Friedland said. Rather they mined the muddy swamps of tough issues enveloping communities. These projects focused less on measuring the nature of the engagement and instead focused on outcomes. The most systematic and deepest research into civic journalism was undertaken in 2002 by Friedland and PhD student Sandy Nichols. The Pew Center opened its files on 651 civic journalism projects that had applied for funding or for recognition in the Knight-Batten Awards for Excellence in Civic Journalism between 1994 and 2001. For months, Nichols read every project and coded them by engagement strategies, outcomes and story frames. You can read the final report or the executive summary. Among its highlights: At least one fifth of all U.S. daily newspapers - 322 of the nation's 1,500 dailies practiced civic journalism during that time. They hailed from 220 cities in all but three states. But, the authors said, the real number, if you included projects that didn't cross the Pew Center's transom, was much higher Newspaper editors asserted that their civic journalism increased public deliberation, civic problem solving, volunteerism and changed public policy.a  96 percent of the civic journalism projects used an "explanatory" story frame to cover public issues instead of a more traditional "conflict" frame, which often reports two opposing viewpoints. "The clear shift to explanatory frames is perhaps one of civ
Tom McHale

US Holocaust Memorial Museum Webinar - English Companion Ning - 0 views

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    Welcome to the EC Ning Online Workshop on Nazi Propaganda presented by the United States Holocaust Memorial Museum. Your facilitators are Carol Danks and Laurie Schaefer, both Museum Teacher Fellows and members of the Regional Education Corps for the USHMM.  This workshop will last for 21 days, from January 30-February 19th. So that you can best plan your time, here is the general outline for the workshop: Introduction & Overview: "State of Deception: Nazi Propaganda Online Workshop" January 30-February 1: Orientation to the State of Deception Website and Media Literacy questions February 2nd -7th Module 1: Exploring the concept of Inclusion through the theme: Defining the Enemy, Making a Leader, Rallying the Nation, and Indoctrinating the Youth. February 8th-12th: Module 2: Exploring the concept of Exclusion through the theme: Defining the Enemy February 13th-16th: Module 3: Propagating messages of Inclusion and Exclusion through the themes: Writing the News and Deceiving the Public February 17th: Module 4: Exploring Post Holocaust Propaganda and De-Nazification through the theme: Assessing the Guilt February 18th-19th: Teaching about Propaganda in the classroom: Resources, Lessons, Online Polls  
Tom McHale

Questions, Agency and Democracy - Medium - 0 views

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    "Here's the one big lesson we've learned: Agency begins with being able to ask your own questions and continues with the ability to participate in decisions that affect you wherever and whenever they are made. That's the one big lesson from nearly three decades of work and it has implications from the micro level of our daily lives to the highest levels of decision-making in our democracy. For it's possible to imagine a dictatorship that discourages citizens from asking questions, but we should not accept a democracy in which questions cannot be asked. A strong sense of agency, and self-efficacy on a fundamental level is actually a precursor, a foundation for more effective action on any level of our democracy. It's the beginning of the journey towards democratic action, not its completion. Skip over it however, and you get pretty much the status quo we've got today. If you're happy with that, don't bother to read on. How do we translate this one big idea, one big lesson into action? We've been working on trying to answer just one question in the simplest way possible: How can we democratize access to the deceptively simple yet very sophisticated skills of question formulation and effective participation in decisions? Let's focus here on just the first skill; question formulation. It is no small matter to teach the skill; it's often developed only through high levels of professional education and with years of experience. Indeed, access to them can be difficult and costly. In 2002, The New York Times asked college presidents what should students learn in four years of college. There was a consensus that students could not come out of college knowing all there is to know so college should, according to Leon Botstein of Bard College, "engender a lifelong habit of curiosity, as opposed to becoming more convinced that you are an authority." He went on to say students should learn "analytical skills of interpretation and inquiry. In other word
Tom McHale

American Passages - Unit 14. Becoming Visible: Using the Video - 0 views

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    "In the 1950s and 1960s, ethnic writers moved onto the bestseller lists and achieved recognition in literary circles. Ralph Ellison, Philip Roth, and N. Scott Momaday showed how Americans once at the margins were now closer to the country's cultural center. In doing so, all three writers expanded the boundaries of American literature and opened up the definition of what it is to be American. The video provides the backdrop for this era, as a post-World War II America began to enjoy a prosperity that led it toward conformity and mass consumption. However, the postwar economic boom and "white flight" to the suburbs increased the physical and class distance between the white middle class and ethnic minorities who remained in older neighborhoods closer to the city centers. Ellison, Roth, and Momaday helped to resist the imaginative segregation that accompanied these changes in the urban and suburban landscape. Ellison's adaptations from jazz and blues, Roth's ethnic comedic rifts, and Momaday's ingenious use of Native American narrative traditions all helped to make storytelling richer and expanded readers' awareness of where narrative art comes from and who is capable of creating it. The video also emphasizes the risk these authors took in their innovative approaches as representatives of their own communities, often facing fierce criticism and misunderstanding of their fiction and its intentions. "
Tom McHale

Teaching Solution-Oriented Citizenship through Genuine Opportunities - Literacy & NCTE - 1 views

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    "The case can be made that all subject areas are important, but students often lack the educational opportunities to put their learning from these subject areas to work in the real world. My students now take part in community research projects where I ask them to identify a problem or issue that they care about in our local community. Their topics have included the school dress code, teen drug use, bullying, rural road conditions, and suicide prevention. In this process, students undertake a variety of research efforts. They work with primary sources. They interview community members, fellow students, and school officials. They create online surveys, and they visit the library, the museum, and the courthouse. They seek out knowledge from experts (including other teachers) regarding statistics, technology, and hazardous chemical compounds. They even become experts on the ins and outs of state laws that are relevant to their causes. They learn to value evidence. Sometimes that causes students to change their minds too. But just gathering the information isn't enough. We have to do something with that information. We have to take action and argue for reasonable solutions to our community issues based on the best information available. The secret is harnessing the spirit each student holds for the issue they seek to solve and allowing that spirit to develop each student's ability to reason. If I can accomplish that, I find that my students care enough about their writing to revise, edit, spell, and punctuate just fine. A recent study also confirmed that students' mastery of conventions can improve as a by-product of writing arguments on topics they care about. But first I had to go bigger with my expectations and with the lessons I valued. I had to believe they could change the world around them if I gave them the opportunity."
Tom McHale

Trump Election Shows Civics Education Has Failed - The Atlantic - 1 views

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    "Public schools are failing at what the nation's founders saw as education's most basic purpose: preparing young people to be reflective citizens who would value liberty and democracy and resist the appeals of demagogues. In that sense, the Trump phenomenon should be a Sputnik moment for civics education. Just as Soviet technological advances triggered investment in science education in the 1950s, the 2016 election should spur renewed emphasis on the need for schools to instill in children an appreciation for civic values and not just a skill set for private employment. As we outline in a new report for The Century Foundation, entitled "Putting Democracy Back into Public Education," the Founders were deeply concerned with finding ways to ensure that their new democracy, which through the franchise provided ultimate sovereignty to the collective views of average citizens, not fall prey to demagogues. The problem of the demagogue, the Founders believed, was endemic to democracy, and they saw education as the safeguard of America's system of self-governance."
Tom McHale

Donald Trump's Election Is Civic Education's Gut Check | Knowledge Bank | US News - 1 views

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    "A year ago I made an informal study of the mission statements of the 100 largest school systems in the United States. I was curious to see whether the public purpose of public education - preparing children for citizenship and self-government - is top of mind when those who run those systems ask themselves, "What exactly is our purpose here?" Unsurprisingly, it's not. About 60 percent of those big districts, collectively responsible for more than 11 million children, made no mention whatsoever of civics or citizenship. But it got a lot worse: The words "America" and "American" appeared zero times in the 100 school mission statements. Neither did "patriotic" or "patriotism." However, "global" appears in the statements of 28 districts - usually in phrases like "global society," "global economy" or "global citizens." What are we to make of that? The public mission of education in America's schools (as distinct from the private and personal ends of college and career readiness) seems suddenly relevant. Writing in The Atlantic, Rick Kahlenberg asks whether the election of Donald Trump represents a "Sputnik moment" for civic education, forcing us to confront how badly we have failed "at what the nation's founders saw as education's most basic purpose," namely preparing our children for reflective and capable self-government. "Just as Soviet technological advances triggered investment in science education in the 1950s," Kahlenberg writes, "the 2016 election should spur renewed emphasis on the need for schools to instill in children an appreciation for civic values and not just a skill set for private employment.""
Tom McHale

A New Study Identifies How Intelligence Affects Prejudice (Hint: It Doesn't Lower It) |... - 0 views

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    " A new study shows that as people become more intelligent they don't become any less prejudiced, they only change who they are prejudiced towards, with the usual direction going towards those who we see as different from ourselves. In order to study a wide range of biases, and to avoid confusion, the researchers defined prejudice as "'a negative evaluation of a group or of an individual on the basis of group membership" for the purposes of this study.  The study took 5,914 individuals and tested them for their "cognitive ability", determined by their score on the Wordsum test of verbal ability. The subjects were asked of their opinions of certain groups of people such as Christians, Hispanics, or the poor. Those answers were later converted to a zero to 100 scale, with 100 being the most negatively viewed. The study showed that individuals of higher and lower intelligence showed similar levels of prejudice, but not towards the same people. Persons of lower cognitive ability tended to be prejudiced towards "low choice" groups, persons who have little control over the fact that they happen to be a member of that group. More intelligent persons were more prejudiced against "high choice" groups, where the members of that group, hypothetically, had greater ability to opt in or out of membership in that group."
Tom McHale

Syria Is Not Kosovo - NYTimes.com - 0 views

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    The 1999 airstrikes in Kosovo have been widely cited as a precedent for a possible Syria strike, but according to Rubin, who worked in the State Department at the time and is now an executive editor of Bloomberg News, the only similarity between the two countries is that, in both instances, Russia and China opposed the attacks. "Today, after more than a decade, Serbs and Kosovars are beginning to reconcile," Rubin writes. "Such an outcome in Syria is doubtful. The United States and Europe are at odds with Moscow, the Security Council is deadlocked, NATO has stayed on the sidelines, and the Arab League has been ineffectual. There is no strategy to achieve a stable endgame." Rubin recommended that the administration stick to the chemical WMD argument, and not base its argument on the fact that America has a moral duty to save lives.
Tom McHale

Why Isn't Beirut Bombing Called "Terrorist"? What's Behind It? | Accuracy.Org - 0 views

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    ""The stock phrase employed by western mainstream media that the bomb struck a 'stronghold of the militant Hezbollah group,' to quote the Washington Post, belies the fact that the area is dense and residential, and that the victims were civilians. This is akin to describing the September 11th attacks in Manhattan as striking 'a stronghold of American bankers.' It may be true symbolically, and also by crude motive of the bombers. But who are the victims and why were they targeted? They were civilians, overwhelmingly from the Shia sect, which make up Hezbollah's base of support in Lebanon. Curiously, despite the fact that civilians were indiscriminately targeted, U.S. mainstream media did not refer to the bombing as a 'terrorist attack.'"
Tom McHale

The Schomburg Center's exhibition, "Claiming Citizenship," shows how African-Americans ... - 0 views

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    "The New Deal, a series of experimental projects and programs implemented during President Franklin Roosevelt's presidency in the 1930s, was designed to help the country recover from the Great Depression. For African-Americans, those initiatives offered social and economic programs that helped many people stake a greater claim on full citizenship for the first time. The exhibition, "Claiming Citizenship: African Americans and New Deal Photography," now at New York's Schomburg Center for Research in Black Culture, shows African-Americans taking advantage of opportunities that hadn't been available to them previously. "You can see how during the New Deal the government was experimenting with the possibility that all citizens deserved education, deserved medical care, deserved food security," said exhibition curator Rickie Solinger. The photos are drawn from the Library of Congress and the National Archives."
Tom McHale

Strategies for an Equal Education | Social Studies | Classroom Resources | PBS Learning... - 0 views

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    "This lesson examines some of the obstacles to equal education that African Americans faced in the 20th century, the segregation that triggered the Civil Rightsmovement, and the different strategies people used to effect change. Students begin by reviewing the basic tenets of the U.S. Constitution that guarantee equal rights for all people, specifically, the Fourteenth Amendment, which was used toargue the case for school desegregation in the courts. Next, students work in small groups to study the impact of segregated schools and how individuals and communitiesresponded. Each small group focuses on a specific response or strategy. Finally, students come together to present what they learned, the advantages and disadvantages of thestrategy they examined, and what they might do in that situation and in a similar situation today."
Tom McHale

frontline: target america: video excerpt - 0 views

shared by Tom McHale on 19 May 10 - Cached
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    This six minute video excerpt from "Target America" comes at the end of the documentary, and just after the last terrorist attack during the Reagan administration is cited-the bombing of Pan Am Flight #103 on Dec. 21, 1988. This excerpt begins with the seeming policy shift by the Reagan White House in the war against terrorism. And it ends with the thoughts of key policymakers who had participated in the battles against terrorists during the 1980s, and the lessons they learned.
Tom McHale

Documenting the Homefront (Memory): American Treasures of the Library of Congress - 0 views

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    Between 1935 and 1943, top-caliber photographers such as Marjory Collins, Gordon Parks, Dorothea Lange, Walker Evans, and Jack Delano, working under the direction of Roy Stryker produced the well-known photographic survey of America during the Depression for the Farm Security Administration (FSA), which became the Office of War Information (OWI). During WWII the OWI recorded homefront activities that supported the war effort. In this image, photographer Collins documented workers trying to keep up with orders at the Annin Flag Company in Verona, New Jersey. And like many of the photographs produced under government auspices, Collins's series at the Annin Flag Company promoted the story of nation-wide mobilization.
Tom McHale

Son Of Founder Of 'Hollywood Reporter' Apologizes For Hollywood Blacklist : The Two-Way... - 1 views

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    "The son of the founder of The Hollywood Reporter is apologizing for the trade paper's role in what he calls "Hollywood's holocaust," the blacklist that destroyed the careers of those accused of communist sympathies. In an article published Monday by the trade paper, W.R. Wilkerson III wrote that the 1947 Blacklist "silenced the careers of some of the studios' greatest talent and ruined countless others merely standing on the sidelines.""
Tom McHale

The Window: Thinking in the Seams: Engaging Interdisciplinary Thinking - 0 views

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    It was ingenious. So much so that some listeners wished to be high school history teachers so they could "borrow" the analogy. Even though my first listen was is in a semi-awake state, I understood enough to be informed, entertained, and left wanting to hear it all again. What caught my ear and interest was an NPR interview with Marc Lynch, author of an article that explained world politics through the analogy of a rappers' feud. The clarity the analogy brought to the more complex issue of foreign policy and "rogue" nations amazed me. It truly was ingenious. Such analogies are products of what I call "thinking in the seams," thinking that merges ideas from different disciplines to generate something novel and beneficial. Researchers use varying terms for such thinking-cross-disciplinary thinking, multi-disciplinary thinking, and interdisciplinary thinking-and define it as the use of frameworks from one discipline as "points of departure for discovering or confirming similar structures and relations in other disciplines."1 It stitches together perspectives or modes of inquiry from two or more disciplines to explore ideas. It is thinking "in the seams." Creativity, innovation, and deepened understanding can result from interdisciplinary thinking. Despite these potential benefits, schools rarely cultivate the "mental dexterity" required for thinking in the seams.2
Tom McHale

World War II: Battle of Midway and the Aleutian Campaign - Alan Taylor - In... - Stumbl... - 0 views

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    This series of entries will last from June 19 until October 30, 2011, running every Sunday morning for 20 weeks. In these photo essays, I hope to explore the events of the war, the people involved at the front and back home, and the effects the war had on everyday lives. The entries will follow a roughly chronological sequence, with some broader themes (such as "The Home Front") interspersed throughout. These images will give us glimpses into the real-life experiences of our parents, grandparents and great grandparents, moments that shaped the world as it is today
Tom McHale

Lesson: Moral Growth: A Framework for Character Analysis | Facing History - 0 views

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    "Teaching Mockingbird suggests a central question around which a class's study of Harper Lee's novel can be organized: What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?  As students read and reflect on the novel, they return to this question and can begin to make deeper and broader connections between the novel and their own moral and ethical lives. They begin by considering the pivotal moments in their lives that shape who they are and their senses of right and wrong.  Then they analyze how the characters in To Kill A Mockingbird change over the course of the story, identifying pivotal moments in the story that influence how the characters think about morality and justice.  The complete Teaching Mockingbird guide also introduces models of moral development that have emerged from the field of developmental psychology, which students can use as the basis for even deeper character analysis."
Tom McHale

Teach Your Students to Read Their World Using Classroom Media Analysis Videos by Projec... - 0 views

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    "The videos demonstrate the process of facilitating group learning about media literacy. Students are prompted to think critically about all media messages by asking questions such as: * Who produced this media message, and for what purpose? * Is the information credible, how would you know? * What techniques were used to communicate this message? * Who might be the target audience? * Who might benefit or be harmed by this message? * How might other people interpret this message differently? As shown in the videos, teachers respond with evidence-based prompts such as: "What makes you say that and where is that shown in the document?" These literacy principles are often preceded by content questions that encourage students to analyze media documents, including: * What are the main messages here about… (fill in the blank)? * What bias or point of view do you see here? * What information is left out of this message and why? Project Look Sharp developed these materials after assessing how some teachers present media documents to illustrate key points rather than to engage students. The videos include running annotations that explain how to conduct discussions about media messages using the constructivist methodology. Teachers will learn how to shift their practices from predominantly delivering facts to engaging students in rigorous analysis, application of key knowledge, and reflection on their understanding of the mediated world they live in."
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