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Media

Media. Can you trust the media?. Our Expectations. Listen while the teacher is talking Listen while other students are talking Put up your hand if you would like to speak Be reliable Respect others at all times Use appropriate language. Shhhhh …….

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Media

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Presentation Transcript

  1. Media Can you trust the media?

  2. Our Expectations • Listen while the teacher is talking • Listen while other students are talking • Put up your hand if you would like to speak • Be reliable • Respect others at all times • Use appropriate language

  3. Shhhhh…… First four countries to have television: England, the U.S., the U.S.S.R., and Brazil. There are 170,000,000,000,000,000,000,000,000 ways to play the ten opening moves in a game of chess. The U.S. has more bagpipe bands than Scotland does. For beer commercials, they add liquid detergent to the beer to make it foam more. Whispering is more wearing on your voice than a normal speaking tone

  4. Did the facts change? Was the truth of the message altered?

  5. Re-cap… What is the ‘media’? How much are we influenced by the media? What is a ‘fact’ and what is an ‘opinion’? Did You Know … If you yelled for 8 years, 7 months and 6 days you would have produced enough sound energy to heat one cup of coffee.

  6. So… • We’ve established we are all influenced by the media in one way or another…. But can we trust the media?

  7. Pro tip – Quick History Lesson… • Propaganda

  8. What is the ‘news’?

  9. Or is ‘news’….. OMG!!! Did u hear???? Did u no about…… Well, my opinion is Guess what I’ve just seen! Lol!!!!

  10. Three groups… • Using the ‘facts’, your group is going to present a news story. • How do you want your story to look? • Will you use all of the facts given, or just some of them? • Present it as a web page for a news website

  11. Let’s have a look then… • Do our news stories look the same? • Have they included the same facts/pictures/subtitles etc? • Could readers of one story get a different point of view than readers of another? • Have we included our own ‘bias’ without realising it? If NASA sent birds into space they would soon die; they need gravity to swallow

  12. Stereotype and Bias (protip…you’ll be doing a lot about stereotypes and bias in English, History, Geography, Drama etc etc…..) What is a stereotype? What is bias? Do we see them a lot in the ‘news’? Do we, sometimes, agree with stereotypes?

  13. Paired task • Create a mind map of stereotypes and bias in the media What is a stereotype? What is bias? Do we see stereotypes and bias in the media? What kind of stereotypes do we see? Do they serve a purpose?

  14. Stereotype a popular belief about specific social groups or types of individuals Bias Prejudice, to cause partiality or favoritism in a person, influence, especially unfairly

  15. What can stereotypes and bias lead to?

  16. Back to the media…. So, we know we are influenced by the media… We’ve also had a look at how, thanks to social media, we make the news Can we trust our own eyes? • Some of use may think we have our own bias, and we agree with some stereotypes… So…

  17. …can we trust the media? If we are the media, can we trust ourselves?

  18. Learning Objectives • To explore what ‘news’ is in the media • To begin to examine stereotypes and bias in the news • To explore how the key words; news, stereotype, bias, opinion, fact and trust apply to ‘the media’

  19. Are you working up your levels? Level 3 • recognise that issues affect people in their neighbourhood and wider communities in different ways. • discuss and describe some features of the different groups and communities you belong to. Level 4 • explore a range of sources of information to examine topical and controversial issues, including where rights compete and conflict. • appreciate that there are many diverse groups and communities in the UK and the wider world and use this understanding to explore the communities you belong to.

  20. Level 5 • consider what is fair and unfair to different groups involved and make reference to relevant national, European and international dimensions of the issues. • identify the contributions of different cultures and communities to society and describe ways in which the UK is interconnected with the wider world. Level 6 • interpret different sources of information and begin to assess these for validity and bias. • consider a range of scenarios (from local to global) where there are inequalities and explain how different kinds of rights need to be protected, supported and balanced. • showunderstanding of interdependence, describing interconnections between people and their actions in the UK, Europe and the wider world.

  21. Level 7 • argue persuasively and represent the views of others including those they do not agree with. • analyse the reasons for diversity in the make-up of UK society and explain how it changes over time. • begin to evaluate the roles citizens can take in shaping decisions and the extent to which they can influence the operation of political and legal systems. • compare the role of citizens in the UK with those in other parts of the world to illustrate the strengths and weaknesses of different forms of government. Level 8 • make connections between information derived from different sources and their own experience in order to make perceptive observations. • have a detailed understanding of the key citizenship concepts of democracy, justice, rights and responsibilities, identities and diversity, including how these can change over time.

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