Activity+Sequence+and+Assessment+Chart



**Unit Expectations and Activity Sequence**
 * **Activity**
 * (Time)** || **Activity Description** || **Expectations** || **EIF** ||


 * Culminating**
 * Activity:**

The Campaign Challenge: Creating an Effective Multimedia Project

(375 minutes) || For this activity students are to imagine that they are hired by a group of Canadian philanthropists to allocate funds to an NGO of their choice. The challenge involves choosing an organization as a group and presenting it as well as creating two media documents to advertize the NGO to the Canadian public. || ICV.04  describe the structure and function of international intergovernmental and non-governmental organizations PIV.01  use methods of political science inquiry to locate, gather, evaluate, and synthesize information PIV.03  communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication IV4.01  explain the origins, functions, and objectives of selected international non-governmental organizations NGOs PI1.02  conduct research by selecting and using a variety of relevant and reliable primary and secondary sources (e.g. written, visual, oral and electronic) that present a range of perspectives) PI3.01  express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms, (e.g. role plays, interviews, simulations, debates, group presentations etc) ||

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 * **Introduction Activity:** || || || ||
 * **Activity 1:**
 * **Activity 2:**

“The Power and Influence of Visual Media”

(150 minutes) || Students will learn how visual media (commercials and other advertisements) are created to promote people, organizations and causes and also discredit opponents. Students will watch different types of visual media and break down the elements that create effective media campaigns (i.e. finding the target audience). At the end, they will apply what they have learned by creating a commercial to promote a cause or person. The skills used in creating the commercial and learning the elements of effective advertising can be later applied to the culminating activity. || **ICV.03** evaluate the role of Canada and Canadians in the international community
 * IC3.05** evaluate the role of pressure groups in formulating and implementing Canada’s foreign policy (e.g. anti-landmine activists, the media)
 * POV.02** analyse how international organizations, the media, and technology are able to influence the actions of sovereign states
 * PO2.04** explain the relationship between changes in information, telecommunications, and military technologies and their uses (e.g. development of the Internet; propaganda, military, and commercial uses of satellite telecommunications) and changes in international, political and economic relations
 * PI3.01** express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms, (e.g. role plays, interviews, simulations, debates, group presentations etc)
 * PIV.03** communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication || I

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 * **Activity #3:**

“Greenpeace and the Media: Strictly the Facts or an Outlet for an Underlying Agenda?”

(225 Minutes) || For this activity students will first be introduced to bias and how it relates to the media. As a class, students will examine bias in print, visual and oral media. Students will then be provided library time to research the origins, functions and objectives of a Non-Governmental Organization, Greenpeace Canada. Students will then choose to examine bias in print, visual or oral media that relates to Greenpeace Canada. Students will then attempt to “rework the piece” and modify their chosen media document to eliminate all bias. Students will then present their final product to the class and write a short reflection regarding the impact and significance of the media on Greenpeace Canada. || ICV.04  describe the structure and function of international intergovernmental and non-governmental organizations IV4.01 explain the origins, <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; font-weight: normal;"> functions, and objectives of selected international non-governmental organizations NGOs || E
 * PIV.01** use methods of political science inquiry to locate, gather, evaluate, and synthesize information
 * PIV.03** communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication
 * PI1.02** conduct research by selecting and using a variety of relevant and reliable primary and secondary sources (e.g. written, visual, oral and electronic) that present a range of perspectives)
 * PI1. 03** evaluate the credibility of published and Internet sources and information (e.g. by considering authority impartiality and expertise of the source and checking the information for accuracy, logical errors, underlying assumptions, prejudice and bias)
 * PI3.01** express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms, (e.g. role plays, interviews, simulations, debates, group presentations etc)

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 * **Activity # 4**

"Media Critics: Diverse Perspectives of the Media" (150 Minutes) || Students will look at and explore different media critics (e.g. Noam Chomsky, Marshall MacLuhan, Neil Postman etc), as a means of addressing diverse perspectives and theories, which link politics and the media. Initially, the teacher will present the students with a time line that outlines the evolution of media/technology, placing the media critics within this time line. The purpose of the time line is to provide a graphic organizer that will summarize the information that has been taught in Activities 1 through 3, encouraging students to connect such information to the critics’ perspectives. Students will then engage in a jigsaw activity, whereby they learn about a given critic through independent note-taking, later sharing their recorded information with their peers in small groups. In the end, the teacher will give a brief overview of each critic, through a power point, and present the students with a case study, asking students to apply the critics’ perspective to the case study. The students’ will illustrate this by creating a short skit whereby they outline how the critic would respond to the particular case study (e.g. skit could be a mock interview, press conference etc.). ||
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 * POV.02** - Analyse how international organizations, the media, and technology are able to influence the actions of sovereign states
 * PO2.04** - Explain the relationship between changes in information, telecommunications, and military technologies and their use (e.g. development of the Internet; propaganda, military, and commercial uses of satellite telecommunications) and changes in international, political, economic relations.
 * PIV.02** - Analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis
 * PI1.01** - Formulate questions that lead to a deeper understanding of a political issue and an awareness of the different ways in which the issue can be approached.
 * PI2.01** - Distinguish among, opinions, facts, and arguments, and judge arguments on the basis of the quantity and quality of evidence presented and the methods used by authors to verify their claims
 * PI2.02** - Provide interpretations of political events from different perspectives (e.g. gender, cultural, economics)