High School Current Events Curriculum

High School Current Events Curriculum

Course Description: Using current events, this elective course focuses on world and local issues that affect students' everyday lives, such as economics, government and conflict. This course uses newspapers, online media, cartoons, and newscasts to support class discussion. Additionally students participate in group projects, presentations and work with primary source materials and opinion pieces in order to better understand the world around them.

Scope and Sequence: Timeframe 3 weeks

Unit Media Bias

3 weeks

Demographics

4 weeks 4 weeks 4 weeks

Conflict Economics

Conflict

Instructional Topics

Topic 1: The Values of Bias Topic 2: Domestic versus International Biases

Topic 1: Tools Topic 2: Traditions: Beliefs, Ethnicity and History Topic 3: Personal Values

Topic 1: Policy Topic 2: Developments

Topic 1: Policy Topic 2: Practical Applications

Topic 1: Politics Topic 2: Bureaucratic Effects Topic 3: Abroad Political Changes and Movements

Curriculum Revision Tracking

Spring, 2018

All Units: ? Updated ISTE Standards ? Updated Missouri Learning Standards ? Updated Teaching Tolerance Standards

Board Approved: May 12, 2016 Board Approved with Revisions: May 10, 2018

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Unit 1: Media Bias

Subject: Current Events Grade: 10-12 Name of Unit: Media Bias Length of Unit: 3 weeks Overview of Unit: Students will learn to be able to distinguish between fact and opinion. They will also analyze information to be able to recognize bias and points of view. Students will understand how people in the same place may have a different view on information disseminated to them.

Priority Standards for unit: 9-12.GV.4.PC.B Evaluate factors that shape public opinion on elections and policy issues.

Supporting Standards for unit: ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. TT.AB.I.3: Students will recognize that peoples' multiple identities interact and create unique and complex individuals. TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. TT.AB.J.13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.

Unwrapped Concepts

Unwrapped Skills

Bloom's

Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK

factors that shape public opinion

on elections and policy issues.

Evaluate

Evaluate

3

Essential Questions: 1. How do you discern media bias? 2. Why is identifying biases important? 3. How do you differentiate points of view from biases?

Enduring Understanding/Big Ideas:

1. Students will explain tools and methodology for analyzing biases in different media

sources.

2. Students will critically evaluate the source(s) and their validity.

Board Approved: May 12, 2016

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Board Approved with Revisions: May 10, 2018

3. Points of view is understanding the background of the source whereas bias is a predisposition to insert prejudices into the source.

Unit Vocabulary: Academic Cross-Curricular Words

Content/Domain Specific

Conservative Liberal Bias Point of view Objective (viewpoint) Evenhanded Journalism Propaganda Loaded language Stereotype

Mass media Electronic media News source Editorial State run media Underground media

Resources for Vocabulary Development: Quality Tools

Board Approved: May 12, 2016 Board Approved with Revisions: May 10, 2018

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Topic 1: Define Bias

Engaging Experience 1 Title: Source Comparison Suggested Length of Time: 2 Days Standards Addressed

Priority Standards 9-12.GV.4.PC.B Evaluate factors that shape public opinion on elections and policy issues.

Detailed Description/Instructions: Teacher will show very different viewpoints from media sources such as news articles, newscast, or web based sources, one that is clearly liberal and one that is conservative. Students will decipher the differences between these viewpoints by identifying the liberal and conservative stances within the viewpoint through a class discussion or writing analysis. Bloom's Levels: Understand, Analyze Webb's DOK: 3 Rubric: Check for understanding

Board Approved: May 12, 2016 Board Approved with Revisions: May 10, 2018

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