Reflections+(Spring+Semester)


 * Reflection #2**

//Create an accountability/assessment piece for the Cooperative activity on the candidates/election we started in class. The activity should simply hold each group member responsible on some level to ensure that all students work together and see the Cooperative Learning as a valid lesson that is worth participating in and perhaps even worth a grade.//


 * (1)** //__Purposes of Activity__//

+To learn about the presidential candidate selection process. +To develop students' democratic citizenship skills through further developing their social skills, sense of responsibility, and readiness to be interdependent.


 * (2)** __//Activity: Part One//__

Students will be (roughly and randomly) broken into teams of seven. Each team member would have one of seven roles, and would have two class periods (as well as time after school) to fulfill the requirements of their role. The roles are as follows:

(a) Issues expert. This person would be required to become an expert on the key issues being discussed/debated by the potential presidential candidates. Additionally, this person would be required to know the difference between a caucus and a primary.

(b) Mitt Romney platform expert. This person would be required to research, take notes on, and turn in a one-page Mitt Romney platform summary (typed, double-spaced).

(c) Rick Perry platform expert. This person would be required to research, take notes on, and turn in a one-page Rick Perry platform summary (typed, double-spaced).

(d) Newt Gingrich platform expert. This person would be required to research, take notes on, and turn in a one-page Newt Gingrich platform summary (typed, double-spaced).

(e) Rick Santorum platform expert. This person would be required to research, take notes on, and turn in a one-page Rick Santorum platform summary (typed, double-spaced).

(f) Ron Paul platform expert. This person would be required to research, take notes on, and turn in a one-page Ron Paul platform summary (typed, double-spaced).

(e) Barack Obama/Joe Biden platform expert. This person would be required to research, take notes on, and turn in a one-page Barack Obama/Joe Biden platform summary (typed, double-spaced).

This part of the activity is meant to: +Provide a group goal (i.e., collect information to be shared during Part Two and used for the in-class competition during Part Three) +Establish individual accountability


 * (3)** //__Activity: Part Two__//

Upon completion of Part One, students will move onto Part Two, which consists of one class period. On this day, the groups will meet, and each individual will share what they've learned with their teammates. This part is prepararation for the third (and final) part of this activity: the in-class competition.

This part of the activity is meant to: +Guarantee face-to-face interactions +Allow for development of interpersonal and small group skills +Foster interdependence +Create a time for group processing


 * (4)** __//Activity: Part Three//__

Upon completion of Part Two, the teams will participate in an in-class competition with one another. The instructor will have a variety of questions, true-false statements, and fill-in-the-blank statements assessing the collective knowledge of each group. These questions and statements will be posed one at a time to each group via Powerpoint. The group will then have 45 seconds to discuss and give an answer. If the group answers correctly, they will be awarded 10 points. If the group is unable to answer or answers incorrectly, then the question will be passed on to the next group for double the points. Each member of the group with the most points at the end of the competition will be granted extra credit on the written portion of the assignment.

This part of the activity is meant to further provide the essential elements of cooperative learning mentioned under Parts One and Two.


 * Reflection #1**


 * (1)** __//How specifically does the text establish the significance of Media?//__

This is a huge question. I think it can be answered in part by saying that the text establishes the significance of media by: (I) labeling today's youths as "digital natives" immersed in Media, spending 6.5 - 8 hours per day exposed to media content (II) presenting MANY questions and statements concerning the potential adverse effects of media illiterate people in a media saturated society, including: "Can we equate access to information with the ability to successfully comprehend that information?" "Are we now...'drowning in information and starved for knowledge'?" "Do media predispose them to be active and informed citizens or spectators moving from one distraction to another?" "Classrooms that ignore the language of modern media and do not help sutdents recognize, read, and resist the powerful persuation of visual messages leave students vulnerable to manipulation, no matter how skillfully they comprehend the printed word." (III) acknowledging the possibility of using media to engage students in creative and challenging ways to help them develop "the skills needed for responsible citizenship, competent consumerism, and the increasingly technological workplace."

In other words, it seems that one of the main messages of this article is that media is (and will continue) having a big effect on the world, and it is very possible for that effect to be primarily negative if people aren't taught to observe, analyze, and interpret it correctly. However, with effort put forth to educating people in media literacy, it appears that the potential effect is incredibly hopeful and right up the alley of a Social Studies educator. The final quote of the article presents this idea quite clearly: "Media literacy can empower youth to be positive contributors to society, to challenge cynicism and apathy and to serve as agents of social change."


 * (2)** //__Develop an idea to share of a lesson you would like to teach that uses/presents a film (of any genre) to explain:__//

I believe viewing the film //V for Vendetta// as part of lesson could easily be used (through comparison to a variety of historical occurences) to present, explain, and more deeply understand many Social Studies themes, including those listed below. (Disclaimer: I've presented viewing this film for a lesson once before, but hope to further develop it here.)


 * (a)** //__a time period__//

Though set in the future, it would be easy to observe, analyze, and compare what happens in this film to more deeply understand any time period in which a people finds themselves under the authority of an oppressive, powerful government.

There are numerous cultural, social, and political points this film could be used to explain. Several such worthy-of-discussion themes flowing through this film include the concept of freedom, the power of an idea, the collective strength of a nation's people, the potential effects of hatred for those different from yourself, the use of fear, deception and violence in politics, and many more.
 * (b)** //__a cultural/social/political point__//


 * (c)** __//a biography//__

Though the story of this film is fictional, it is entirely possible to use this film to more deeply understand the life of a real person through comparing their ideals and experiences to a character in this film. For example, wherever there is a person with strong ideals fighting against an existing system of rule and/or leading an uprising and/or dying as something of a martyr, there is a person whose story can very possibly be brought to life and understood through comparison to V, the hero of this film.


 * (d)** __//an idea or concept.//__

See (b). Another idea that this film could be used to explore is that of terrorism. What is a terrorist? Who determines whether a person is to be considered a terrorist? Are terrorists people who act only on inherently bad motives?