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Databases in this LibGuide

Links to databases:

1. eLibrary

2. Opposing Viewpoints

 

Assignment

MAC Q2 Project: Teach-In - Step 1/Planning

Over the next few days in class, you will prepare for a “teach-in,” which means you (and your partner, if you choose to have one) will teach us, your peers and me, about a topic connected to at least one of the following documentaries/films/articles we have seen/read in the last several weeks:

  • The Persuaders
  • Generation Like
  • Tough Guise 2
  • Mickey Mouse Monopoly
  • Beyond the Straight and Narrow

Your topic can also be connected to a specific media moment or article we have discussed in class. 

Each person will need to prepare a lesson that is 20 minutes long. If you are working independently, plan on a 20-minute lesson. If you are working with a partner, plan on a 40-minute lesson. 

Lessons can include reading (keep it to one page of text maximum). Please do not show videos that are longer than clips (30 seconds). Longer videos will not count in your lesson time. 

Schedule and Project Notes:

  • If you choose to work with someone else, your grades will be the same. Please choose your partner carefully.
  • If you choose to work with someone else, be sure everyone’s name is on every assignment. There will be a couple of check-in steps before the teach-ins begin in December. 
  • We will meet in the East Library on Thursday, 11/16, Monday, 11/27, and Tuesday, 11/28 to find research sources and to prepare the lessons and activities.

Today’s Work:

  • If you choose to work with someone, exchange contact information if you haven’t already done so.
  • Discuss or think about your ideas. What has stood out to you in the documentaries and media moments so far? What was missing? What would you like to know more about? 
  • Independently (or together if you are choosing to work with a partner), please complete this planning document to organize your ideas, focus on a topic, and consider the best approaches to teach your lesson. 
  • Please be sure to turn in this planning document when you have completed it; it is two pages long. Your responses might stretch this document to 3 or 4 pages.



 

Presenter (or Presenters’) Name(s):

  •  

Responses - (both should contribute if working with a partner):

Ideas and Brainstorming:

Review your responses to the documentaries listed above, and focus on the lesson/topic of our teach-in.  Be sure all members are in agreement as to the topic/subject chosen.

  

Specific Connection to Documentaries, Media-focused Independent Books, or Media Moment:

How is this lesson/topic directly connected to at least one of the documentaries or media moments? List the documentary title(s) and/or article/media moment and connections.

  

Essential Questions: What are one or two big, media-connected questions you would like our class to think about? 

As a reminder, the essential question for this class is about media shaping: Does the media shape us, or do we shape the media? Your essential question will be more specific to your topic. 

  

Activities and Strategies:

Remember, your group will not be presenting; you will be teaching us.  This means you need to consider what strategies will work to engage us and make the lesson interactive. 

Make a list of possible activities and strategies (3-5) that you, as learners, respond to in a lesson.  For example, small group discussion, quick response on index cards, or short writing response/share out.

1.


 

2.


 

3.


 

4.

Research:

The documentaries each contained researched facts and statistics. You may include those in your lesson as background information (we were all exposed to them), but you should include new or different information in your teach-in.

We will be in the East Library starting on 11/16 (and 11/27 and 28) to help you locate the research you need. 

What additional facts do you need to research for your lesson? What information do you need to know? 

  

Planning: 

List the steps that you need to complete next in order for your teach-in to be ready and of excellent quality. 

For example, we need to figure out how to organize x, transition between a and b, review what we already learned, etc.

We will begin the teach-ins soon after we return from the fall break.