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What's in the News?

From "Exploring Global Issues"

Secondary

Description

Students are asked to analyze print media news using a model  that depicts news events as 'the tip of the iceberg'. Underlying what we read about on the surface are current events patterns and, beneath that, social, political and economic structural causes of the news. Hence, 'What is in the News' is based on an Iceberg Model.

First, the teacher brings in a newspaper article to analyze with the class using the Iceberg Model. Once students are familiar with the 'Iceberg' method of analysis, the class is divided into groups of 3 or 4 students. Students are asked to bring in newspaper articles and to select one to analyze and later present to the class.

Students are asked to depict in notes and images, in large scale on butcher paper their news event, related news patterns and their structural theories that underlie the news event and patterns. 

Each group's presentation can facilitate a broader classroom discussion and greater understanding about the patterns and causes of the news.

There are also good questions posed for more advanced students to reflect on about the usefulness of the Iceberg method of analysis and actions individuals can take to improve the structural problems in society. 

General Assessment

What skills does this resource explicitly teach?

  • Print media analysis and self-assessment.

Strengths

  • This resource is easy to use for group work.
  • It provides a novel and interesting media evaluation tool.
  • The resource provides constructive reflection questions on the effectiveness of the Iceberg Model.
  • The resource's central purpose is consistent and reinforced throughout.

Weaknesses

  • Teachers are not offered support nor sufficient examples of challenges they might be faced with when helping a class undertake a structural critique of the news.
  • Grade 9 and 10 students would benefit from more background education and systematic evaluation criteria to undertake a structural analysis of the news.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20-2:Understandings of Nationalism: Nationalism & Identity
    • Grade 12
  • Manitoba
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings, and experiences
      • Social Studies
        • Step 4Relevant matches
        • Global Issues: Citizenship and Sustainability: Area of Inquiry: Media
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20-1:Perspectives on Nationalism: Nationalism and National Self InterestI
        • Social Studies 20-2:Understandings of Nationalism
    • Grade 12
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Political and Economic Systems
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 30-1: :Perspectives on Ideology
        • Social Studies 30-2:Understandings of Ideology
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies (Applied): Diversity
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20-2:Understandings of Nationalism: Nationalism & Identity
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Media Studies (Open) Understanding & Interpreting Media Texts

Themes Addressed

  • Citizenship (1)

    • Media

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • The authors even ask students to question whether there are cases where the approach does not apply.
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory
  • The ecological dimension is addressed only indirectly. Ethical, health and aesthetic dimensions are not raised. The focus is on economic, social and political dimensions.
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory
  • The activities would only start students thinking about their values and whether they care about the issues. There are no particular exercises to help with values clarification.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
  • There is no focus on empathy and respect or any particular group.
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered
  • Does not discuss ecology or encourage personal affinity with the Earth.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory
  • Students are asked to choose and analyze events in the news that can have a local focus.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
  • By enabling students to grasp the patterns and common roots underlying the news, the Iceberg Model provides students with a clearer understanding of the past and present and a positive feeling and sense of control that they can make a difference for the future.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Satisfactory
  • The approach is commendable for being open-ended. Thus, leading to multiple answers.
  • In itself, the resource offers little in terms of background social, political and economic thinking as a basis for media analysis. Complex answers should not be expected, especially from Grade 9 students.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory
  • The resource does not provide learning opportunities in science and math.
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
  • Students would be building their perspectives and concepts on media and society. The resource falls short on building knowledge. 
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory
  • Opportunities exist for graphic representations and intellectual analysis.
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory
  • Analytical skills and student reflection on the effectiveness of the Iceberg Model are actively demonstrated. But there are no methods for assessing students.
  • Demonstrating knowledge will depend on what the students bring in their education from outside this resource.
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory
  • Students may choose the news articles they want to analyze.
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.