Lesson One - Monday January 30
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1. Course Introductions
2. 2 truths and a lie
3. All about Me Survey
4. The Game or Egg Drop + IB Learner Profile reflection
2. 2 truths and a lie
3. All about Me Survey
4. The Game or Egg Drop + IB Learner Profile reflection
Lesson Two - Tuesday January 31
1. 2 truths and a lie
2. Stacking + ATL reflection
2. Stacking + ATL reflection
3. As a class, brainstorm a definition of "Critical Thinking"
-What would be our definition?
-Why is it important to think critically?
-Do students have any examples of a time they did/did not think critically that they want to share?
4. Let's Define Critical Thinking by looking at the competency from the Ministry of Education Website
-What would be our definition?
-Why is it important to think critically?
-Do students have any examples of a time they did/did not think critically that they want to share?
4. Let's Define Critical Thinking by looking at the competency from the Ministry of Education Website
3. It can be further broken down into three categories (we are only looking at two)
5. Watch "House Hippo" to remind students why we need to focus on Critical Thinking.
-Class discussion when done.
-Class discussion when done.
6. Distribute several photos of real and fake items around the room. Pasted to white boards, mini-whiteboards or chalkboards. Students have to ask as many critical thinking questions as possible during a "Gallery Walk." There is a slideshow of the pictures below on the website. There is also a video students can choose to watch/comment on. It will play on the teacher's laptop or the LCD screen.
7. Teacher will demonstrate with the Trump VS Hitler Chart doing a class "Fishbowl" to show how teacher would question validity of the item.
-Look at the picture, why chose those ones?
-What else did Hitler do? Trump? Are these facts true? What is not listed? How do we check? When you reduce something to simplistic lists, you miss the complexity?
Who made the list?
Potential Ideas:
no sources
-vague ideas
-unflattering picture to make you see him a certain way
--no quotes or specific examples
-missing complexity of ideas
-biased
During Gallery Walk, please respond to the following questions:
Is the item real or fake?
How do you know?
What features make it seem real?
What features make it seem fake?
What questions do you have about reliability?
8. Now, in groups of 2-4, students select a picture or a video from one of the ones from around the room and have to do a similar presentation as a group showing the questions they would ask. (Basically do what the teacher did in the "Fishbowl.")
9. Get students to vote on which ones are real and which ones are fake and then reveal the answers
10. Social Studies is a crucial course to help us be able to study sources with a critical point of view
10. Show Fake new video to sum up and bridge to tomorrow's lesson
Lesson Three Fake News - Wednesday February 1
https://www.buzzfeed.com/tag/fake-news-quiz
1. Go to Buzzfeed and have students do a fake news quiz. https://www.buzzfeed.com/tag/fake-news-quiz
-share their results
2. It is important to be able to look at sources and judge their validity. This is a big part of what a historian does. Link to the Historical Thinking concepts (Evidence interpretation).
3. Watch How False News can Spread TED talk
4. Student will be given section of a CBC Article to help them understand types of "Fake news."
https://www.cbc.ca/news/technology/fake-news-misinformation-online-1.5196865
5. Give students the CBC fake news article.
-give groups sections of the text in groups and a mini white board/window writers, sections of chalkboard. Then they have to paraphrase the main idea and three supporting facts. Will then find a version of that online – share back with class as expert groups.
Topics:
1. Fabricated Content
2. Manipulated Content
3. Imposter Content
4. Misleading Content
5. False content
6. False content of connection
7. Satire and Parody
4. Present their definition and example to the class.
5. Give them BBC Young Reporter Sheet. Will use this in a research project in a couple of days.
-share their results
2. It is important to be able to look at sources and judge their validity. This is a big part of what a historian does. Link to the Historical Thinking concepts (Evidence interpretation).
3. Watch How False News can Spread TED talk
4. Student will be given section of a CBC Article to help them understand types of "Fake news."
https://www.cbc.ca/news/technology/fake-news-misinformation-online-1.5196865
5. Give students the CBC fake news article.
-give groups sections of the text in groups and a mini white board/window writers, sections of chalkboard. Then they have to paraphrase the main idea and three supporting facts. Will then find a version of that online – share back with class as expert groups.
Topics:
1. Fabricated Content
2. Manipulated Content
3. Imposter Content
4. Misleading Content
5. False content
6. False content of connection
7. Satire and Parody
4. Present their definition and example to the class.
5. Give them BBC Young Reporter Sheet. Will use this in a research project in a couple of days.
Timeline Activity
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1. Show Time video
2. Follow Google Slides for Timeline Activity:
-Discuss what they think are important dates in history
-sort in order
-Share
-Correct any that are out of order
-Go over questions on why something is important in history
-have them rank the events in terms of historical significance
-Share
3. Introduce Most Important historical figure project
2. Follow Google Slides for Timeline Activity:
-Discuss what they think are important dates in history
-sort in order
-Share
-Correct any that are out of order
-Go over questions on why something is important in history
-have them rank the events in terms of historical significance
-Share
3. Introduce Most Important historical figure project
Lesson Four - Thursday February 2-Tuesday February 7
1. Introduce Most Famous Person in History Project
2. Work on it. Due Wednesday February 8
2. Work on it. Due Wednesday February 8