TELEVISION CHANGES the WORLD! KEYS to LEARNING HIGH SCHOOL FIELD TRIP to CNN Pre-Visit Activity - 2 Class Periods WORLD HISTORY
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TELEVISION CHANGES THE WORLD! KEYS TO LEARNING HIGH SCHOOL FIELD TRIP TO CNN pre-visit activity - 2 class periods WORLD HISTORY W. HISTORY STANDARDS OBJECTIVES • Students will write a short paper on how ideas, SSWH21 culture and economies of the world have been The student will analyze globalization impacted by satellite television. in the contemporary world. • Students will conduct research. a. Describe the cultural and • Students will write a short paper. intellectual integration of countries into the world economy through the MATERIALS development of television, satellites, and computers. • Computer access • Paper/pencils LANG.ARTS STANDARDS PROCEDURE 1. Ask students to think about the first television ELA10, 11, 12W1 programs they can remember seeing. Make a list of The student produces writing these programs on the board. Ask students if, as that establishes an appropriate children, they ever wanted to be like the characters organizational structure, sets a they saw on those programs, to do some of the context and engages the reader, things they saw those characters do and if they maintains a coherent focus ever wanted to own merchandise associated with throughout, and signals closure. those programs? Ask them if there were places The student: they wanted to visit that were featured in those programs or ideas, fads, music and books they a. Establishes a clear, distinctive, wanted to explore because they were in some way and coherent thesis or perspective connected to those programs. and maintains a consistent tone and focus throughout. 2. Ask students about their current television viewing habits. Ask them if they have recently traveled b. Selects a focus, structure, and somewhere, purchased an item or explored point of view relevant to the purpose, something new that can be associated directly genre expectations, audience, with a program that they watch on television. length, and format requirements. Ask students how, apart from paid commercial c. Constructs arguable topic advertising, programs that they see on television sentences, when applicable, to guide influence the way they spend their time and unified paragraphs. money? Ask if there are ideas, causes or trends d. Uses precise language, action that they currently support or are exploring verbs, sensory details, appropriate because of something they saw on television. modifiers, and active rather than 3. Ask students to consider the different ways in passive voice. which television could affect the overall United States economy. WH 1 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved. TELEVISION CHANGES THE WORLD! KEYS TO LEARNING HIGH SCHOOL FIELD TRIP TO CNN pre-visit activity - 2 class periods WORLD HISTORY PROCEDURE (CON’T) L.A. STANDARDS (CON'T) 4. Ask students to think about how television impacts the culture and economies of other countries and ELA10, 11, 12W1 how it has affected their integration into the world economy? To encourage thought and discussion, e. Writes texts of a length appropriate ask them to consider the following situations and to address the topic or tell the story. questions: f. Uses traditional structures for conveying information (i.e., 5. An investigative news program reports on the chronological order, cause and effect, actions and policies of a U.S. company that similarity and difference, and posing produces a product that has recently been and answering a question). implicated in the deaths of a number of people in a large foreign country due to an unresolved safety g. Supports statements and claims issue. How would that report impact that business? with anecdotes, descriptions, facts How might it affect foreign trade? and statistics, and specific examples. News programs often report news about mergers and acquisitions and other details relating to ELA10, 11, 12C2 specific businesses. How can this type of story The student demonstrates influence stock prices and buying/selling activity understanding of manuscript form, for those companies? realizing that different forms of writing require different formats. The student: 6. Imagine that the main character of a popular a. Produces writing that conforms to program is an environmentalist/surfer and the appropriate manuscript requirements. program’s storylines are centered around various global environmental concerns. How might this b. Produces legible work that shows impact interest in environmental and conservation accurate spelling and correct use of efforts in countries where the program is aired? the conventions of punctuation and How might this impact travel and tourism and the capitalization. sales of surfing gear among the population of c. Reflects appropriate format countries where the program is widely viewed? requirements, including pagination, spacing, and margins, and integration 7. What would happen if news programs reported at of source material with appropriate length about the unethical behavior of a particular citations (i.e., in-text citations, use of company? What impact might that have on the direct quotations, paraphrase, and economy of the town, state or country where that summary, and weaving of source and company is located? support materials with writer’s own 8. Ask your students to think about programming words, etc.). such as “CNN Heroes” that report on charitable efforts of everyday people. How might this type of programming impact the culture and economy of a country? WH 2 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved. TELEVISION CHANGES THE WORLD! KEYS TO LEARNING HIGH SCHOOL FIELD TRIP TO CNN pre-visit activity - 2 class periods WORLD HISTORY PROCEDURE (CON’T) L.A. STANDARDS (CON'T) 9. Ask students to conduct research on the Internet to discover at least five ways television has impacted ELA9, 10, 11, 12 LSV1 the culture and economy of other countries. The student participates in student-to- teacher, student-to-student, and group 10. Ask students to write a short paper explaining verbal interactions. The student: what they have learned about television and its impact on culture, ideas and the economy of world a. Initiates new topics and responds nations. to adult-initiated topics. b. Asks relevant questions. CLOSING c. Responds to questions with Ask students to think about how news programming in appropriate information. particular affects people throughout the world. In what e. Offers own opinion forcefully ways does the news shape the perception of the United without domineering. States throughout the world? f. Volunteers contributions and ASSESSMENT responds when directly solicited by teacher or discussion leader. 1. Informally assess the discussion. g. Gives reasons in support of 2. Assess written paper. opinions expressed. GIFTED CONNECTION h. Clarifies, illustrates, or expands on a response when asked to do so; Ask gifted students to create an imaginary community in asks classmates for similar another country in which ideas, customs and the economy expansions. have been heavily influenced by one particular television program of the student’s choice. Ask the students to write a news report about the influence of this particular W. HISTORY STANDARDS program on the community in that country. SSWH20 The student will examine change and continuity in the world since the 1960s. c. Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets. WH 3 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved. TELEVISION CHANGES THE WORLD! KEYS TO LEARNING HIGH SCHOOL FIELD TRIP TO CNN post-visit activity - 2 sessions / 60 – 90 minutes each WORLD HISTORY OBJECTIVES W. H. STANDARDS (CON'T) • Students will think about and discuss how terrorism impacts their own lives. SSWH21 • Students will discuss the importance of news The student will analyze globalization coverage during the time of war. in the contemporary world. • Students will research what a journalist’s life is like a. Describe the cultural and in times of war. intellectual integration of countries • Students will write a letter from the viewpoint of a into the world economy through the journalist in a country at war. development of television, satellites, and computers. MATERIALS • Have students go online to read Gulf War LANG.ARTS STANDARDS Technology at http://www.newseum.org/ warstories/technology/flash.htm ELA 9,10,11,12W1 • Print out Worksheet #1 The Price of Freedom: The student produces writing Americans at War OR that establishes an appropriate http://americanhistory.si.edu/militaryhistory/ organizational structure, sets a printable/section.asp?id=13 context and engages the reader, • Access to computers. maintains a coherent focus throughout, and signals closure. PROCEDURE The student: 1. Ask students to remember a few of the things a. Establishes a clear, distinctive, they learned when you viewed and discussed the and coherent thesis or perspective Humvee in the atrium of CNN. (The vehicle was and maintains a consistent tone and used in the war in Iraq, was auctioned to benefit focus throughout. Fisher House, etc) b. Selects a focus, structure, and 2. Ask students to discuss the reasons the United point of view relevant to the purpose, States became involved in the wars in Iraq and genre expectations, audience, length, Afghanistan. Do the reasons we entered each and format requirements. war differ? c. Constructs arguable topic 3. Ask students to think about and discuss how sentences, when applicable, to guide terrorism has affected their own lives. How has unified paragraphs. it impacted the United States economically and d. Uses precise language, action socially? How does it impact travel? verbs, sensory details, appropriate 4. Ask students to consider how war impacts the modifiers, and active rather than people directly involved, particularly the soldiers passive voice. WH 4 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved. INSIDE A WAR! KEYS TO LEARNING HIGH SCHOOL FIELD TRIP TO CNN post-visit activity - 2 sessions / 60 – 90 minutes each WORLD HISTORY PROCEDURE (CON’T) L.A.