2+CR+20.2

Team Members:

 * 1) Jo-Anne Lee - Midale
 * 2) Kevin LaBelle - Carnduff
 * 3) Kyla Moffatt - WCS

2 CR 20.2 Indicator d. Bullets 8-10 & Indicator e
Demonstrate critical viewing behaviours including:
 * analyzing how the text uses argument, images, placement, editing, message-based commentary, testimonials, interactive elements, and music to create effect and emotion for effect and impact
 * evaluating and critiquing the persuasive techniques (e.g., emotion and propaganda)
 * recognizing how visual, audio, or design techniques (such as special effects, camera angle, interactive media, and music) carry or influence messages in various media.
 * e. Evaluate critically information obtained from viewing an advertisement and identify the persuasive techniques in multimedia advertising including advertising on websites, in email, or in mobile content.

Resources:
[]

[]

[] (great website for creating ads and evaluating them)

[] (great for creating discussion with students about how their movements online are being "watched" and used by companies for "interest-based advertising")

[] (connects to the social responsibility/action component. Good backgrounder for teachers, lots of things for students - videos, webinars, etc)

[] (awesome resource for handouts and other informational material relating to media, including films and advertising)

[] (great resource for First Nations)

[] (this is from a grade 6 social studies pages but it could be changed to work with this outcome)

[] (lengthy but thorough handout that asks the key questions about deconstructing ads)

[] (comments made about deconstruction of certain ads - great to see how other individuals pull the ads apart)

[] (a good explanation of the term "propaganda" and how it relates to media)

[] (best webside for videos for use in class)

[] (link to NESD rubrics - Sk curriculum. A good starting point for creating your own rubrics).

__Evaluating Internet Websites__
 * Plagiarism is using other people’s work and ideas and claiming as your own without permission or giving credit to them.
 * Tell students they are going to create a short report on Jacopo di Poggibonsi, a medieval artist who copied other people’s work.
 * Poggibonsi is an early example of plagiarism.
 * Have stduents go to the following site to gather information: [|www.umich.edu/~engtt516/] (Do not tell them that this artist did not really exist):
 * 1) Give students several minutes to browse this site.
 * 2) Begin to suggest that they look for other websites as well.
 * 3) Inform them that if they go to the "Analysis" link at the top of the page and then select "Supplimenti" they will find a list of links to famous artists.
 * 4) Ask some of them to check out the link to the Encyclopedia Brittanica page on Jacopo.
 * 5) Wait a few moments and have another student TYPE in the URL [|http://www.britannica.com] and search for "Jacopo DI Poggibonsi."
 * 6) Wait a few more minutes (or until someone figures it out) and then tell them to stop.
 * 7) Let them know that **they cannot do this project**because this artist does not exist. The web site, including the Brittanica page, are fake.
 * 8) Do this by asking them to go to "Analysis" - "Supplementi" and look for "Fakes and Forgeries." Have them click on the link to "Micristi, Marisarcco DI Master Forgers."
 * This page explains that Jabopo is a fictitious character.

__True or False, Part 1__
 * Have students go through and complete the interactive tutorial //The ABC’s of Web Literacy// at the following link: []
 * This site will give students some important insights into evaluating the validity of web sites.

__True or False, Part 2__
 * Have students visit each of the following websites and complete the //Questions to Ask About a Web Page// form for **__EACH__**.
 * 1) [|www.improb.com/airchives/classical/cat/cat.html]
 * 2) [|www.msu.edu/~jdowell/miner.html]
 * 3) [|www.molossia.org/countryeng.html]
 * 4) [|www.cimms.ou.edu/~doswell/Conference_papers/SELS96/WoO.html]

__True or False, Part 3__
 * In pre-assigned groups, have students complete the following questions for **__EACH__**site:
 * 1) Would you classify this as a legitimate web site? Why or why not?
 * 2) Is this site reliable enough to use for an academic research project? Why or why not?
 * 3) Have each group member select a different site and search other sites to validate the information on the original page. Were you successful? Record and explain your results.

NOTE TO TEACHER: NONE OF THESE SITES ARE LEGITIMATE!

Here is a PowerPoint of some of the notes

Here is a Word copy of the //Questions to Ask About a Web Page.//

The following link will take you to the page students can use to complete the first activity about Jacopo DI Poggibonsi

This link will take you to the pages students can use to complete the second activity: True or False?