Ann Miyoko Tubridy
Unit on: Media Literacy
Unit on: Media Literacy
Unit Essential Question: How does media framing impact perception?
Lesson Title: Edward Snowden and the NSA leak
Grade Level: 12th Grade
Subject: English
Designed by: Ann Miyoko Tubridy
Time Frame: Two 48 minute periods (Lesson 4 in a six week unit)
Objectives
Students will understand:
- All media is framed through choices--ex. who is shown or speaks, images, sound, diction/word choice, tone, length of image or audio, etc.
- Framing impacts how an audience perceives an issue.
Students will be able to:
- Identify elements in a video news clip that are framing the story.
- Analyze how framing impacts the perception of a story.
- Clearly present analysis to the whole class.
- Write reflections that compare and contrast the varying representations of the story and begin to make an argument for which story presents the “fairest” representation.
Assessments:
- Group work: FRAME media analysis chart
- Group Presentations
- Individual written reflections
Materials:
- CBS:
1. (2:50) Video Clip: Overview of Edward Snowden with poll about U.S. citizens approval of surveillance
2. (1:00) Audio Clip: New York CBS Local - New Yorkers rally in Union Square in support of Edward Snowden
- Fox: (4:00) “Source of NSA leak revealed”
- Democracy Now!: “‘You’re Being Watched’: Edward Snowden emerges as Source Behind Explosive Revelations of NSA Spying”
(14:00-30:00) Full clip
(14:00-16:00) Intro to Edward Snowden’s actions
(16:00-30:00) Interview with Edward Snowden by Glenn Greenwald and Laura Poitras from The Guardian’s website
*Note: Lessons 2 and 3 in this unit have already introduced the concept of framing.
Lesson 4 - Day 1 Aim: How was the story of Edward Snowden revealing himself as the source of the NSA leak framed by different media?
Day 1 Procedure:
1. (5 min) Warm-up/Do Now: Quickwrite - What do you know about Edward Snowden or the NSA (National Security Agency)? Where did you hear about either of these names? OR, what does it mean to be a whistleblower?
2. (5 min) Share
3. (5 min) Introduce Group work: FRAME media analysis chart
- Remind students of the concept of media framing--that all media stories are constructed into a narrative in order for the audience to make sense of a story.
- Introduce the FRAME media analysis chart--students will take notes on the FRAM during and right after watching the clips. They will complete the E as a group.
- F - Focus: Whose voice drives the story? What angles of the story are presented?
R - Representation: Who is shown? Who is not shown? (Note race, gender, identity, age, ethnicity, class, occupation, etc.)
A - Arrangement: How is the story arranged? (Note length, images, sounds, cuts, etc.)
M - Mood: What is the mood or tone? (Note word choice, music, sounds, images, etc.)
E - Evaluate Effect: What effect does the framing of the story have on your perception of the topic/story?
- Set-up 4 groups of students--one group to focus on each news source.
- Group members each get four copies of the FRAME analysis chart in order to take notes, but their group will be responsible for presenting on one source.
- Groups may decide to have each member choose to be most responsible/focused on one of the parts of the FRAM analysis chart.
4. (25 min) Video Clips: screen and take notes
- Screen the first three clips (4 minutes each) and give 4 minutes for note-taking after each clip.
5. (8 min) Wrap-up:
- Groups discuss the clips they’ve seen so far and confer on their notes.
- Time left? Share out 1-2 observations about each clip.
FRAME - Media Analysis Chart
F - Focus: Whose voice drives the story? What angles of the story are presented?
| |
R - Representation: Who is shown? Who is not shown? (Note race, gender, identity, age, ethnicity, class, occupation, etc.)
| |
A - Arrangement: How is the story arranged? (Note length, images, sounds, cuts, etc.)
| |
M - Mood: What is the mood or tone? (Note word choice, music, sounds, images, etc.)
| |
E - Evaluate Effect: What effect does the framing of the story have on your perception of the topic/story?
|
Day 2 Aim: How does the framing of the story of Edward Snowden revealing himself as the source of the NSA leak produce different narratives and perceptions of his actions?
Day 2 Procedure:
1. (3 min) Warm-up: Review notes from yesterday.
2. (20 min) Screen Democracy Now! clip with a few minutes for notes afterwards.
3. (10 min) Group work:
- Discuss E, evaluating the effects that the framing has on an audience’s perception of the story/issue.
- Prepare to present your group’s analysis:
- Choose a speaker.
- Come to consensus on the claim you want to present about the possible impact of the framing on the audience’s perception.
- Identify at least three specific pieces of evidence from the FRAM to support your group’s claim.
4. (15 min) Presentations: Listeners will add to or modify their notes.
Homework: Written Reflection - 1-2 pages typed: Compare and contrast how different ways of framing this story may impact an audience’s perception. Make an argument for which story you think presents the “fairest” representation. Use textual evidence from your notes to support your claims.
Extension Lesson Ideas:
- How and why has the framing of the Edward Snowden story shifted over time?
- Debate: Is Edward Snowden a hero or a threat to national security?
- Argument Writing following debate
Additional Resources:
- On media framing:
Frameworks Institute
Citizens Handbook
- DN!: Debate on Edward Snowden (26:00-30:00)
- DN!: Edward Snowden denied clemency and NSA and Interview with Scott Shane of the NY Times (13:00-33:00)
Common Core Standards:
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
No comments:
Post a Comment