This variation of the identity charts teaching strategy asks students to imagine what they would like to see in the results if they did an online search for themselves. Students can use the Online-Search Identity Chart handout to brainstorm and begin to map out ideas for their chart.
Students explore the potential negative impact of images through the social media protest #IfTheyGunnedMeDown and develop a decision-making process for choosing imagery to represent controversial events.
Students examine how identity and biases can impact how individuals interpret images and experience the challenge of selecting images to represent news events, particularly connected to sensitive issues.
Students establish a safe space for holding sensitive conversations, before introducing the events surrounding Ferguson, by acknowledging people's complicated feelings about race and creating a classroom contract.
Students explore the role of social media in Ferguson, apply information verification strategies to social media posts, and develop strategies for becoming critical consumers and sharers of social media.
Students evaluate the differences among news accounts about Ferguson, develop strategies for verifying news and information, and understand the challenges facing journalists as they cover complex, fast-moving events.
Help students become informed and effective civic participants in today's digital landscape. This unit is designed to develop students' critical thinking, news literacy, civic engagement, and social-emotional skills and competencies.
Students identify the responsibilities of citizen watchdogs, summarize strategies for combatting confirmation bias and responsibly consuming and sharing news and information, and complete a culminating essay.