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thématique: informer / s'informer -

media and fake news

séquence en 12H?

évaluation finale: présenter 2 docs différents - s'exprimer su l'objectivité? la qualité / CRAAP

tâche finale perlée: press review / 2-3 articles sur une même news

méthodologie:

=> dans l'objectif de la synthèse: reconnaître et présenter les différents types de source / citer ses sources

(partir d'exemples tirées des épreuves du bac)

=> être capable d'analyser une source

=> dans l'objectif de l'oral: faire une press review / parler en continu pendant 5 mn sur la thématique de la séquence

lexique: types de sources / dire la date

prompts pour citer/

mots de liaison pour opposer/contraster/comparer ou au contraire montrer les similitudes

étapes:

- présentation générale sur les différents média // lexique

- connaître les principaux média Uk /US

- source primaire / secondaire => courte activité de classement

- décrypter une source dont les sources internet //voc de présentation de doc (prendre des exemples dans les épreuves de bac)

Méthode CRAAP from biased to fake news

=> titre? (brexit), vocabulaire employé (invasion of Capitol), tournures typiques, expertise de l'auteur (doc Sally?),  multiples points de vue (fake news)

- tabloids versus quality press in the UK

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Primary and secondary sources are vital when teaching students various historical concepts. A primary source is a key piece of evidence from history-for example; a photograph, a letter, or an object that was there at the time, or created at the event. On the other hand, a secondary source helps us to analyze primary source materials, for example; a contemporary book, or document that helps us process the primary source. The following activities and lessons will enable you to teach the difference between these to your students in a creative and engaging way.

1. Introduce the concept with a video

This can be a tricky concept for students to understand, so before you teach this in greater depth, introduce these key historical concepts and terms with a short video. Students can make notes and explain to you what they discover so that you can clear up any misconceptions that they may have.

Learn More: GVSU Libraries Instruction

2. Teach primary sources through current affairs

Sometimes our teaching tools are right in front of us. Weekly newspaper articles are a great way to introduce primary sources to students with very little prep. Students could bring in a selection of newspapers to class each week and begin annotating them and making connections between other current publications and papers.

Learn More: Ed Week- Teach with Primary Sources

3. Critically analyze photographs

Photographs are a very credible primary source, and most students are familiar with modern 'photography' platforms such as Instagram, TikTok, and Snapchat. Use this to your advantage by having students begin to critically analyze social media with youth culture and current events and then link them to important events from the past.

Learn More: Teach Primary

4. Comparing primary and secondary sources

This comprehensive lesson plan provides a guide on how to teach and compare primary and secondary sources using US Congress as an example. Students compare the Constitution to a secondary source to understand the key differences between them. This is a great lesson for older elementary.

Learn More: Education.com

5. Allow research time

Give students the opportunity to research what primary and secondary sources are before you begin to teach the topic. The website below provides great questions that will allow for more thinking and learning opportunities.

Learn More: American Centuries Lesson 4

6. Comparison card sort

This drag-and-drop activity will test student knowledge of primary and secondary sources. This is a timed activity to add an extra element of competition!

Learn More: Wordwall

7. Question Cube

This practical question cube will give students more freedom to explore sources using the key questions needed. A simple cut-and-stick activity to use when exploring a range of primary and secondary sources.

Learn More: Tate Publishing News

8. Comparison Worksheet

This visual worksheet has examples of primary and secondary sources with short descriptions of each. Students are required to decide what each source is with a short justification to show their understanding of the topic.

Learn More: Worksheets Key

9. Card Sort Activity

This cut-and-stick card sort activity will be a fun, yet practical, activity to consolidate knowledge regarding the difference between primary and secondary sources. Have students draw a grid onto large flipchart paper and work in teams to complete it.

Learn More: Pinterest

10. Teaching Ideas

Teaching primary and secondary sources gives students opportunities to explore world history in a variety of ways as well as explore differing perspectives. This lesson plan would be a good base for the start of the year to develop historical thinking skills.

Learn More: Students of History

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10 Primary And Secondary Sources Activities - Teaching Expertise

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Primary and secondary sources are vital when teaching students various historical concepts. A primary source is a key piece of evidence from history-for

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In groups, pick 1 video from this article on which you will work. 

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In groups, pick 1 video from this article on which you will work. 

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1. Do the exercice from the video individually.

2. Go back in groups, and remembering the Dice you worked with, answer the WH- questions to present your document: be as explicit as possible.

3. Focus on 3 questions you could answer to sum up the most implicit meaning of your video.

4. Prepare a slide that you will post on the padlet class (that will be used next week as a basis as you will present your video orally).

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Welcome to our Season 3 final episode of Is This Legit. Maybe you've followed the content we've created at MediaWise through YouTube and TikTok and used some media literacy tips we've shared. Or perhaps it's your first time reading one of our articles on Poynter's website. Either way, this season finale will highlight some of the skills we've taught over the year - and give you some activities to practice what you've learned.

Misinformation is all over social media - and it's our job to sort fact from fiction to put a stop to it. So, let's get started.

The first thing you should do when coming across a suspicious meme or video is to check your emotional reaction. Do you feel anger, fear, disappointment, sadness or anxiety? You might be looking at misinformation. Posts that trigger emotion are designed to get people to share them, so it's best to pause, take a deep breath and do some fact-checking first

Watch how one of our fact-checkers, Saahil, debunked this claim about Fentanyl and Halloween candy.

When researching a claim, these three questions from the Stanford History Education Group are a great starting place:

Teen fact-checker Clara used these questions to check out this Tweet that said young boys always wore dresses back in the day. Watch as she figures out who is behind the information.

Go directly to the primary or original source mentioned in a post or article to answer the second question, "What's the evidence?" This is called reading upstream, which you can do by clicking any hyperlinks in an article to follow upstream and see if the context matches what the video or post claims. This skill is also helpful when using Wikipedia.

Teen fact-checker Katherine went to a primary source to debunk a claim that "a deadly fungus is taking over America."

Now for the third question: What do other sources say? Lateral reading is when you leave the site where you found a claim, do a keyword search for the person or claim you're fact-checking, and then open a new tab in your browser for each link you click on. Click through the tabs and read across the pages "laterally" to find credible information.

Teen fact-checker Bella uses lateral reading to investigate the persistent claim that the Denver airport has an underground bunker to "house elites" during the apocalypse, a persistent conspiracy theory that won't go away.

"Deepfakes" are a new source of misinformation. These are digitally manipulated videos that make it look like someone said or did something they didn't. Here's how fact-checker Sophia debunked some weird TikToks about Keanu Reeves.

Still, images can also be digitally manipulated. Our fact-checker Jessai debunked this claim about Beyonce being chased by a camel by doing a reverse image search. That's when you take a screenshot of an image, drop it into a search engine and find out where else it may have appeared and when. Let's take a look.

We covered some valuable tips for sorting fact from fiction online. But if you'd like to learn more, follow us at @mediawise on YouTube, TikTok and Twitter.

Thank you for tuning in to this wrap-up article for season 3 of Is This Legit. We hope you've enjoyed our videos and hope to see you for Season 4.
NOTE TO TEACHERS: This article is featured in a free, one-hour lesson plan that reviews some of the media literacy skills taught throughout the year and offers activities for students to practice what they've learned. The lesson is available through PBS LearningMedia, and includes a lesson summary and a handout, among other resources.

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Is This Legit: A media literacy skills recap - Poynter

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In this final episode of Season 3 of our teen fact-checking series, we review the skills we've taught over the year and provide some interactive videos so you can practice what you've learned.

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,Quick write (5 to 7 mn) :

1. Write your answers to these questions in your notebook What does English mean to me?
Why have I chosen this class?
What do I want to learn and do in this class?

2. Take a picture of your answers and post it  under your name in the attached padlet (suivi individuel)

3. Share in groups of 4 or 5

4. Sum up the main ideas

5.  Come to the board to read your summary to the class and stick your paper to the board

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1° AMC MDURAND - #Team Badass | Quizlet

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Teacher: Is this legit ? (Edpuzzle with open questons)  = repères de questions ouvertes pour lancer des pistes de réflexion pour le poster (tâche intermédiaire)

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Teacher: Is this legit ? (Edpuzzle with open questons)  = repères de questions ouvertes pour lancer des pistes de réflexion pour le poster (tâche intermédiaire)

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Present 2 different media documents with different viewpoints on the same topic.
- Newspaper article
- Visual document (cartoon, photo, caricature...)
- Social media (tweet, post, video...)

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v = agree
adv = almost
prep = across
n = area
adj = alone
lw = actually
pro = anyone

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board - traduction anglais-français. Forums pour discuter de board, voir ses formes composées, des exemples et poser vos questions. Gratuit.

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Check off the words you don't know. Create a quizlet to learn them.

1st 3 columns => Test before Fall holidays
Last 4 columns => Test before end of trimester

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Obligation: you/ issue a denial
Incapacity: you/ miss out on important information
Interdiction: you / side with any candidate
obligation (future): they / form an educated opinion on the subject to (capacity) / make the right decision
reproach: they/ minimize the importance of an event
reproach/ regret: you/ distort the facts to boost the sales. Now you are sued.
capacity (future): if we send you on site, you/ provide in-depth coverage of the events
Obligation (past): they / expose  his crimes to the public to make him stop

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How do you pronounce the letter /i/ : i or ai ? 

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How do you pronounce the letter /i/ : i or ai ? 

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bias - privacy (both) - promise - prejudiced - filter -denial - reliable - headline - news item - controversial - minimise - print -radio - opinionated - critique - criticize - criticism

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Quizinère - listen and fill in the blanks

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Quizinère - listen and fill in the blanks

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Click HERE (create new link for students)

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Quizinière : création et partage d'exercices pédagogiques en ligne

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Pour vos évaluations, créez des exercices en ligne simplement et gratuitement à l'aide de textes à trous, QCM, dessins, vidéos, sons, etc.

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Intermediate task :  Make a Be MediaWise poster !

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Intermediate task :  Make a Be MediaWise poster !

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1) Gather everything you have learnt on how to be MediaWise
2) In groups, make a poster to inform your classmates about the different means you can use to check your sources.
3) The posters will be hung in the lobby/library

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The web address contains information about the location of the webpage.

It is also known as the URL (uniform resource locator).

Like the address for your home, a web address organizes information about a webpage's location in a predictable way.

This is how to break down the information using the following URL as an example:
www.supremecourt.gov/opinions/12pdf/11-697_d1o2.pdf
Network:

This is a set of connected webpages. The address for the network is typically the same as the homepage of a website. Under that website will be a variety of webpages. The last part of the network address is the top level domain name.

From the example, www.supremecourt.gov is the network section of the URL, and the top level domain is .gov.

Top Level Domain:

This indicates the type of network, and can give you clues about the purpose/owners of a website. Websites based outside of the United States will often include a country code as part of the domain (e.g. .uk, .ca, .ng, etc.)
Common domain names:

.com (business)

.org (organization)

.edu (education)

.gov (government)

Note: there are few restrictions about what domain name a website must use. A business can choose either .com or .org. Only a government site can use .gov, but you may find some government sites under other domains (e.g. some public schools use .org).

Folders & subfolders:

Just like on your personal computer, a website may have a variety of folders and subfolders to organize all of the content on the website.

The example above has a folder called opinions that contains a subfolder of PDF documents from 2012 called 12pdf.

File name:

The last part of a web address gives the name of the individual file that displays when you go to that address. Web address often end with the file name .htm or .html, which indicates that you are looking at a regular webpage.

The example address above has the file name 11-697_d1o2.pdf. Because the file name ends with .pdf, it will display a PDF document.

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Academic Guides: Internet Basics: Web Addresses

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Academic Guides: Internet Basics: Web Addresses

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A citation is a reference to a source of information. Typically it includes identifying information such as the author, title and source. This information should be sufficient for a reader to be able to locate a copy of the item.
Example:
Munro, Alice. Lives of Girls and Women: a Novel. New York: McGraw-Hill Book Co., 1971.

The ability to interpret citations and references is a basic research skill that will enable you to locate additional sources of information relevant to your research.

Following are some examples of citations and references that you might find in a bibliography or online. Depending upon the citation style used , elements of the citation may be ordered and displayed differently.

Book Citation

Anderson, Chris. (2006). The Long Tail: Why the Future of Business is Selling Less of More. New York :Hyperion.
Breaking it Down:
Author: Chris Anderson
Year Published: 2006
Title of Book: The Long Tail: Why the Future of Business is Selling Less of More
Place of Publication: New York
Publisher: Hyperion.

How to search for this book title

You can use Search Everything to search by the Title: The Long Tail or by the Author: Chris Anderson.

Journal Article Citation

Hamblen, Jessica L. et al., "Cognitive Behaviour Therapy for Prolonged Post Disaster Distress," Journal of Clinical Psychology, Vol. 62, No. 8 (Aug 2006), p. 1043-1055.
Breaking it Down:
Author: Jessica Hamblen et al.,
Article Title: "Cognitive Behaviour Therapy for Prolonged Post Disaster Distress,"
Journal Title: Journal of Clinical Psychology
Volume and Issue Number: Vol. 62, No. 8
Year Published: August 2006
Page numbers in Journal: page 1043 - 1055

How to Search for this Article?

Using Search Everything: Type in the Article Title: "Cognitive Behaviour Therapy for Post disaster Distress" AND/OR the Author: Jessica Hamblen.

To make sure you have the correct article check the Journal Title (Journal of Clinical Psychology). Next check the year (August 2006) and Volume and Issue Number (vol 62, no.8) and the page number (p.1043)

Chapter in a Book

Eaton, Richard M. "Islamic History as Global History." Islamic and European Expansion: The Forging of a Global Order. Ed. Michael Adas. Philadelphia: Temple University Press, 1999. 1-36.
Breaking it Down:
Author of Book: Michael Adas. (Editor)
Author of Chapter: Richard M. Eaton,
Book Title: Islamic and European Expansion: The Forging of a Global Order.
Chapter Title: "Islamic History as Global History."
Publisher, Year and place of Publication: Philadelphia: Temple University Press, 1999
Pages of Chapter: pages 1-36

How to search for this Chapter in a Book

In Search Everything: Search for the title of the book: Islamic and European Expansion, NOT the chapter title!

Internet Resource Citation

National Institute on Alcohol and Alcoholism. "Alcohol: A Woman's Health Issue." http://pubs.niaa.nih.gov/publications/brochure/women/women.htm (Sept. 2006)
Breaking it Down:
Author: National Institute on Alcohol and Alcoholism.
Title: "Alcohol: A Women's Health Issue."
URL: http://pubs.niaa.nih.gov/publications/brochure/women/women.htm
Date: September 2006.

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Research Guides: Citation Guide (APA and other Styles): Understanding Citations

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Research Guides: Citation Guide (APA and other Styles): Understanding Citations

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Latest news, sport and opinion from the Guardian

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Latest Europe news, comment and analysis from the Guardian, the world's leading liberal voice

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Joe Biden n'est pas un remède miracle à ce qui fait souffrir/ce dont souffre l'Amérique. Mais c'est un homme bien qui redonnerait de la stabilité et de la civilité/du civisme à la Maison Blanche. Il a tout ce qu'il faut pour commencer la longue et difficile tâche de réunir/rassembler/ remettre sur pied un pays fracturé. C'est la raison pour laquelle, si nous avions un (bulletin de) vote, il irait à Joe/ il serait pour/en faveur de Joe. Si nous pouvions voter, nous voterions pour Joe .

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Make sure your poster will give some answers to these questions in the intermediate task

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Make sure your poster will give some answers to these questions in the intermediate task

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-  Why should social media posts that evoke strong emotions like fear or anger be checked out?
- What makes an effective Internet keyword search to find related relevant information to read laterally?
-  Why are posts that manipulate news stories from reputable sources likely to go viral?
- Why is it important read upstream to trace social media “shares” back to the original post?
-. What are some positive and negative potential uses of deep fake technology?
Positive—
Negative—
- Why would a social media user manipulate images of a celebrity to spread misinformation?

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Watch the video until 0:48
1) The voice-over asserts that the news is biased.

List the arguments to justify this statement

2) What may prevent people from making their own opinions?

Focus on filter bubbles
3) Explain what filter bubbles are.

How can they impact people ?

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Media Bias: How AllSides Provides Balanced, Unbiased News

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2 - Revision Quantifieurs - (un)countable nouns

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2 - Revision Quantifieurs - (un)countable nouns

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1. Peu de sources fiables =>
2. Beaucoup de points de vue différents =>
3. Peu d’informations:
4. Tant de commérages:
5. seulement quelques détails croustillants:
6. Beaucoup de temps:
7. Peu de témoignages:

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Modal auxiliaries - Translate the sentences

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Modal auxiliaries - Translate the sentences

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1. Vous devez éviter les sujets polémiques pour plaire à un large public.
2. Tu ne peux absolument pas publier une info que tu n'as pas vérifiée!
3. Tu devrais révéler ces faits à la presse sinon tu pourrais le regretter.
4. Nous pourrions garder le gros titre et la photo en une et l'article de fond en page 2.
5. Il pourra nous faire un compte-rendu de première main de ce qui s’est passé au Capitol étant donné qu’il était parmi les émeutiers.
6. Il n'aurait pas dû déformer les faits; nous allons être poursuivi, c'est certain! Tu dois publier un démenti (issue a denial).
7. Il devra prouver que cet article a nui à sa réputation.

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Choose between much, many, (a) little or few

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Choose between much, many, (a) little or few

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1) The Sunday paper has so…….sections that I need a whole day to read it
2) There’ so .……rubbish in this paper that I’veput it in the bin
3) There’s ……….information in this article. I must look on the net for some more.
4) How………does this magazine cost?
5) How ………issues are there yearly?
6) I’m sorry I have ………time. Break the news, quick!
7) You have gathered so……….evidence that you can publish the article without fearing being sued.
8) There used to be ………..newsstands in this neighborhood but with the rising cost of paper and the decrease in sales, they are only ………..left. It’s a shame really!
9) You are giving me so ……………. information that I am completely lost.

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Interdiction: You .........................(distort) the facts. It is one of the primary rules of a journalist.

Capacity: They ......................... (make) the difference between a reliable and unreliable source now that they have visited the exhibition in the hall

Obligation: everybody .........................(be) mediawise nowadays

Advice: People would like to know his reactions. You .........................(interview) him.

Incapacity: I .........................(write) my editorial yesterday. I was not inspired.

Capacity: Once you've watched this video, I'm sure you ......................... (recognize) a deepfake

Obligation: If you want to increase your audience ratings in the future, you ..............................(insist) more on juicy details.

Reproach: They ............................. (choose) this headline. It wasn’t catchy enough.

Incapacity : I ....................(read) that magazine. It's full of rubbish!

Advice: She ................................ (go) on social media to read the news really. They is so much fake information.

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si peu de bonnes nouvelles: ........................

beaucoup de gros titres: ........................

quelques magazines: ........................

un bon conseil: ........................

peu de temps: ........................

peu d'informations justes/précises: l........................

beaucoup de couverture médiatique: ........................

trop de devoirs: ........................

quelques citations pertinentes: ........................

tant de points de vue différents: ........................

peu de faits, beaucoup de mensonges: ........................

peu de preuves: ......................

beaucoup d'intérêt: .....................

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Tha CRAAP test activity - to conclude the unit

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Tha CRAAP test activity - to conclude the unit

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Ponts de vigilance à la relecture de votre synthèse

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Ponts de vigilance à la relecture de votre synthèse

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- Cohérence du contenu
- Utilisation de mots de liaison
- Usage de synonymes pour éviter les répétions
- Ponctuation/ Majuscules
- Conjugaisons (S à la 3ème personne du sing au présent simple)...
- Accords Singulier/Pluriel (pas de pluriel pour les adjectifs)
- Pronoms relatifs (who, which, that...)
- Articles (In Ø document B, Ø Eugenism = in general...)