Grade+7

The following lesson ideas are from the Media Awareness Network Lesson Library. These lessons and all associated documents (handouts, overheads, backgrounders) are available in an easy-print, pdf kit version from the website. Just click on the link!

=__Focus 1: Role of Media in Natural Disasters __=

[|Hurricane Katrina] is a series of teachable moments deconstructing the extensive media coverage following the aftermath of the disaster. There are four components to the series: [|Hurricane Katrina and News Media] Televised newscasts, special programming, blogs, news Web sites, daytime programming and late night television gave widespread accessibility to information and opinions. [|Hurricane Katrina and the 'Two-Photo' Controversy] Two photographs published by Yahoo! News caused uproar relating to bias in media coverage.

[|Hurricane Katrina and Celebrities] What is the role of celebrity in society? Does that role change during post-traumatic time, such as in the days following Hurricane Katrina?

[|Hurricane Katrina and the Internet] The Internet provided more than just information and news about Hurricane Katrina, it provided human aid and comfort. = = =__Focus 2: Tobacco Advertising __=

[|Thinking Like a Tobacco Company]

In this lesson, students learn how the tobacco industry exploits the needs, wishes and desires of various target audiences in order to foster brand loyalty. Students explore how the tobacco industry creates a false image of the effects of smoking in order to make smoking appear to be a desirable activity. Assuming the roles of marketing personnel in a tobacco company, students suggest ways to exploit teenage girls, teenage boys, and adults.

[|Do You Believe This Camel?]

This lesson shows how tobacco advertising creates a deceptive image of the consequences of smoking. Students begin by taking a critical look at some tobacco ads that ignore the health hazards and promote smoking as a desirable, fun activity, and compare these ads to mock advertisements that "tell it like it is." Students discuss how tobacco marketers target young people, by deconstructing Joe Camel ads, and debate Canadian laws governing the advertising of tobacco and alcohol.

<span style="font-family: 'Comic Sans MS',cursive;">[|The True Story]

<span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students explore the relationship between the marketing techniques used by tobacco companies and the true physical and social effects of smoking. The class begins with a deconstruction of messages in tobacco ads selected by the teacher, followed by a review of the physical ills associated with smoking. In small groups, students will then analyze cigarette ads by comparing their stated and unstated messages with "the true story" about the effects of smoking.

<span style="font-family: 'Comic Sans MS',cursive;">[|Freedom to Smoke]

<span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students explore their beliefs and values about independence – and how cigarette advertising exploits peoples’ desires for greater freedom. Students identify the activities, lifestyles and role models that define the “independent” man and woman in our society. They then analyze ads that associate smoking with images of independence.

<span style="font-family: 'Comic Sans MS',cursive;">[|Tobacco Advertising in Canada]

<span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students explore the ways in which tobacco products are marketed in Canada. The lesson begins with a class discussion about the ways in which tobacco products are promoted in Canadian society. Students then discuss Canadian law as it pertains to tobacco advertising and debate whether or not the government has been successful in restricting the promotion of tobacco products. Students explore the ways in which tobacco companies use sponsorship, promotions, retail displays, awards, clothing and collectibles as a way to reach consumers - despite advertising restrictions. Students also discuss which of these strategies are most likely to influence teens, and the relationship between advertising and other factors that may contribute to smoking. The lesson concludes with a neighborhood 'tobacco audit' conducted by students to determine whether or not tobacco is promoted locally.

=__<span style="font-family: 'Comic Sans MS',cursive;">Focus 3: Gender Stereotypes and Body Image __= = = <span style="font-family: 'Comic Sans MS',cursive;">[|Gender Stereotypes and Body Image] <span style="font-family: 'Comic Sans MS',cursive;">The object of this lesson is to make students aware of the dangers of gender stereotyping and the media's role in perpetuating gender stereotypes.

<span style="font-family: 'Comic Sans MS',cursive;">[|Portrayal of Teen Girls in Magazines] <span style="font-family: 'Comic Sans MS',cursive;">This classroom activity encourages students to explore the gender messages that these magazines promote.

<span style="font-family: 'Comic Sans MS',cursive;">[|Real Beauty in Magazines] <span style="font-family: 'Comic Sans MS',cursive;">Asks students to analyze magazines aimed at the teen market and to deconstruct the messages in their magazines by answering a series of questions.

<span style="font-family: 'Comic Sans MS',cursive;">[|Dove Campaign for Real Beauty] <span style="font-family: 'Comic Sans MS',cursive;">This lesson prompts discussion about the advertising campaign which features real women rather than models.

<span style="font-family: 'Comic Sans MS',cursive;">[|The Price of Happiness] <span style="font-family: 'Comic Sans MS',cursive;">In this lesson students answer a brief questionnaire related to self-image, self-esteem, and advertising, and then work as groups to create and act in mock television commercials that parody advertising techniques.

=__<span style="font-family: 'Comic Sans MS',cursive;">Focus 4: Cyberbullying __=

<span style="font-family: 'Comic Sans MS',cursive;">[|Understanding Cyberbullying] <span style="font-family: 'Comic Sans MS',cursive;">Students explore the concept of cyberbullying and learn how the attributes associated with online communication may fuel inappropriate or bullying behaviour. Connections between other contributing factors to bullying-online and offline-are also reinforced as students develop an understanding of the role played by bystanders and the ways in which our own responses may fuel or stop this kind of behaviour. As a class, students will establish a class “code of (N)ethics” for online conduct.

<span style="font-family: 'Comic Sans MS',cursive;">[|Cyberbullying and the Law] <span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students learn about and discuss the legal aspects of cyberbullying. They review a variety of hypothetical scenarios and a case study, and they consider the seriousness of the situations, who is legally responsible, what action (if any) should be taken and by whom. To determine this, students will seek answers to the following questions: How does cyberbullying differ from offline bullying? What aspects of a cyberbullying case make it a cause for legal action? What determines whether it is a civil or a criminal matter? How should rights to freedom of expression, guaranteed under the Canadian Charter of Rights and Freedoms, be balanced against rights to security of person? When and how are schools responsible for cyberbullying cases?

<span style="font-family: 'Comic Sans MS',cursive;">[|Cyberbullying and Civic Participation] <span style="font-family: 'Comic Sans MS',cursive;">This lesson allows students to explore the concept of civic participation in the creation of Canadian laws through a study of the consultation process found in the //Canada Gazette//. Students will create their own //School Gazette// by proposing and discussing rules against cyberbullying at school.