Key Idea: Messages cost money to make and share.

 

Rationale: In elementary school, students begin to understand the economics of media by first learning about the financial costs of creating messages, in terms of materials, time, and dissemination.

 

Sample Instructional Content:

• Students learn basic economic principles, such as the cost of labor and materials.

• With fake money, students are given a budget to produce and disseminate marketing materials for a school event, using the medium of their choice.

• Students are introduced to common revenue streams for movies, television, and games, such as product placement.

• Students investigate the cost of real-world messages (e.g. Superbowl ads, billboards, newspaper ads).

 

Related Common Core Learning Standards

 

CC.3-5.W.6 Production and Distribution of Writing: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

 

CC.4.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

Related AASL Standards

 

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

 

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

 

2.2.4 Demonstrate personal productivity by completing products to express learning.

Key Idea: Most media messages are designed to gain or protect power.

 

Rationale: Having established that profit is an underlying motive for media messages in middle school, the emphasis in high school focuses on the motive for power behind media messages, with particular attention on political discourse.

 

Sample Instructional Content:

• Students analyze the historical impact of power disparities among social minorities and current manifestations of these imbalances in today’s media.

• Students identify funding sources for sources of major political and social messages, discussing the implications for the message.

• Students develop a critical stance, evaluating messages for underlying motives, whether benign or malicious.

 

Related Common Core Learning Standards

 

CC.9-12.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

 

CC.11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

 

CC.11-12.SL.1.b Comprehension and Collaboration: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

 

Related AASL Standards

 

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

 

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

 

3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.

 

4.3.2 Recognize that resources are created for a variety of purposes.