After assessing their initial comfort with primary sources, I demonstrated an approach for source analysis - “Origin, Purpose, Values, Limitations” - which we then practised with documents across the unit, collectively at first and later individually. I used a similar strategy in my Grade 12 World History (CHY4U) course to develop my students’ capacity to analyze primary source documents. Those sessions served as practice for the students to create media critiques using theories and texts of their choice. After reviewing various theories of social justice, we examined various book and television experts, discussing how we might analyze them through our existing lenses. ![]() ![]() This approach was exemplified in the Media Analysis unit that I created and taught for Grade 12 Equity Studies (HSE4M). ![]() As such, my lessons there were designed to leverage both the limited class sizes and the unique strengths of these students to enable student inquiry. A slide from the introduction to the unit on Media Analysis that I created and taught for a Grade 12 Equity Studies (HSE4M) course.Ĭity School (part of the TDSB’s “Alt9”) serves students who thrive in smaller classroom environments.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |