L E S S O N

D E S I G N 7 :

O V E R V I E W
Duration: 4-5 50min
periods

Name of Lesson: Media and Perceptions of Conflict #7

Subject/Course: Social Science/AP Human Geography

Teacher(s): Morris

Grade Level: 9

Other subject areas to be included, if any: English

For more PBL resources visit bie.org

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N

Key Knowledge and

Common Core State Standards: CCSS
CCSS.ELA-Literacy.W.9-10.1.a
Understanding
(CCSS or other standards) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically.
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.

21st Century Standards: 21CS

3.1.1 Conclude an inquiry-based research process by sharing new understandings and
reflecting on the learning.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
3.2.3 Demonstrate teamwork by working productively with others.

National Geography Standards: NGS

10 Human Systems: The characteristics, distribution, and complexity of Earths cultural mosaics.
13 Human Systems: How the forces of cooperation and conflict among people influence the
division and control of the Earths surface.
18 The Uses of Geography: How to apply geography to interpret the present and plan for the

Success Skills
(to be taught and
assessed)

For more PBL resources visit bie.org

Critical Thinking/Problem Solving

Self-Management

Collaboration

Other:

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N

Lesson Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)

Students research teams, are broken up into partnerships, each group will delve into an ongoing
conflict, with each partnership researching opposing perceptions and media coverage of the conflict
in question. Partnerships will catalog their sources and compose a collaborative position brief from
their chosen vantage point, which will be posted on their group BLOG. Once completed, groups will
debate the same issue from opposing views and the role media has played in shaping these
perceptions to other freshmen classes. After which, individual students using their own research and
experience coupled with the understanding gained in observing the debates will write a short
argumentative essay on how they believe media shapes perceptions of conflict, which will be posted
on their individual BLOG.

Driving Question

How does media shape perception, specific to conflict?

Entry Event

Students view two TEDtalks one by Alisa Miller and another presented by Sasa Vucinic and read the
BLOG post by Robert Sylwester, How Mass Media Affect Our Perceptions of Reality. After which
students discuss the implications of media coverage in relation to their overarching research project
(#1) on a discussion board, responding to at least two of their peers. This online interaction this used a
platform for an whole class discussion.

Products

Individual:
Discussion Board: Responses
Short Argumentative Essay
BLOG: Reflection

Specific content and success skills to

be assessed:

Team:
BLOG: Position Briefs
Debate

Specific content and success skills to

be assessed:

For more PBL resources visit bie.org

CCSS.ELA-Literacy.W.9-10.1.a
CCSS.ELA-Literacy.W.9-10.2
CCSS.ELA-Literacy.SL.9-10.4
21CS: 3.1.1
NGS: 10
NGS: 13
NGS: 18

CCSS.ELA-Literacy.SL.9-10.4
CCSS.ELA-Literacy.W.9-10.6
CCSS.ELA-Literacy.W.9-10.7
CCSS.ELA-Literacy.W.9-10.8
21CS: 3.1.1
21CS: 3.1.4
21CS: 3.2.3
NGS: 10
NGS: 13
NGS: 18

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N

L E S S O N

D E S I G N 7 :

O V E R V I E W

Making Products Public Position briefs will be posted to the group BLOG and short argumentative essays will be posted to their
(include how the
individual BLOGs. Other classes will be invited to observe the in class debates.
products will be made
public and who students
will engage with
during/at end of lesson)
Resources Needed

On-site people, facilities: Instructor as moderator.

Equipment: Chrome-Books, Internet Access
Materials: Pen, Paper
Community Resources:

Reflection Methods
(how individual, team,
and/or whole class will
reflect during/at end of
lesson)

Journal/Learning Log/Reflective BLOG

Focus Group

Whole-Class Discussion

Fishbowl Discussion

Survey

Other:

Notes:

For more PBL resources visit bie.org

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N