Journalism Studies 20 Header

We're not in Canada, anymore!
Module 2, Activity 2.4 - Culture and the Radio
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Introduction: News is not only a way to keep up with world events but a way to influence national opinion. The stories that make the news and the way in which they are presented helps people to determine how they feel about a particular topic. In this lesson, students will have the chance to listen to several different national radio stations and compare the presentation of the news.
Resources: - computer access - Real Audio or Windows Media - radio chart (.doc) or (.rtf)
Activities: Task One - Cultural Differences Have students individually define the word culture. Once they have come up with their own definition, spend a few moments as a class sharing ideas about the meaning of culture. Have the class come to a consensus of what culture is. Be sure that students include the idea that culture comes through behavior, beliefs, and thoughts. As a class, discuss what affects our Canadian culture. Students will likely begin by listing words they are familiar with in terms of describing Canada, such as multiculturalism. Try to ask questions that will focus students more specifically on how journalism affects culture.
How does being a multicultural society affect the way in which the news is presented? How does the news affect our view of society and our culture?
Lessons that you may want to review: Bias/Slant/Spin The Media and Culture
Task Two - Our Home and Native Land We hope that all of our students have a basic knowledge of the current events in our country. Unfortunately, that is not always the case. To begin, then, it makes sense to start by looking at Canadian headlines for the day. Have students listen to CBC's world report. As they are listening, they should be tracking important details on the radio chart provided.

Objectives: Students will be able to - listen with purpose and concern for ideas - recognize a speaker's attitude, tone, and bias - compare, contrast, and evaluate texts
		View other lessons for the main objective.
Instructional Strategies: Task 1 - Discussion (Interactive) Tasks 2 and 3 - Compare and Contrast (Direct) Task 4 - Assigned Question (Independent)
Task Three - From Far and Wide Once students have listened to a Canadian newscast, they need to choose two of the three following newscasts from other countries and answer the questions in their radio chart. BBC Radio (Britain) ABC News Radio (Australia) National Public Radio (American) Task Four - Radio Culture After the students have listened to a minimum of three newscasts, they must answer the question that comes after the radio chart.
This question will allow students to consider their earlier discussions, review the information they have gathered, and apply this knowledge through persuasive writing.
Assessment and Evaluation: Task One allows the teacher to assess the students' understanding of the basic concept of culture through discussion and questioning. As this concept is the key to the rest of the lesson, the teacher will not only have to assess understanding, but also determine whether further discussion or examples may need to be provided before the students move to Tasks Two, Three and Four. Task Four allows the teacher to evaluate the students' ability to gather information and apply it through writing. However, as the students are meant to learn through the writing rather than perfect the written piece, marks should only be given for completion, and an overall sense of the material. These marks can be included at the bottom of the students' written work.

Last Updated
May 30, 2005

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