"The danger of 'fake news' isn't just that it tricks people into believing a lie. The real catastrophe is that it makes people so cynical that they stop believing that the truth even exists."
Cory Doctorow, Canadian-British Author & JournalistMost of the 44 sources you log each unit will be straightforward. However, every once in a while, you’ll find a source that is trickier: something that looks reliable but isn't, or something that seems biased but contains vital facts.
The Media Log Review is your chance to step into the role of a teacher. You will select one or more sources from your logs that were more challenging to assess, and show your audience how to navigate them using the unit's specific framework.
Canva Tip: Use the "talking head" style by placing your camera circle in the bottom corner of your screen share. This keeps your face visible while you walk us through the actual articles or websites you are evaluating.
Deliverable:
Submit your 3-5 minute video where you walk through your selected tricky sources and demonstrate how you applied the framework to evaluate them.
Before you submit, please complete the Pre-Submission Self-Assessment.
Media Log Review Video
We are learning to:
Analyze the reliability of various types of media encountered in real life
Communicate the rationale behind conclusions to others
I can:
Create a 3-5 minute video that shows my face
Address issues most relevant to the target audience in an engaging way
Connect analytical skills to job and life skills
Describe problems and offer solutions
| Category | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|
| Knowledge / Understanding | Student has described, with exceptional detail and clarity, how historical investigation has helped them develop useful skills | Student has described how historical investigation has helped them develop useful skills | Student has somewhat described how historical investigation has helped them develop useful skills | Student has described, in a limited fashion, how historical investigation has helped them develop useful skills |
| Thinking / Inquiring | Student has explained how a career will be made easier with their improved critical analysis skills very effectively | Student identified a career will be made easier with their improved critical analysis skills | Student made some connections about how a career will be made easier with their improved critical analysis skills | Student made limited connections about how a career will be made easier with their improved critical analysis skills |
| Application (Context) | Student is exceptionally able to use hisorical knowledge to provide context to a current issue | Student uses hisorical knowledge to provide context to a current issue | Student uses hisorical knowledge to provide some context to a current issue | Student uses hisorical knowledge to provide limited context to a current issue |
| Application (Skills) | Student applies the skills they have developed exceptionally in an everyday context | Student applies the skills they have developed in an everyday context | Student is able to apply some skills they have developed in an everyday context | Student is able to apply limited skills they have developed in an everyday context |
| Application (Life Lesson) | Student is able to evaluate and synthesize what they have learned into a memorable “life lesson” | Student is able to evaluate and synthesize what they have learned into a coherent “life lesson” | Student is able to evaluate and synthesize what they have learned into a reasonably coherent “life lesson” | Student is somewhat able to evaluate and synthesize what they have learned into a “life lesson” |
Student has described, with exceptional detail and clarity, how historical investigation has helped them develop useful skills
Student has described how historical investigation has helped them develop useful skills
Student has somewhat described how historical investigation has helped them develop useful skills
Student has described, in a limited fashion, how historical investigation has helped them develop useful skills
Student has explained how a career will be made easier with their improved critical analysis skills very effectively
Student identified a career will be made easier with their improved critical analysis skills
Student made some connections about how a career will be made easier with their improved critical analysis skills
Student made limited connections about how a career will be made easier with their improved critical analysis skills
Student is exceptionally able to use hisorical knowledge to provide context to a current issue
Student uses hisorical knowledge to provide context to a current issue
Student uses hisorical knowledge to provide some context to a current issue
Student uses hisorical knowledge to provide limited context to a current issue
Student applies the skills they have developed exceptionally in an everyday context
Student applies the skills they have developed in an everyday context
Student is able to apply some skills they have developed in an everyday context
Student is able to apply limited skills they have developed in an everyday context
Student is able to evaluate and synthesize what they have learned into a memorable “life lesson”
Student is able to evaluate and synthesize what they have learned into a coherent “life lesson”
Student is able to evaluate and synthesize what they have learned into a reasonably coherent “life lesson”
Student is somewhat able to evaluate and synthesize what they have learned into a “life lesson”