SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

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Unit Title Media and the Government
Subject Government Grade 12 Week of December 2nd to December 6th, 2019
Essential/Driving
/Historical Question How does media factor into the how governments work? What are some of media’s uses?
and/or Theme
Day M T W R F
Fake News Headlines Criticizing the Protesting the Protest Music and
Lesson Topic/Title Hong Kong Protests
Sorting Activity Government Government Lyrical Analysis
Students will be able
to accurately judge Students will be able to Students will be able to
Students will be able to
which news sources Students will be able to explain why some explain how
determine how
are real or fake by explain how the media people protest and governments use
popular culture can
Objectives analyzing what traits can be used to criticize how media can help media to either spread
protest or criticize the
real news sources the government by spread a protest by or censor information
government by
possess after writing a letter analyzing documents by performing a case
analyzing song lyrics
completing a fact from noted protestors study
checking activity.
California State 12.8 Students 12.8 Students 12.8 Students 12.8 Students
Content Standards evaluate and take and evaluate and take and evaluate and take and evaluate and take and
12.8 Students defend positions on defend positions on defend positions on defend positions on
evaluate and take and the influence of the the influence of the the influence of the the influence of the
defend positions on media media media media
the influence of the on American political on American political on American political on American political
media life. life. life. life.
on American political 1. Discuss the meaning 1. Discuss the meaning 1. Discuss the meaning 1. Discuss the meaning
life. and importance of a and importance of a and importance of a and importance of a
Content Standards
1. Discuss the meaning free and responsible free and responsible free and responsible free and responsible
and ELA Common
and importance of a press. press. press. press.
Core State Standards
free and responsible 2. Describe the roles of 2. Describe the roles of 2. Describe the roles of 2. Describe the roles of
press. broadcast, print, and broadcast, print, and broadcast, print, and broadcast, print, and
Common Core Literacy electronic media, electronic media, electronic media, electronic media,
Standards including the Internet, including the Internet, including the Internet, including the Internet,
WSLH 12.9 Draw as as as as
evidence from means of means of means of means of
informational texts to communication in communication in communication in communication in
support analysis, American politics. American politics. American politics. American politics.
reflection and research 3. Explain how public 3. Explain how public 3. Explain how public CCSS.ELA-
 officials use the media officials use the media officials use the media LITERACY.RH.11-12.6
to communicate with to communicate with to communicate with Evaluate authors'
the citizenry and to the citizenry and to the citizenry and to differing points of view
shape public opinion. shape public opinion. shape public opinion. on the same historical
CCSS.ELA- CCSS.ELA- CCSS.ELA- event or issue by
LITERACY.RH.11-12.2 LITERACY.RH.11-12.6 LITERACY.RH.11-12.6 assessing the authors'
Determine the central Evaluate authors' Evaluate authors' claims, reasoning, and
ideas or information of differing points of view differing points of view evidence.
a primary or on the same historical on the same historical
secondary source; event or issue by event or issue by
provide an accurate assessing the authors' assessing the authors'
summary that makes claims, reasoning, and claims, reasoning, and
clear the relationships evidence. evidence.
among the key details
and ideas.
Students will be
focusing on how
misleading media, or
“fake news”, gets
spread and how to
spot it. As such
emphasis will be
placed on the tools - Criticize - Protest - Censorship
- Protest
Vocabulary used to check news - Gatekeeper - Gatekeeper - Government
- Criticize
sources for validity - Watchdog - Watchdog agenda
and truthfulness.
These are:
Balanced
Sensationalism
Loaded Words
Images & Headlines
Context
To begin the lesson, Students will pick up Students will pick up The lesson will begin
Students will pick up
the students will start the graphic organizer their notes page as with students listening
the presentation notes
by taking out their they need for the they walk in the to Childish Gambino’s
as they enter the room.
mobile devices an activity. I will classroom. We will “This is America” to
This lesson will start
Lesson Intro playing a small game. introduce the topic begin to talk about introduce them to
as soon as possible
This game has through a short four media censorship, what protest music or
since the students may
students look at a slide presentation. trying to see how critical music may be.
need the time for the
random news source Since this is tricky, much students know After this, I will have
activity.
and decide if they especially after about this students list off songs
 think it is real or fake. discussing how to they think might be
This game takes very criticize the protest songs or songs
little time and will be government, I will critical to the
used to introduce spend time government. Once we
students to the topic of differentiating the two finish this listing
the day. As they play, I ideas and explaining activity, I will pass out
will look to see how this thoroughly. the paperwork for
many they got right, today
and how many were
off.
The students and I will
be looking at song
lyrics and determining
To teach the students if the songs are
more about misleading protesting America’s
news, they will be position on certain
presented on a history issues or criticizing
The presentation I will Students will watch a
of news affecting how government
provide them will go video explaining the
American policy in the Students will be works for the people.
over the basics of history of the Hong
United States. presented with a Before they start, the
protesting the Kong protest. As they
Alongside this, the presentation students will look up
government. I will also watch the video,
students will be explaining how some basic facts for
go over how media can students will take
presented on how the criticizing the the songs to build a
come to affect how notes. After this, I will
media is supposed to government works. background. They will
protests are spread explain to the students
work in a democracy, I will go over what note these down on
and how they can some of the images in
Content Delivery and how us as readers protections are given their paperwork by
bring in new the video. Students
and consumers of to citizens that allow answering questions.
protestors. After the will then read an
news can check to see criticism of the As we go through the
presentation, the article and share with
if the information, we government. I will also songs, I will play the
students will fill in each other what they
read is correct. This is explain how media music for them as we
their graphic organizer read. Since each side of
a very barebone plays a role in this and read along the lyrics.
by looking at four the classroom has
presentation that what their roles as a After the music is over,
documents shared different readings,
teaches students how watchdog does to this and the students take a
through different they must share with
to spot and tell what few seconds to write
forms of media each other
news sources are real the last of their notes, I
or fake in preparation will begin to explain
to the activity for this some of the lyrics to let
lesson. them know the
message of the song
 I will clarify
terms, explain
 how to
interpret the
music and
correct
misconception
they might
have
Students will be placed
in six groups. In these
groups, students will
be sorting news
headlines into three
As students read
categories. These As the students write
through the lyrics and
categories are “true”, their notes to the
listen to the music,
“fake”, “unsure”. Using As the information is article, they will also
they will take notes as
the tools, I provided presented, students be preparing to share
they read through.
for them in the will answer to some with their partners
These notes will follow
presentation, students prompts I give them. across the room the
the structure of
will have to place After the presentation, When students begin information. After
underline words or
different news students will write a to analyze the sharing, the students
phrases you do not
headlines- some real letter to an elected documents, they will will respond to the
know, and circle lyrics
events, others from official. This letter is be filling in a graphic questions in the back.
you might have an idea
satirical site, others meant to criticize organizer. The graphic The questions have
on how to interpret.
from politically biased something the elected organizer will ask students recall
Student Engagement When we come to
sources- into these official may have students to analyze the information about
discuss the lyrics, the
three categories. As decided to do. source. They will be what the media is
students will share
they place these Students must do this asked to summarize supposed to do, judge
with me how they
headlines under the in a specific way; they the source, and explain the actions of the
interpreted the lyrics.
category, they feel is cannot criticize and how media affects how Chinese government,
After we analyze the
correct, they will also insult, and must the message is spread and decide if this kind
lyrics, students must
be writing own on a provide constructive of media censorship is
answer questions
chart where they criticism and explain possible. Along with
about each of the
placed these headlines. why they disagree the questions, students
songs and answer a
If they placed a must draw a picture
question wrapping up
headline under the summarizing what
the messages of all
“fake” section, they they have learned
three songs
must write down what
tool they used to
decide this. If they
placed a headline
under “unsure”, the
students must write
why they think it could
be real, and why it
might be fake. After
the students have
sorted these headlines,
and all the groups have
done so, the students
will move clockwise
around the classroom
to the next group.
Since every group had
different headlines, no
two groups will have
experienced the same
headlines. Once they
move into the new
group, the students
will be checking the
previous groups work.
However, this time, the
students will have to
place the headlines
into either “true” or
“fake” if the new group
feels the headlines are
placed incorrectly; if
the group before left
some headlines in the
“unsure” category, the
new group must place
them into either “true”
or “fake”. As they do
this, the students will
once again write which
headlines went where.
If the headlines were
newly-placed into
“fake”, the group must
provide their
reasoning. If they had
 to move a headline
from “unsure”,
regardless of whether
it is “true” or “fake”,
they must write down
why they placed it
there. This is the bulk
of the activity.
Once the students
finish sorting the
headlines, I will go After the students have
over the documents completed the
and show the students When the students organizer, I will go After the students
The drawing and final
which headlines were complete their letters, over the documents answer the questions,
questions will be used
real and which were they will turn it in. As with them to make they will turn in their
Lesson Closure as summaries of their
fake. If they were fake, they turn in their sure they understand analysis so I can check
work and will serve as
I will explain why they letters, the lesson will the point of the how they answered
the end of the lesson.
were fake. Going be done. sources. After we go the questions.
through as many over the four sources,
documents as we can, I the lesson will end
will continue this until
the period ends.
The opening activity While I go through the After the video is Before the lesson
where students play While I go through the presentation, I will ask finished, I will ask starts, the students
the mobile game is presentation, I will ask questions to see how students about the will be asked what
meant to be an questions to see how the students have video and see what they know about
informal assessment of the students have learned the material. they noticed and saw protest music, this is to
the student’s learned the material. While they work with in the videos. When get a baseline
knowledge and skills As they write I will ask the documents, I will students share what understanding of their
in finding misleading them about the kind of monitor their work by they read with the background
information. No scores criticism they are asking questions and other side of the class, knowledge. When the
Assessments will be assigned, but I giving to officials, if I seeing what they have I will ask the students students begin to list
will use this feel they are a bit off, I analyzed and about what the other songs, they know as
information to gauge will correct them. understood from the side read to see how protest songs, I will
student interest and When I look over their sources. In the end, well the students were use this to see how
knowledge about the letters, I will be since I will be going able to explain their many have paid
lesson. If a student looking to see how over the sources with reading. The drawing attention to this, or
really had trouble with they criticized them them, I will be asking activity will be a nice what misconception
this, I will pay special and what solutions random students to informal assessment of they have. After each
attention to them they gave answer questions and their work as it well as of the playthroughs, I
during the headline provide their students to create an will read over the line
activity. reasoning for me image they can use to and see if any student
When students are remember what we understood the line, if
initially sorting the talked about a majority shows they
headlines, I will look at have, I will spend less
how the students are time explaining the
sorting their headlines. line, if not many
To make sure the understand, I will
students are using the begin to explain the
skills and the abilities chosen line. After each
we just went through, I song is completely
will be asking students analyzed, I will ask the
why they placed students for their
specific headlines summary of the song
under the categories. to show me their level
In order to not give of understanding
them the answer, I will
not try to lead them on
to an answer, but
instead just check they
are thinking through
the headlines.
Another assessment I
will be using in this
lesson is an informal
student assessment of
each other’s work.
When the groups move
over to the next group
and check their
headlines, the students
will be checking how
the previous group
before them
performed. Having the
students place the
proper headlines and
check over the work is
meant to have them
think about other’s
work and have them
see if they used the
 same skills when they
did it initially. No
scoring will be made
for students who
incorrectly answered,
instead they will just
have corrections.
There is an
instructional aide who
specializes in helping
English Learners and
Students with Special
Needs. Besides this, I
am fluent in Spanish,
which is the language
There is an
all my ELs speak
instructional aide who There is an
natively.
There is an aides ELs and SSNs. I instructional aide who
The groups will be
instructional aide who am fluent in Spanish aides ELs and SSNs. I
made up of the people There is an
aides ELs and SSNs. I and can help my ELs. am fluent in Spanish
the students normally instructional aide who
am fluent in Spanish The video has no and can help my ELs.
sit with. Since students aides ELs and SSNs. I
and can help my ELs. narrator and relies on Since we are breaking
are around people they am fluent in Spanish
The questions in the closed captioning. The the lyrics up together, I
know, this can help and can help my ELs.
graphic organizer are captioning is very will be able to explain
Accommodations for them understand the As the ELs write their
very specific and ask simple to read and the words on the songs
ELs and SSNs information as they letter, the ELs have the
students for understand, and is and provide the
will be learning option to write the
information there. As very well fit for my interpretations.
alongside their peers letter in their native
such, students should class and ELs needs Because the meanings
and with people who language to criticize
have a better time The article sharing is of these songs may be
can contact them. the official and provide
answering the meant to help students lost in translation, we
For my striving solutions
questions and know understand the will have to look at this
learners, the opening
what to look for readings and allows in their native
activity has different
ELs to explain what language
levels of source
they know orally
checking. If the student
was interested in this,
and wanted the
challenge, they could
go into the higher
levels of the activity
and check their
understanding.
 The video is from the
South China Morning
Post and can be found The songs are the
here: following:
https://www.youtube.
The presentation and com/watch?v=jzkjKQx Credence Clearwater
handout were created 3HOw Revival, “Fortunate
by me. The sources are Son”
All the handouts were from public sources in The articles are from:
created by me the case of the posters Vox Marvin Gaye, “What’s
The opening activity from the UFW, “Letter https://www.vox.com Going On?”
was found on NPR and The presentation was from Birmingham Jail” /culture/2019/10/24
Resources
is named Factitious, created by me by Martin Luther King, /20925473/pewdiepie Green Day, “American
found on Jr., “Civil -china-ban-censor- Idiot”
factitious.augamestudi Disobedience” by hong-kong-protests
o.com Henry David Thoreau, The Guardian The lyrics were
and the article by https://www.theguard transcribed from
Megan Rapinoe on the ian.com/world/2019/ genius.com
Player’s Tribune aug/11/hong-kong-
china-unrest-beijing- The information and
media-response note sheet were
created by me
The handout was
created by me
 Media and the Government ‖ Protest Music and Lyrical Analysis

Goals & Objectives

Students will be able to determine how popular culture can protest or criticize the government by
analyzing song lyrics

California State Content Standards

12.8 Students evaluate and take and defend positions on the influence of the media
on American political life.
1. Discuss the meaning and importance of a free and responsible press.
2. Describe the roles of broadcast, print, and electronic media, including the Internet, as
means of communication in American politics.

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the
authors' claims, reasoning, and evidence.

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5

The lesson will begin with students listening to Childish Gambino’s “This is America” to introduce
them to what protest music or critical music may be. After this, I will have students list off songs
they think might be protest songs or songs critical to the government. Once we finish this listing
activity, I will pass out the paperwork for today.

Vocabulary (Content Language Development) ‖ Time: 5

- Protest
- Criticize

Content Delivery (Method of Instruction) ‖ Time: 40

The students and I will be looking at song lyrics and determining if the songs are protesting
America’s position on certain issues or criticizing how government works for the people. Before
they start, the students will look up some basic facts for the songs to build a background. They will
note these down on their paperwork by answering questions. As we go through the songs, I will
play the music for them as we read along the lyrics. After the music is over, and the students take a
few seconds to write the last of their notes, I will begin to explain some of the lyrics to let them
know the message of the song. I will clarify terms, explain how to interpret the music and correct
misconception they might have

Student Engagement (Critical Thinking & Student Activities) ‖ Time: 10

As students read through the lyrics and listen to the music, they will take notes as they read
through. These notes will follow the structure of underline words or phrases you do not know, and
circle lyrics you might have an idea on how to interpret. When we come to discuss the lyrics, the
students will share with me how they interpreted the lyrics. After we analyze the lyrics, students
must answer questions about each of the songs and answer a question wrapping up the messages of
all three songs.

Lesson Closure ‖ Time: 5

After the students answer the questions, they will turn in their analysis so I can check how they
answered the questions.

Assessments (Formative & Summative)

Before the lesson starts, the students will be asked what they know about protest music, this is to
get a baseline understanding of their background knowledge. When the students begin to list songs,
they know as protest songs, I will use this to see how many have paid attention to this, or what
misconception they have. After each of the playthroughs, I will read over the line and see if any
student understood the line, if a majority shows they have, I will spend less time explaining the line,
if not many understand, I will begin to explain the chosen line. After each song is completely
analyzed, I will ask the students for their summary of the song to show me their level of
understanding

Accommodations for English Learners, Striving Readers and Students with Special Needs
There is an instructional aide who aides ELs and SSNs. I am fluent in Spanish and can help my ELs.
Since we are breaking the lyrics up together, I will be able to explain the words on the songs and
provide the interpretations. Because the meanings of these songs may be lost in translation, we will
have to look at this in their native language

Resources (Books, Websites, Handouts, Materials)

The songs are the following:

Credence Clearwater Revival, “Fortunate Son”

Marvin Gaye, “What’s Going On?”

Green Day, “American Idiot”

The lyrics were transcribed from genius.com

The information and note sheet were created by me