One Illinois library came up with a unique idea to solve its book overstock problem. The library was getting more book donations than it could give out at book sales, so it set up a vending machine and filled it with books — giving them away for free! The goal is to encourage people from the local community to read more books. And to make the experience even more exciting, a surprise element was added. The books are wrapped in paper, only allowing you to choose the genre. The title of the book is revealed when you open the “gift.”
So what do you think — are book vending machines the Next Big Thing? Vote and tell us your opinion in the comments section below. Or submit your video comments to email@example.com. We will feature the results of the poll and some of your comments on the show!
December 7 marks National Pearl Harbor Remembrance Day. Last year, Channel One News visited Pearl Harbor to commemorate the 75th anniversary of Japan’s infamous attack on the U..S. Naval base in Pearl Harbor, Hawaii — an event that plunged the United States into war. About 16 million Americans served in World War II, but only 620, 000 veterans are still alive today. Teach your students about the “Greatest Generation,” and learn about one teen’s nonprofit mission to preserve their stories for generations to come.
Display this image for students (click image to view large). hen ask them to work in pairs to answer the following questions:
Photograph by U.S. Navy
If you’re at least 12 years old, your generation is the millennial generation. That’s because you were born around the year 2000. Before you came Generation X. The X indicates that this generation is not known for anything in particular.
The baby boomers came before Generation X. They were born soon after World War II. The world was safe again, so families had many babies. The boomers are known for their large numbers. In the 1960s, many were hippies. Later, some became yuppies.
The Greatest Generation came before the baby boomers. Why was it great? This generation fought World War II! Before that they survived the Great Depression. The Depression was a severe economic downturn that began in 1929. Fifteen million Americans were unemployed.
Times were hard. But the Greatest Generation found ways to get by. Neighbors shared food and helped each other out. People took any job they could find. Millions of Americans rode freight trains around the country in search of work.
The Depression ended when World War II began. People found work manufacturing armaments and other supplies for the war. The Greatest Generation contributed to every aspect of the war effort. Sixteen million Americans served in the military. Hundreds of thousands died.
Back home, people grew their own food and collected metal for manufacturing. With so many men at war, factories experienced labor shortages. So millions of women went to work in defense plants. They built the machinery that helped win the war.
Rishi Sharma says World War II veterans are “walking history books.” Write a new chapter for your school’s history textbook about the Greatest Generation. Include relevant information from the videos, slideshow and your own ideas to complete your response.
Direct students to the National Archives website. Have students listen to an excerpt of President Franklin D. Roosevelt’s famous “Day of Infamy” speech.
Then, have them read the primary source document of President Roosevelt’s typed pages with handwritten edits.
If pages are not easily legible for some students, they can read the speech here (PDF).
Then answer the following questions:
Ask students the following question and have them share their thoughts on an exit ticket:
Subscribers to Channel One News Premium get access to the daily show in an ad-free environment, along with daily lesson plans, as well as our Video Library of more than 3,000 videos with transcripts and curriculum. Learn more and subscribe today!
This innovative Next Big Thing makes it easier than ever to take your favorite pooch with you when you run errands, go shopping or decide to get some ice cream. Dog parkers are smart houses placed in front of stores that wouldn’t normally allow dogs. These high-tech houses are self-sanitizing and are equipped with temperature control, a lock and even a camera, which provides a safe place for canine owners to leave their pets in while they shop. Membership to the service is $25 a year, plus $.20 for every minute your dog uses the house.
So what do you think — are dog parkers the Next Big Thing? Vote and tell us your opinion in the comments section below. Or submit your video comments to firstname.lastname@example.org. We will feature the results of the poll and some of your comments on the show!
“I don’t like football, it’s bad. It causes concussions,” he said, his small brow furrowed with conviction.
“Okay. Why do you feel that way? Help me and the class understand.” The boy’s teacher, Erik Palmer, gently probed for the rationale behind his statement. The child looked up, shifting his weight uncomfortably, before sitting back down. “I’m not sure, Mr. Palmer. I just heard it.”
“Fake News” remains a hot topic underscoring media literacy as an essential part of civic understanding. In celebration of Media Literacy Week, Erik Palmer, media literacy expert and Houghton Mifflin Harcourt thought leader, shared his perspective after 20 years of teaching the topic in classrooms and to educators.
“Spouting conclusions, unfortunately, has become the norm in today’s political discourse. We need to teach kids to construct the points that led to the conclusions,” Palmer said. “What sticks in people’s minds is what’s available to them. Topic X is bad, they recall hearing it, but don’t remember where.” In order to bring the concept to life in the classroom, a difficult one for many adults to grasp, students need to understand, “that’s a conclusion. What statements led to that conclusion?”
“The default used to be ‘I believe’ and is shifting to ‘I don’t believe anything,’” Palmer said. “When our top elected officials describe news from our most credentialed media outlets as fake, all sources of information are undermined.”
This mistrust is the troubling byproduct of both the rhetoric around fake news, as well as the actual presence of false news reports pumped into the internet by disreputable sources. Although the overall impact on children’s beliefs is still unknown, the trust gap among adults is visible. According to a December 2016 Pew Research study, nearly one-in-three U.S. adults (32 percent) say they often see fake political news online. An earlier report (January 2016) from Pew showed trust in the media among Millennials is trending down. Just 27 percent of Millennials now say the media has a positive impact, compared with 26 percent of Gen-Xers and Silents and 23 percent of Boomers.
Media bias, also widely discussed, perhaps more so after the 2016 election is one that journalists are honor bound to take seriously. “Many people may not realize that reputable news organizations follow strict journalistic ethics and standards and they have a lot of checks and balances along the way,” said Angela Hunter, Executive Producer of Channel One News. “So when you compare a legacy news organization to a blog or some other less traditional news organization, it is helpful to understand the journalistic process and what goes into the report.”
Educators and media have stepped up to teach the fundamentals of analyzing every source and evaluating it for trustworthiness. For instance, “fake and bias are different things,” Palmer said. “You can show images of Donald Trump that make him look like a wonderful or a terrible person. Both images are true — the photos exist. Choosing one image over the other displays your bias.”
It takes a long time for kids to grasp subtleties on the continuum from fiction to fact across categories. Palmer suggested that, “a little bit of suspicion should be the new default. Let’s help kids move to ‘even if I believe most of what I see is true, let me check.’”
Media literacy concepts are now baked into state and national standards across subjects, including the C3 Framework for Social Studies, which includes “making and supporting evidence-based claims and counter-claims” as a key component. They require that students demonstrate the ability to access, analyze and evaluate all media types, from movies and TV shows to news articles and YouTube clips. “Teaching students how to think, not what to think, is the goal of social studies educators,” said Geraldine Stevens, Product Marketing Director for HMH Social Studies. “In this way, skills are paramount. When students look at evidence — in all its modern forms — they analyze point of view, bias, context and authenticity. This is critical to successfully navigate today’s media-saturated society.”
How do you teach media literacy in your class? Share your experience in the comments. We’ve also gathered additional links and resources to help you make the most of Media Literacy Week.
An anticipation guide is a comprehension strategy teachers can use to derive more learning from watching Channel One News — for general education students, English learners and students who need additional support.
An anticipation guide presents several statements that students agree with or disagree with before watching the show. After watching the show, students return to their anticipation guides and reflect on whether their ideas about the statements have changed.
Anticipation guides build comprehension by:
To see this strategy used in the classroom, watch the video in this post on Reading Rockets.
Channel One News subscribers have access to over 3,000 videos, along with student activities and lesson plans to support learning around current events. Not a subscriber yet? Learn more and subscribe today.
Help students get the most out of Channel One News with these note-taking graphic organizers. Have students fill them in while watching the show or during reflection after viewing. The organizers support on-level and advanced students in recording notes and also provide reinforcement of concepts for English learners and other students who need more practice. They focus on four comprehension strategies:
To find appropriate video content for practicing specific comprehension strategies with students, filter videos in our Video Library by Skills and Strategies. Before having students use an organizer for the first time, explain concepts related to the strategy.
Use the following model organizers to familiarize students with the organizers and comprehension strategies. At moments noted on each model organizer, stop the video and point out the example. Then say aloud the model notes in the model organizer, and guide students to write similar notes in their blank organizers.