Monday, April 4, 2016

Identity in the Media - Webquest



Identity - Creating Context in Canada

1. Statistics Canada is responsible for keeping track of a lot of numbers related to the people living in Canada. According to the Stats Canada website, approximately how many people currently live in Canada?

2. What percentage of Canadians is female? ________  What percentage male? ________

3. What percentage of the Canadian population is of a visible minority (i.e.: not Caucasian or Aboriginal)? ___________  What are the top three visible minority groups in Canada? 
1.
2.
3.


4. What percentage of the Canadian population self-identifies as Aboriginal (i.e.: First Nations, M├ętis or Inuit)? ___________   (Click on “Highlights”)


5. In 2012, what percentage of hate crimes were motivated by:       
race or ethnicity?     ___________   sexual orientation?  ___________

6.  What is the definition of a hate crime? (Look at the “Note to Readers”)




7. What percentage of hate crimes were committed by people under the age of 25? _________

8. How would you self-identify for a census? Make a list.
Consider your age, gender, occupation, ethnic origin, mother tongue, first language spoken, number of languages spoken, etc..








Identity – Seeing Yourself in Primetime Media

Terminology

Protagonist: The main character(s) in a text. This character shows personal growth over the course of the story.
Antagonist: The character who opposes (causes problems for) the protagonist.

The Television Networks and Shows:

Who do you see represented in the ads for the TV shows?
Number of Shows
Number of Women Pictured
Number of Men Pictured
Number of Caucasian People Pictured
Number of People of a Visible Minority










Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)



Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)


Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)


5. CBC: Murdoch Mysteries http://www.cbc.ca/murdochmysteries/cast/
Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)



Who do you see represented in the ads for the TV shows?
Number of Shows
Number of Women Pictured
Number of Men Pictured
Number of Caucasian People Pictured
Number of People of a Visible Minority










7. Global: Elementary http://www.globaltv.com/elementary/
 Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters

Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)


8. Global: Chicago Fire http://www.globaltv.com/chicagofire/
Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)


9. Global: Bomb Girls
Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)


10. Global: The Good Place
Total number of characters

Number of male characters

Number of female characters

Percentage of male to female characters


Number of characters of a visible minority

Gender of main character(s)

Percentage of characters of a visible minority


Ethnic origin of main character(s)


Follow-Up Journal Questions: Consider the videos MissRepresentation and Mickey Mouse Monopoly in answering the questions. You may also include your own personal experiences to make connections.
1. How do the shows compare in who they say is in Canada (/North America) versus how the population of Canada actually breaks down?

2. What is the impact on a person when s/he does not see him/herself represented in a positive way in the media?


Rubric for Journal Responses



Rubric for Personal Response to Reading



Incomplete

0
Needs More Work
1
Fair

2
Good

3
Excellent

4
Outstanding

5

Reaction

Shows no interest in responses and provides no explanations for lack of interest in selections.
Shows limited interest; provides basic indication of reaction and gives only sketchy, formulaic reasons for liking/disliking a selection.
Shows considerable interest in selection, or explains clearly and with some detail why the selection does not interest this reader. Has thought beyond basic expressions of liking or disliking.
Shows interest in selection either positively or negatively through thoughtful consideration of main idea and details. Explanation is substantial and effective.
Shows passionate reactions positively or negatively to selection and explains insightfully and in depth how these reactions are produced by the content, style and/or point of view in the selections.

Comprehension
Interpretation


Explanation shows errors in basic understanding
of plot, characterization and/or setting.
Explanation shows basic understanding of literal elements such as plot, setting and characterization.
Explanation shows a good understanding of literal elements and a beginning recognition of some abstract elements such as symbolism, theme, irony, etc.
Explanation shows excellent understanding of literal elements, recognition of more abstract elements and some explanation of their significance.
Explanation shows sophisticated understanding of textual elements, and makes insightful observations about abstract elements (symbolism, theme, irony, etc.)

Making
Connections


Chooses not to make connections to personal experiences or to prior knowledge.
Makes surface and obvious connections to personal experiences.
Makes logical and/or empathetic connections to personal experiences.
Makes logical and/or empathetic connections to and beyond personal experiences.
Makes multiple and insightful connections to personal experience and/or to other subjects, other texts, & other people’s experiences.

Communication
of Ideas to
Reader


Reader is confused about writer’s intent and point of view or so little is provided that reader is uninterested.
Reader has some understanding of writer’s basic intent and point of view.
Reader understands writer’s main intent and point of view, and is given sufficient detail to develop some interest in them.
Reader has a clear understanding of writer’s intent and point of view and is given enough detail and vividness of description to be interested and involved in what the writer is saying.
Reader’s own understanding of the topic is enhanced by involvement with and interest in the writer’s craft and depth of thought in explanation.
Conventions

Several errors in conventions which greatly affected the reader’s understanding of the written piece.
Several errors in conventions. Reader has difficulty with fluency but it able to understand the ideas presented.
Few errors in conventions or no errors but vocabulary was very basic and below grade level expectations.
No errors in conventions.  Words at grade level but did not take any risks in writing.
No errors in capitalization, grammar, spelling, or punctuation. Possible errors on attempts at higher level vocabulary or grammar.
 

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