{"id":34,"date":"2025-03-21T13:39:30","date_gmt":"2025-03-21T13:39:30","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-miscast-and-seldom-seen\/"},"modified":"2025-07-29T20:04:23","modified_gmt":"2025-07-29T20:04:23","slug":"lesson-miscast-and-seldom-seen","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-miscast-and-seldom-seen\/","title":{"raw":"Lesson: Miscast and Seldom Seen","rendered":"Lesson: Miscast and Seldom Seen"},"content":{"raw":"In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society and what the possible consequences of under-representation and inaccurate portrayals of diversity might be. Next, students learn about activist campaigns relating to media diversity issues and then take a stand on a diversity issue relating to media through creating a social media campaign on a platform of their choice.\r\n\r\n<strong>Grade range: 9\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/project-pitch\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/diversity-portrayal\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<td><strong>Extended Unit<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>How Media Affects Our View of Diversity\r\n\r\nStudents' Experiences with Diversity in Media\r\n\r\n&nbsp;<\/td>\r\n<td>How Media Affects Our View of Diversity\r\n\r\nStudents' Experiences with Diversity in Media\r\n\r\nDiversity Advocacy Campaigns\r\n\r\n&nbsp;<\/td>\r\n<td>How Media Affects Our View of Diversity\r\n\r\nStudents' Experiences with Diversity in Media\r\n\r\nDiversity Advocacy Campaigns\r\n\r\nAdvocating for Better Portrayals of Diversity in Media<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n\r\nReview the lesson <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-unpacking-privilege\/\">Unpacking Privilege.<\/a>\r\n\r\nIn this lesson, students will compare representation of diverse groups in media to the diversity of Canadian society. For accurate information on different groups, review the following Statistics Canada data:\r\n<ul>\r\n \t<li><a href=\"https:\/\/www12.statcan.gc.ca\/census-recensement\/2021\/dp-pd\/prof\/details\/page.cfm?LANG=E&amp;GENDERlist=1,2,3&amp;STATISTIClist=1&amp;HEADERlist=19&amp;SearchText=Canada&amp;DGUIDlist=2021A000011124\">Indigenous<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=1310087401\">2SLGBTQ+<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810003701\">Gender identity <\/a><\/li>\r\n \t<li><a href=\"https:\/\/www150.statcan.gc.ca\/n1\/pub\/11-627-m\/11-627-m2023063-eng.htm\">Disability <\/a><\/li>\r\n \t<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810035501&amp;geocode=A000011124\">Ethnic or cultural origin <\/a><\/li>\r\n \t<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810035101\">Racialized groups <\/a><\/li>\r\n \t<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810035301\">Religion<\/a><\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nNote: This lesson is intended to be delivered after students have completed the <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-introduction-to-online-civic-engagement\/\">Online Civic Engagement<\/a> lesson. If you have not yet delivered that lesson, review the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/a-quick-guide-to-online-activism\/\">A Quick Guide to Online Activism<\/a>.\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/miscast-and-seldom-seen-lesson\">printable version of this lesson<\/a>\u00a0is available on the MediaSmarts website.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia are constructions:\r\n<ul>\r\n \t<li>Every part of a media text is the result of a decision made consciously or unconsciously regarding what to include and exclude as well as how to present what is included<\/li>\r\n<\/ul>\r\nAudiences Negotiate Meaning:\r\n<ul>\r\n \t<li>Audiences perceive media products as representations of reality, correctly or not<\/li>\r\n<\/ul>\r\nMedia Have Social and Political Implications:\r\n<ul>\r\n \t<li>Media communicate values and messages (even if these are just the creator\u2019s unquestioned assumptions) and have social implications (because we base our view of the world in part on the media we consume).<\/li>\r\n<\/ul>\r\n<span style=\"text-align: initial;font-size: 1em\">Interactions Through Digital Media Can Have Real Impact:<\/span>\r\n<ul>\r\n \t<li><span style=\"text-align: initial;font-size: 1em\">Networked media tools can be used to organize and advocate for issues we care about<\/span><\/li>\r\n<\/ul>\r\n<em style=\"text-align: initial;font-size: 1em\">Key questions<\/em><span style=\"text-align: initial;font-size: 1em\">:<\/span>\r\n<ul>\r\n \t<li><span style=\"text-align: initial;font-size: 1em\">How does the representation of diversity in popular media compare to the diversity of Canadian society?<\/span><\/li>\r\n \t<li>How does media representation of diversity affect how we see others and ourselves?<\/li>\r\n \t<li>How can we advocate to change media representations of diversity?<\/li>\r\n<\/ul>\r\n<em style=\"text-align: initial;font-size: 1em\">Misconceptions to correct: <\/em><span style=\"text-align: initial;font-size: 1em\">Media makers are media literate in all aspects<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Essential knowledge:<\/em><span style=\"text-align: initial;font-size: 1em\"> Students will know\u2026<\/span>\r\n<ul>\r\n \t<li><span style=\"text-align: initial;font-size: 1em\">Media representation: Impacts of media representation on perceptions<\/span><\/li>\r\n \t<li>Community engagement: Methods for organizing and advocacy on diversity representation issues\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"286\"]stereotype[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em style=\"text-align: initial;font-size: 1em\">Performance tasks<\/em><span style=\"text-align: initial;font-size: 1em\">: Students will be able to\u2026<\/span>\r\n<ul>\r\n \t<li><span style=\"text-align: initial;font-size: 1em\">Analyze representations of diversity in media<\/span><\/li>\r\n \t<li>Plan an advocacy campaign<\/li>\r\n \t<li>Create media works for advocacy<\/li>\r\n<\/ul>\r\n<strong style=\"text-align: initial;font-size: 1em\">Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li><span style=\"text-align: initial;font-size: 1em\">We will learn how media creators make choices about what to include and how to present it, how media representations impact our perceptions, and important terms like \"stereotype.\"<\/span><\/li>\r\n \t<li>We will think about how the diversity shown in popular media compares to real life, how these representations influence how we see ourselves and others, and how we can advocate for better media representation.<\/li>\r\n \t<li>We will analyze how diversity is shown in media, plan an advocacy campaign, and create media projects to support positive change.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"textbox__content\"><\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A1. Transferable Skills\r\n<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\r\n<div class=\"ng-star-inserted\">\r\n<div id=\"a1-1\" class=\"section-link-header\">\r\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\r\n<div class=\"content-block ng-star-inserted\">\r\n\r\nanalyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nevaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)\r\n<\/strong>\r\n\r\n<strong>C1. Knowledge about Texts<\/strong>\r\n\r\nC1.6 Point of View\r\n\r\nanalyze the narrator\u2019s point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons\r\n\r\nC1.7 Indigenous Context of Various Text Forms\r\n\r\nread, listen to, and view a wide variety of text forms by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences\r\n\r\n<strong>C3. Critical Thinking in Literacy\r\n<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\nmake local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts\r\n\r\nC3.3 Analyzing Texts\r\n\r\nanalyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\nanalyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text\r\n\r\nC3.5 Perspectives within Texts\r\n\r\nanalyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\nexplain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented\r\n\r\nC3.7 Indigenous Contexs\r\n\r\ncompare the ways in which historical periods, cultural experiences, and\/or socio-political conditions and events have influenced two or more texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.4 Organizing Content\r\n\r\nclassify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives\r\n\r\n<strong>D2 Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\ndraft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\nD2.5 Point of View and Perspective\r\n\r\nexplain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives\r\n\r\n<strong>D3 Publishing, Presenting and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\nproduce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\nD3.2 Publishing and Presenting\r\n\r\npublish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society and what the possible consequences of under-representation and inaccurate portrayals of diversity might be. Next, students learn about activist campaigns relating to media diversity issues and then take a stand on a diversity issue relating to media through creating a social media campaign on a platform of their choice.<\/p>\n<p><strong>Grade range: 9<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/project-pitch\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/diversity-portrayal\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (75 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<td><strong>Extended Unit<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>How Media Affects Our View of Diversity<\/p>\n<p>Students&#8217; Experiences with Diversity in Media<\/p>\n<p>&nbsp;<\/td>\n<td>How Media Affects Our View of Diversity<\/p>\n<p>Students&#8217; Experiences with Diversity in Media<\/p>\n<p>Diversity Advocacy Campaigns<\/p>\n<p>&nbsp;<\/td>\n<td>How Media Affects Our View of Diversity<\/p>\n<p>Students&#8217; Experiences with Diversity in Media<\/p>\n<p>Diversity Advocacy Campaigns<\/p>\n<p>Advocating for Better Portrayals of Diversity in Media<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Review the lesson <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-unpacking-privilege\/\">Unpacking Privilege.<\/a><\/p>\n<p>In this lesson, students will compare representation of diverse groups in media to the diversity of Canadian society. For accurate information on different groups, review the following Statistics Canada data:<\/p>\n<ul>\n<li><a href=\"https:\/\/www12.statcan.gc.ca\/census-recensement\/2021\/dp-pd\/prof\/details\/page.cfm?LANG=E&amp;GENDERlist=1,2,3&amp;STATISTIClist=1&amp;HEADERlist=19&amp;SearchText=Canada&amp;DGUIDlist=2021A000011124\">Indigenous<\/a><\/li>\n<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=1310087401\">2SLGBTQ+<\/a><\/li>\n<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810003701\">Gender identity <\/a><\/li>\n<li><a href=\"https:\/\/www150.statcan.gc.ca\/n1\/pub\/11-627-m\/11-627-m2023063-eng.htm\">Disability <\/a><\/li>\n<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810035501&amp;geocode=A000011124\">Ethnic or cultural origin <\/a><\/li>\n<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810035101\">Racialized groups <\/a><\/li>\n<li><a href=\"https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=9810035301\">Religion<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Note: This lesson is intended to be delivered after students have completed the <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-introduction-to-online-civic-engagement\/\">Online Civic Engagement<\/a> lesson. If you have not yet delivered that lesson, review the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/a-quick-guide-to-online-activism\/\">A Quick Guide to Online Activism<\/a>.<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/miscast-and-seldom-seen-lesson\">printable version of this lesson<\/a>\u00a0is available on the MediaSmarts website.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media are constructions:<\/p>\n<ul>\n<li>Every part of a media text is the result of a decision made consciously or unconsciously regarding what to include and exclude as well as how to present what is included<\/li>\n<\/ul>\n<p>Audiences Negotiate Meaning:<\/p>\n<ul>\n<li>Audiences perceive media products as representations of reality, correctly or not<\/li>\n<\/ul>\n<p>Media Have Social and Political Implications:<\/p>\n<ul>\n<li>Media communicate values and messages (even if these are just the creator\u2019s unquestioned assumptions) and have social implications (because we base our view of the world in part on the media we consume).<\/li>\n<\/ul>\n<p><span style=\"text-align: initial;font-size: 1em\">Interactions Through Digital Media Can Have Real Impact:<\/span><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">Networked media tools can be used to organize and advocate for issues we care about<\/span><\/li>\n<\/ul>\n<p><em style=\"text-align: initial;font-size: 1em\">Key questions<\/em><span style=\"text-align: initial;font-size: 1em\">:<\/span><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">How does the representation of diversity in popular media compare to the diversity of Canadian society?<\/span><\/li>\n<li>How does media representation of diversity affect how we see others and ourselves?<\/li>\n<li>How can we advocate to change media representations of diversity?<\/li>\n<\/ul>\n<p><em style=\"text-align: initial;font-size: 1em\">Misconceptions to correct: <\/em><span style=\"text-align: initial;font-size: 1em\">Media makers are media literate in all aspects<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Essential knowledge:<\/em><span style=\"text-align: initial;font-size: 1em\"> Students will know\u2026<\/span><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">Media representation: Impacts of media representation on perceptions<\/span><\/li>\n<li>Community engagement: Methods for organizing and advocacy on diversity representation issues\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_34_286\">stereotype<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em style=\"text-align: initial;font-size: 1em\">Performance tasks<\/em><span style=\"text-align: initial;font-size: 1em\">: Students will be able to\u2026<\/span><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">Analyze representations of diversity in media<\/span><\/li>\n<li>Plan an advocacy campaign<\/li>\n<li>Create media works for advocacy<\/li>\n<\/ul>\n<p><strong style=\"text-align: initial;font-size: 1em\">Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">We will learn how media creators make choices about what to include and how to present it, how media representations impact our perceptions, and important terms like &#8220;stereotype.&#8221;<\/span><\/li>\n<li>We will think about how the diversity shown in popular media compares to real life, how these representations influence how we see ourselves and others, and how we can advocate for better media representation.<\/li>\n<li>We will analyze how diversity is shown in media, plan an advocacy campaign, and create media projects to support positive change.<\/li>\n<\/ul>\n<\/div>\n<div class=\"textbox__content\"><\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A1. Transferable Skills<br \/>\n<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\n<div class=\"ng-star-inserted\">\n<div id=\"a1-1\" class=\"section-link-header\">\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\n<div class=\"content-block ng-star-inserted\">\n<p>analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms<\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<br \/>\n<\/strong><\/p>\n<p><strong>C1. Knowledge about Texts<\/strong><\/p>\n<p>C1.6 Point of View<\/p>\n<p>analyze the narrator\u2019s point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons<\/p>\n<p>C1.7 Indigenous Context of Various Text Forms<\/p>\n<p>read, listen to, and view a wide variety of text forms by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences<\/p>\n<p><strong>C3. Critical Thinking in Literacy<br \/>\n<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p>analyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p>analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p>analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented<\/p>\n<p>C3.7 Indigenous Contexs<\/p>\n<p>compare the ways in which historical periods, cultural experiences, and\/or socio-political conditions and events have influenced two or more texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p>classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives<\/p>\n<p><strong>D2 Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p>draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<p>D2.5 Point of View and Perspective<\/p>\n<p>explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives<\/p>\n<p><strong>D3 Publishing, Presenting and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p>produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>D3.2 Publishing and Presenting<\/p>\n<p>publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_34_286\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_34_286\"><div tabindex=\"-1\"><p>Stereotyping means portraying members of a particular group in just one or a small number of roles, treating all members of a group as being the same, or emphasizing the ways in which a group is different from the (presumed) audience<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":13,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-34","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":5,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/34\/revisions"}],"predecessor-version":[{"id":827,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/34\/revisions\/827"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/34\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/media?parent=34"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter-type?post=34"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/contributor?post=34"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/license?post=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}