the+why

=The Rationale = = = toc = =

=What are we trying to do? =

In this activity, we are exploring a relevant issue: the merit and misgivings about photo editing. There is a current trend among people (young or old) to “fix” pictures of themselves that they post online. Since we are living in a society dominated by social media, we want to explore whether this is dishonest or socially acceptable. Using an issue relevant to students will engage the critical analysis skills of students and require them to justify their opinions with support from multiple sources. =How are we doing it? =

The entire class will take a poll on photo editing software to gauge initial ideas and the frequency that students use photo editing software. A class word cloud will be created to present the array of opposing and supporting views within the classroom. After presenting the word cloud, the entire class will watch the mockmercial. Students will be expected to take a stance for or against the use of photo editing software. With this stance in mind, they will choose a supporting article and video from a preselected set to represent their opinions.

=Why does it work? = It works because students are analyzing evidence for themselves and using it to support their opinion. The teacher will not guide opinions, but he/she will facilitate the learning process. This helps students find an inner voice and articulate that voice to others. It also teaches them to think critically about their opinions and to make sure the opinions they share are validated.

=What are the expected outcomes? =

Students will be expected to share their progress by completing the following tasks:

**Poll:** the poll is an initial reaction of students so that they can see how their view has changed or been deepened. This is the first step in forming their opinion.

**Choose an article and video that represents his/her opinion:** Students will have to use reasoning skills to decide upon a video and an article that is a representation of his/her opinion. The idea is that students will likely have to look at multiple videos and read several articles before finding the perfect one, thus deepening comprehension. In order to choose a video and article that appropriately supports the student's opinion, the student must critically view the videos and articles available to them.

**Present article and video in a group setting, explain why it was chosen:** Students will be placed in groups with others who share and oppose their views. The videos and articles that are chosen will be shared amongst the group. After having group members view both, students will discuss why they felt these works represented their views. This will give everyone a chance to acknowledge both viewpoints and the rationales behind them. This exposure will give students the opportunity to switch sides if necessary. By exposing students to dissimilar viewpoints, each student will have the opportunity to strengthen his/her argument for later use.

**Project:** Students will choose from four projects to complete individually or with a partner. Each project requires students to utilize their chosen artifacts to create something (an extensive blog post, a video or skit, a photo collage with rationale, or an edited photo with justification). These projects require students to make personal choices and decisions as well a requiring students to find evidentiary support for their claims which is sharpening their critical thinking skills. Giving students a choice to work individually or with a partner allows for students to complete more complex projects, scaffold students with weaker skills, and offer independent analysis for those interested in working alone.

**Overall**: Students will be expected to demonstrate a critical involvement with the subject by supporting their opinions or claims with documentation and/or evidence from multiple sources.