Investigative Reporter - WebQuest

This Rich Performance Task is modeled on the WebQuest format.

Designed by: Patty Friedrich and Mary Holmes

p.friedrich@ldcsb.on.ca and m.holmes@ldcsb.on.ca

 

| Introduction | Task | Process | Resources | Evaluation | Conclusion | Credits |

Survey Button

 

 

Introduction:


 

What is the context for this scenario?

 
 

We are constantly bombarded by media messages in all we do - watching television, reading the newspaper, advertisements on buses, pop-up ads when surfing the internet, and so on. Being "media literate" - this means that we are able to decode messages and understand the intentions of the "media makers" - is an important life skill to have. By examining a variety of media and the ways in different groups of people are portrayed, you will become more aware of why we see people and the world the way we do.

 


 

 

Task:


 

What product(s) will I be creating?

 
 

You are working as an investigative journalist for W5H, a Canadian news magazine. Stereotyping and bias in the media have become a "hot" topic. Your editor has asked you to do an investigative research piece examining how different groups of people are portrayed in the different media. Your story will be broadcast on CEC Network Programming. Your editor has given a few suggestions for your piece:

  • choose one group in society (e.g., men, women, teens, senior citizens, ethnic groups, religious groups, etc.) and compare how they are portrayed in several different media (e.g., newspapers, magazines, television, film, advertisements, etc.)
  • choose one medium (e.g., newspapers, magazines, television, film, advertisements, etc.) and examine how a variety of groups in society (e.g., men, women, teens, senior citizens, ethnic groups, religious groups, etc.) are portrayed

Remember...most investigative journalists try to present both sides of the story, but ulimately, try to make a point to persuade their viewers toward one perspective based upon their research.

You can choose to do your broadcast in front of a live studio audience, or videotape your report. Feel free to include any pictures, charts, diagrams, etc. that you feel will best get your point across.

Also...successful investigative journalists (e.g., Alan Fryer, Victor Malarek, Barbara Walters) have a distinct personality and signature style of delivering their report. Be sure to consider this as you come closer to your broadcast deadline.

 

 

 

Process:


 

What steps do I take to complete the task?

 
 

  1. Let's see how media savvy you are. Complete the on-line media literacy quiz at
    http://www.pbs.org/teachersource/media_lit/quiz.shtm. After completing the self-checking survey, youwill get into small groups to discuss your reactions to the results of the survey (What things were surprising? Do you see yourself portrayed in any of the questions?)
  2. What is media? Hard news vs. investigative journalism - find out the answers to these questions as you navigate through the following websites. Be prepared to share your understanding

3. Read “Hurricane Katrina and the ‘Two-Photo Controversy’”. Jot down notes on your responses/opinions to the first six discussion questions (in preparation for tomorrow’s small group discussion).

 


 

 

Resources:


 

What resources will I use to complete the task?

 
 

  1. http://www.media-awareness.ca/
  2. http://en.wikipedia.org/

 


 

 

Evaluation:


 

How will my learning be evaluated?

 
 

Grade 7

Language Expectations Grade 7 Oral and Visual Communication
Language Expectations Grade 7 Reading
Language Expectations Grade 7 Writing
The Arts Grade 7 Drama and Dance

Grade 8

Language Expectations Grade 8 Oral and Visual Communication
Language Expectations Grade 8 Reading
Language Expectations Grade 8 Writing
The Arts Grade 8 Drama and Dance
 

 

 

 

Conclusion:


 

What have I learned?

 
 

Now that you have had an opportunity to learn about investigative journalism:

What have you learned?

Did anything in this task trouble you?

What might you do differently given the opportunity to do a similar task again?

If you are interested in learning more about this subject matter, you can find related hyperlinks at Student Links 2 on the LDCSB "Intranet" Website.

* Note: This link is not licensed for home use by students

 


 

Credits & References:


 

What was the inspiration for this task?

 

 

 

List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

List any books and other analog media that you used as source information as well.

 

 

Publication & Copyright Details


Last updated on December 5, 2006.

Copyright © 2006 London District Catholic School Board and its licensors.
All rights reserved.

This Rich Performance Task is modeled on the WebQuest format.


Keywords: Teacher, Rich Performance Task, RPT, Assessment, Investigative Reporter, Journalism, Media, Media Literacy, Catholic graduate expectations, Designing a task,
WebQuest