The first joint-stock company to launch a lasting venture to the New World was the Virginia Company of London. The investors had one goal in mind: gold. They hoped to repeat the success of Spaniards who found gold in South America.

Japan's location just off the fringe of continental Asia made it an ideal place for its unique culture to develop. The islands are situated close enough to China and Korea to benefit from the cultural and technological innovations of those great civilizations, but far enough removed across perilous seas to resist significant political and military domination from the two powers.

This new publication by UNESCO is a timely resource and highly topical subject for all those who practice or teach journalism in this Digital Age. UNESCO's new handbook is an essential addition to teaching syllabi for all journalism educators, as well as practising journalists and editors who are interested in information, how we share it and how we use it. It is mission critical that those who practice journalism understand and report on the new threats to trusted information. Political parties, health professionals, business people, scientists, election monitors and others will also find the handbook useful in navigating the information disorder. Written by experts in the fight against disinformation, this handbook explores the very nature of journalism - with modules on why trust matters; thinking critically about how digital technology and social platforms are conduits of the information disorder; fighting back against disinformation and misinformation through media and information literacy; fact-checking 101; social media verification and combating online abuse. The seven individual modules are available online to download that enables readers to develop their own course relevant to their media environment.
This handbook is also useful for the library and information science professionals, students, and LIS educators for understanding the different dimensions of fake news and disinformation.

Table of Contents
Module One | Truth, Trust and Journalism: Why it Matters | by Cherilyn Ireton
Module Two | Thinking about "Information Disorder": Formats of Misinformation, Disinformation and Mal-Information | by Claire Wardle & Hossein Derakshan
Module Three | News Industry Transformation: Digital Technology, Social Platforms and the Spread of Misinformation and Disinformation |by Julie Posetti
Module Four | Combatting Disinformation and Misinformation Through Media and Information Literacy (MIL) | by Magda Abu-Fadil
Module Five | Fact-Checking 101 | by Alexios Mantzarlis
Module Six | Social Media Verification: Assessing Sources and Visual Content | by Tom Trewinnard and Fergus Bell
Module Seven | Combatting Online Abuse: When Journalists and Their Sources are Targeted | by Julie Posetti

Additional Resources: https://en.unesco.org/fightfakenews

What is the role of Journalism in ensuring justice in society? In what ways has the Universal Declaration of Human Rights been violated in the world and our community? How do individuals and groups uphold the Universal Declaration of Human Rights in the world and our community?

This 15-day unit focuses on the fragility of the Universal Declaration of Human Rights and our responsibility to uphold the document. It looks at the role of the media in defining our universe of obligation and highlights the importance of underreported news stories.

In their analysis of journalism, justice and the Universal Declaration of Human Rights, students will use Pulitzer Center texts and materials to identify human rights violations in underreported global and local news. Students will analyze how individuals and groups uphold the Universal Declaration of Human Rights in the world and our community. In the culminating project for this unit, students will take civic action to address an underreported violation of the Universal Declaration of Human Rights within their community using the LAUNCH design thinking model.

visits 65 historic places along 75 miles of Route 15 in Virginia's Piedmont. Stops include homes of Thomas Jefferson and James Monroe; sites of some of the bloodiest battles in the Civil War; and other places that evoke the soldiers, statesmen, farmers, and slaves who fought, toiled, and governed there.

Julius Caesar was a man of many talents. Born into the patrician class, Caesar was intelligent, educated, and cultivated. An excellent speaker, he possessed a sharp sense of humor, charm, and personality. All of these traits combined helped make him a skilled politician.

Bring media literacy and media making to your teaching with FREE self-paced online courses with step-by-step videos and hands-on activities brought to you by public media station KQED, an NPR and PBS member station.

Empower students through media making and authentic audience. Join a Youth Media Challenge to engage student voice and choice, while fostering civic engagement. Challenges are open to middle and high school students across the U.S.

These standards-aligned projects, for multiple content areas, come with ready-to-use curricular supports for self-directed learning. All student media submissions will be published on the KQED Youth Media Showcase.

KICTCFT: The teacher can use web resources that match the subject areas. Specific Objectives: By the end of this unit you should be able to, 1] Search on the Internet using various search engines, 2] Identify subject-specific web portals or repositories for use, 3] Operate various open-ended software packages appropriate for your subject
Evaluate the accuracy of web resources, and 4] Reference Internet materials using a standard format.

In this blended unit students will review the parts of a story including characters, setting, beginning, middle, and end. Students will analyze a character based on their words, actions and thoughts. Students will describe complex characters, and identify character motivation giving supporting details from the text. They will explain how a character changes over the course of a narrative. Students will describe a setting and the events of a story using details from the text. Students will make inferences related to the details given in the story.

Students will use ABCYA Storymaker to create a published writing piece along with a digital artifact that demonstrates learning of a concept.

In this unit, students explore the beauties of winter. In the first part of the unit, students learn about how snow forms and the different types of snow that fall in the winter. In the second part of the unit, students explore how animals survive in the winter and the ways in which animals meet their basic needs, even when the ground is covered with ice and snow. In the last part of the unit, students read a variety of Jan Brett texts and use what they have learned about snow and animals to make inferences about what is happening with the different winter animals in the text. By the end of the unit, students should have a strong grasp of what makes winter unique and the different ways animals survive in the winter. Due to the timing of this unit, it is our hope that students will have plenty of opportunities to interact with the vocabulary and content in the natural world around them.

In this culminating unit, students learn about how to save the earth by reducing, reusing, and recycling. Over the course of the year, students studied the different seasons, learned about how animals and plants change and survive in different seasons, and explored some of the life cycles found in nature. Now, in this unit, students think about what they can do to make sure human waste does not hurt the environment. In the first part of the unit, students learn about waste, and why waste is a problem, especially plastic waste. Students then learn about options for limiting waste, including recycling, reducing, and reusing resources. In the second half of the unit, students read stories about different people from around the world who have found ways to reduce, reuse, and recycle waste. Using what they have learned in the unit, students will then make a plan for what they can do to create a healthy community and environment.

Between the 9th and 11th centuries C.E., the kingdom of Ghana was so rich that its dogs wore golden collars, and its horses, which were adorned with silken rope halters, slept on plush carpets. Based on animal luxuries alone, it is no wonder that foreigners touted Ghana's kings as the richest men in the world.

explores Kingston's over 300 years of history using 24 historic places that recall past eras when settlers and Native Americans warily shared its plains, proud Revolutionaries and angry British armies walked its narrow streets and when coal, limestone and even patent medicines flowed along its canals. The Dutch established Kingston 1652 and it became an active participant in the American Revolution and a major river-port during New York's 19th-century canal and steamboat era.

In this 7th grade humanities lesson, students practice tasting and seasoning ingredients while preparing bruschetta.

In this 8th grade humanities lesson, students stir-fry vegetables to prepare Vegetable Chow Mein. Using the same produce as the roasted vegetable lesson students further explore how cooking methods and seasonings flavor ingredients.

In this 7th grade life skills lesson, students work as a group to make alterations to a traditional chocolate chip cookie recipe and create their own type of customized cookie.

In this 7th grade humanities lesson, students prepare Ghanaian Black-Eyed Peas and examine the exchange of foods between Eurasia, Africa, and the Americas during the Columbian Exchange.

In this 7th grade life skills assessment, groups compete against each other to plan and prepare a menu with a set of secret ingredients.