This resource will help students identify whether stories published by a news organization are also written by that news organization.

Taking a closer look at work choice and framing, this activity helps students consider how these factors shape news coverage.

Let’s examine how records obtained by ProPublica under public information laws shaped a Sept. 14, 2020, investigation by the nonprofit news organization. This story spotlights concerns about COVID-19 outbreaks in meatpacking plants, focusing on emails that highlight “the meat industry’s influence and access to” government officials. ProPublica’s findings offer an example of the watchdog role journalists play in a democracy.

We’ll take a closer look at the use of records alongside elements of fairness and transparency in the newsgathering process.

This activity explores the editing rules and language suggestions outlined in The Associated Press Stylebook that news organizations follow, including entries about race-related coverage. Students will read from AP and discuss their decision to capitalize "Black" and other race and ethnic-related nuances.

News Goggles annotations and activities provide news literacy takeaways on timely topics. These resources feature examples of actual news coverage, including full news reports, headlines, breaking news alerts or excerpts.

This video explores timely examples of misinformation, addresses journalism and press freedom topics and examines social media trends and issues.

In this edition of News Goggles, we examine how some news organizations label updates and show transparency in their newsgathering on developing stories.

**This resource was published by the News Literacy Project.The News Literacy Project is identified as a “nonpartisan national educational nonprofit” designed to strengthen critical thinking skills and actively seek out credible information. NLP’s strategic framework highlights that in a Stanford History Education Group  research, 96% of high school participants “failed to challenge the credibility of a source.” Additionally, over 50% of high school participants “incorrectly classified evidence as ‘strong.’’ Based on this and other educational research findings, NLP’s aims to advocate and equip educators and learners with programs and resources to promote media literacy. Users have the option of subscribing to NLP to receive up-to-date resources and research that is conducted. Further information can be found here: https://checkology.org/Cost and other restrictions:  This is a free resource. However, to use it, educators and learners will need to provide an email address and other contact information. 

A free quiz developed by the News Literacy project that focuses on combating misinformation on social media platforms.

Newsela is a database of current event stories organized by theme. Stories can be assigned to students according to their reading Lexile level. They are assessed with a short comprehension quiz and a writing prompt. Teachers can access data from student quizzes.

By asking, "what is news?," this lesson helps students understand that what appears as “the news” on any given day is the result of a series of judgments and conversations in newsrooms across the country and around the world.

Everyone is talking about real and fake news. Even first graders are hearing their parents, teachers and journalists talking about it. Teachers should begin teaching media literacy skills as soon as students begin using the Internet. In the first grade, students will be visiting approved sites that most likely will still have advertisements. The students will learn how to distinguish between the advertisements and the actual content they are supposed to be using.

The 4-day unit is designed to center on the voices of a marginalized community, Muslim Americans, as a foundation for students to explore and celebrate the plurality of values and identities in their own classrooms. Students will be engaging with journalism, practicing active listening, compassion, and empathy, and meet differences with curiosity rather than prejudice.

Students begin this unit by reading The Proudest Blue, a picture book by Olympic medalist Ibtihaj Muhammad that captures the challenges Faizah and Asiyah face when Asiyah wore her hijab to school. Students discuss discrimination and focus on the the hijab as a symbol of cultural identity.

Then students screen a short documentary film “Holding Fire.” The documentary follows Somia Elrowmeim, a naturalized American Yemeni immigrant and activist, who fights for the rights of South Brooklyn Muslims. The film provides a behind-the-scenes look at how grassroots organizing works especially during the modern Islamophobia period.

Driven by the courage and joy that Faizah, Asiyah, and Somia demonstrate in celebrating their cultures and standing up in their communities, students will explore these themes in their classroom. This mini-unit is being taught as a part of a longer classroom exploration of conflict and resolution.

1st Grade Literacy

Nonfiction Texts

In this unit of study, students will be actively involved in a variety of literacy activities to help improve their reading of nonfiction texts.  The activities are center/rotation based.  The face-to-face teacher directed learning includes guided reading groups.  Groups are between 2 - 6 students and are based on guided reading levels.  Students not in a guided reading group will be rotating to different literacy centers, including a technology center using RAZ Kids (a reading program with books at specific reading levels).  In addition to the technology reading center, students also have a word work center, a parent led literacy activity center, a reading/listening center, and an art center.  The centers and teacher directed learning aim to improve literacy skills (reading and writing) for nonfiction texts.  The unit will last for 1 week and is one hour long for each day.

Students study the interaction between environment and culture as they learn about three vastly different indigenous groups in a game-like activity that uses vintage photographs, traditional stories, photos of artifacts, and recipes.

Art ClubBy: Elizabeth Griggs - University of Nebraska-Lincoln Copyright 2018 by Elizabeth Griggs under Creative Commons Non-commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes onlyNEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:Name of Club: Art Club Age/Grade Level: K-5 Number of Attendees: (ideal number) 10 Goal of the Club: (learning objectives/outcomes) The goal of this art club is to introduce students to various painting techniques. Resources: (Information for club provided by) Information for my club was obtained from my previous experience at an art studio. Content Areas: (check all that apply) ☒ Arts (Visual, Music, Theater & Performance) ☐ Literacy ☐ STEM (Science, Technology, Engineering & Math) ☐ Social Studies ☐ Wellness (Physical Education, Health, Nutrition & Character Education) Outputs or final products: (Does the club have a final product/project to showcase to community?) The final products included many paintings, including a grass landscape, watercolor paintings, an abstract piece and a Halloween inspired piece created by the attendees. Introducing your Club/Activities: This club is designed for those students who enjoy being creative and learning various painting techniques. General Directions: Have fun and allow students to use their creativity to paint works of art. Be flexible as students will put their own spin on the planned projects. Tips/Tricks: Students enjoyed having free time to paint whatever they wanted. It is most successful when few instructions were given, and students got to decide what to add to the paintings. It is recommended that the club is carried out by two or more leaders.

This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.

OER Passport is a professional development program that takes educators through the process of understanding, finding, developing and sharing Open Educational Resources.

This course trains teachers and students on OER use, reuse, licensing, creation, and sharing by completing the following tasks. The first three tasks lay a solid foundation and provide teachers with the tools to complete the last three tasks which focus on the use, reuse, production, and innovative teaching practices.

Participants can complete the tasks online. There are also files to print/create physical copies of OER Passports that can be used in an offline environment.

The ancient Greeks loved competition of all sorts. Each year, the various city-states of Greece sent athletes to festivals of games, which were held to honor the gods. The most important and prestigious were the games held at Olympia to honor Zeus, the king of the gods. These Olympic games took place in the summer only once every four years.

Use Draw and Tell with students who are new to using mobile apps, or those who want to color and draw digitally.It is a powerful introduction to young kids for creating digital stories with multimedia elements