The Illinois Shared Learning Envrionment (ISLE) hosts the ISLE Open Education Resources (IOER) system with the goal of helping teachers connect with learning resources and each other.
The IOER Learning List Tool provides quick and easy access to a Learning List. A Learning List is any organized group of resources and/or files, often in a sequential order. It can be as small as a lesson or as large as a curriculum. It can be constructed by a user or team of users, and has several features, including:
The Learning List Map gives you an overview of the entire Learning List and lets you jump directly to any layer in it.
This section allows you to view and follow updates to this Learning List.
The Learning List can be displayed as a widget on your site. For more information, click on the "Embed Widget" button above.
Clicking on the "Like & Comment" button above will allow you to like and comment on the layer you are currently viewing.
Please login to follow this Learning List.
No Timeline Events found for this Learning List
To embed this Learning List as a widget in your page, copy this into your site's HTML:
To embed this layer as a widget in your page, use this instead:
If your site uses jQuery, you can also add the following line to enable a more seamless self-resizing widget:
For more information, check the IOER Widgets page.
Please login to comment.
No comments found for this Layer
What challenges do breaking news scenes—especially ones as fast moving and chaotic as Ferguson—present to journalists and consumers of information? In this lesson, students review news accounts about the killing of Michael Brown from the initial days following the shooting to get a sense of the ways that complex stories unfold over time. The journalists in the featured video help to illuminate the idea that it is not only extremely challenging for consumers to sort fact from fiction during a breaking news story, especially one that elicits such strong emotional reactions, it is also challenging—and at times impossible—for journalists to do so.
Note: As this lesson begins to focus on actual accounts from Ferguson, you may want to acknowledge that this content can be emotional and challenging; consider revisiting the classroom contract and earlier discussions about the DJ Jay Smooth video.
Learning Goals:
Essential Questions: How do news stories, details, and facts unfold and change over time? How can creators and consumers of news and information verify the credibility of information about an event?
Anticipated Timeframe: 2 class periods
Explore other items in this layer of this branch of
Day 2: The Impact of Identity Day 3: Confirmation and Other Biases Day 4: How Journalists Minimize Bias Day 5: Verifying Breaking News Day 6: Social Media and Ferguson Day 7: The Power of Images Day 8: #IfTheyGunnedMeDown Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 3: Confirmation and Other Biases Day 4: How Journalists Minimize Bias Day 5: Verifying Breaking News Day 6: Social Media and Ferguson Day 7: The Power of Images Day 8: #IfTheyGunnedMeDown Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 4: How Journalists Minimize Bias Day 5: Verifying Breaking News Day 6: Social Media and Ferguson Day 7: The Power of Images Day 8: #IfTheyGunnedMeDown Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 5: Verifying Breaking News Day 6: Social Media and Ferguson Day 7: The Power of Images Day 8: #IfTheyGunnedMeDown Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 6: Social Media and Ferguson
Day 7: The Power of Images Day 8: #IfTheyGunnedMeDown Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 8: #IfTheyGunnedMeDown Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 9: The Importance of a Free Press Day 10: Hands Up, Don't Shoot!
Day 10: Hands Up, Don't Shoot!
Follow IOER
Copyright © 2012 - 2025 Illinois Department of Commerce and Economic Opportunity
WEB22B | 1.1.12