“Could you hit the switch for me? Thanks.”
My students had been chattering, having finished the day’s journal entry about media and its role in shaping public opinion. In a previous journal, they had assured me that they were impervious to the media’s influence.
I thought I’d show them the light. Naturally, the classroom itself was dark, a few rays coming in through the cracks between the blinds.
“Are we going to watch a movie?”
I chose not to dignify that with a response, instead playing the minute-long ad.
“I can’t hear anything. Is it a silent movie?”
The questions dropped off once they started watching it. For good reason, too — it’s provocative.
Immediately afterward, I played the original. This one had sound, yet the class was still silent. I could tell I got their attention.
I had them consider their journal from the previous day — has their position changed? What effect does the media have on public perception? They scribbled furiously.
Once we got over that, the discussion went pretty well. I think they really understood the media’s power to influence public thought, and we touched on the dangers of the media itself being manipulated.
I can’t wait until we hit the freedom of speech unit. With my master teacher’s approval, I have another great clip ready.
Moral of the story? Teachable moments aren’t always spontaneous.
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