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Teacher Share Ideas on using the Stossel Classroom DVDs
Pick up fresh ideas for using our DVDs
effectively in your classroom!
The ideas below have been submitted by teachers who have used the Stossel classroom DVDs with success in their classrooms.
We hope they will be helpful to you in creating interesting and educational lesson plans. Don't forget to also take a look at the teacher guide that is included on your free DVD (and also available for download HERE).
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I used the tennis shoe marketing clip with my journalism students. We
discussed target market, marketing strategies, etc. They were then
encouraged to create their own product, brand, or service. They then
worked in small groups to create marketing strategies for their
company. Each group was responsible for business cards, letterhead, 2
print ads, 2 radio spots (30 sec. and 60 sec.), a billboard, and our
culminating activity was tied into the Super Bowl. They were to
storyboard a TV spot, and if feasible, were allowed to film. This is
a wonderful set of exercises for all students, but in particular, our
large percentage of second language learners.
Joe Boffa
Desert Mirage High School
Thermal, California
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After watching a segment, or all segments, assign students to do a
report on the topic. The reports could include written, power point,
or video. Some questions might be "Has the topic effected you
personally?" "Do you know someone who has experienced this topic?"
"How have you been effected by the topic?" "How has the topic effected
someone you know?" It would be important for the students to present
their information so that others might learn from it.
Mark Williams
Potomac Senior High School
Dumfries, Virginia
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Loved the Hype scenario. I used it with Senior English students the
first day I began an advertising unit. They were really into it and
it was so contemporary that they were excited about developing and
creating their own ads to see what influence they could have on others.
Joy Garratt
Clovis, California
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I have taught sixth grade for 21 years, and one of the things I see
that my kids aren't doing is thinking deeper about a topic. Maybe
because of all the testing we have to do, they are very good at
finding facts but not so good at making generalizations, evaluating
and making judgments. I use Mr. Stossel's news videos as a source of
topics that I have the kids discuss and then write reaction papers. I
make sure they choose one side of an argument, write a thesis
statement, and then use information from the show to back up why they
made their choice. We then use these papers for discussions the next
day. One way to discuss their papers that the kids enjoy is to group
students together that have similar ideas, generally "for" and
"against," and have an open debate. We have had some heated
discussions this way. It makes it easy for me to see the depth of
thinking, and it's easy for kids that have trouble voicing their ideas
to see examples from other kids who are good at this oral form of
combat.
Jerry Shippee
Prairie Wind Middle School
Perham, Minnesota
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I discuss how marketing influences our desire to own and can get us
interested in spending much more than we need to for a brand named
product. I use the "Starberry" sneaker video to make the point. I
also use the inoculations video to show how people can have
significant differences in opinion on the same subject and how the
media can influence when we don't understand enough about a subject.
Art Close
Southeast High School
Greensboro, North Carolina
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I am a teacher of gifted science and math, and used your video clip
entitled: "Are we running out of oil?" in my classes last week. My
class revolves around economics and my elementary students at 3rd,
4th, and 5th grade level participate in a Stock Market Simulation.
They have $100,000 to spend and they do this over a period of four
months. Their portfolios are ranked and excitement is high each day
when we look up our standings. One week we had two in the State
Rankings and seven in the top ten Regionals. Most weeks, we have
students in the top ten.
Each week, we zero in on a particular area of the market. This week it
was Energy. Your video clip was perfect! We discussed the title, "Are
We Running Out of Oil?," and students made their hypotheses. They were
mesmerized as they watched the clip. We even watched it again so as to
be sure they didn't miss anything. We had a lively discussion and
students could not wait to get home and find out if their parents knew
about the Alberta, Canada oil supply. The next day, we did a hands-on
experiment on Density. Again for the question, "Is Oil the Most, or Lease
Dense of the displayed liquids?," all guessed "Most." Students tested
various liquids in clear vials and made some discoveries. They then
attempted to layer the liquids in a clear vial by density.
Joan Crow
Gifted Science Teacher
Tallahassee, Florida
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I used some of the topics to enhance science concepts prior to the
state exams, and afterwards, I will use some of the topics to motivate
students before the end of school and summer break. Students like the
interaction. It should help to manage discipline when students are
hyper and ready for summer vacation.
C. Hill
Resaca Middle School
Los Fresnos, Texas
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I used the DVD with my 9th graders. I used the clips at the beginning
of our persuasive essay unit. After we watched them, the students
would debate the topics and try to persuade the opposing students to
side with them. It was a great introduction to persuasive writing
because they were already doing what persuasive writing is all about.
They loved sharing their ideas with each other!
Kristen C. Womack
Southeast High School
Greensboro, North Carolina
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I use "price gouging" and "oil supply" to explain some of the issues surrounding the Industrialization and
Urbanization in America. I use it to supplement the ideas behind Rockefeller's Standard Oil Company and
monopolies, trusts, and pools. In our discussions, we usually compare history with present day events to see
the correlations.
Tacy Gamel
Lubbock Christian School
Lubbock, Texas
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I use the topics that are discussed with my 8th grade gifted/advanced students to write persuasive and
expository essays. They enjoy giving their ideas and opinions.
Joan S. Griffin
Rockmart Middle School
Rockmart, Georgia
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I teach struggling readers at a college level. I currently use the John Strossel videos as a preview to
current news. It gives my students the words and vocabulary so they can discuss our current news article.
They enjoy the fast paced story lines.
Carol A. Paul
English Professor
Henry Ford Community College
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I teach Sociology as well as Government in high school. I used the DVD "Hype and Consequences"
with a lesson that I did on values in my Sociology class.
After we had finished with the group work and class discussions and writing assignment on
values, I showed the students this DVD and asked them one question per segment that was a
values related question. They had to write their opinion on each segment from a values point of
view. It worked out really well, and we had a good class discussion afterward.
Judy Kellow
Social Studies teacher
Pasadena Memorial High School
Pasadena, Texas
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Our school district has committed to a focus on character education, and we have weekly "homeroom"
type sessions where we dialog about significant issues. John Stossel’s segments tie perfectly
into discussions about character! Every clip is thought provoking. Students pay close attention
and really become absorbed by the issues Stossel addresses. Each segment takes only a few minutes
to show and always generates much thoughtful discussion... It renews my faith that media can make
a POSITIVE difference developing the critical thinking skills of young people.
Kristie Ewig
Air Academy High School
Colorado Springs, Colorado
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I have used the Streaming Video and questions as journal entries. I start class every day with a journal. While I take attendance and prepare the lesson for the day the students write in their journals.
There are now 9 videos and I teach 9 week classes. So I can have every Monday for example be a video journal day. The questions with the video's are just right for their journals. I have been surprised by some of the comments and answers. The videos really help the students to think about the subject. Thank you for providing these at no cost to the teachers.
Paula Markman West
Vocational Education Teacher
East Richland High School
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In learning strategies courses, I have used the guides as models when I am teaching students
lecture note taking formats, like the Cornell format.
The content is so interesting it keeps their attention, while they are mastering a new way to
take notes.
Gerri Sopyla
Learning Specialist
Rockhurst High School
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I used the 2006 DVD in my Oral Communication class using the Stereotype segment to open discussion on the topic. The kids enjoyed the segment and it started a great discussion on how bias affects us.
I used the remaining three [segments] in debate. I created a work sheet for them to write a paragraph on their opinion before the segment and had room for them to record them after and we talked about some of the key points that each segment brought up.
I have always loved John Stossel’s reports, and my students do, too.
Constance Smith
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I have the students watch the video once. We re-watch the video, and take Cornell Notes. Then, students write level 1, 2, and 3 questions (based on Costa's levels of questioning). We then split the class into two groups. We do a "fishbowl" discussion where half get to discuss the video while the others take notes on the discussion group. I am a facilitator, but do not participate in the discussion.
The next step is to share this with another school via teleconferencing. We are going to watch the video together, take notes, and write questions. Then we will share our thoughts with the other class and hear their thoughts and opinions.
Karolee Smiley
Foothill Farms Jr. High School
Sacramento, California
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