UNDERSTANDING ADVERTISING

THE MARK THE MEDIUM THE MESSAGE THE MOTIVE

MEDIA STUDIES 10 UNIT PLAN Education 623: Bob Koole Kevin Wilnechenko

TABLE OF CONTENTS

UNIT PLAN
UNDERSTANDING ADVERTIZING

Introduction Unit Organizer

...

Page 2 Page 3 Pages 4-6

Thematic Statement

Enduring Understanding Statements Intended Learning Outcomes / Assessment Strategies Three Detailed Assessment Strategies Learning Activities & MI Chart Time Chart Lesson Descriptions Differential Potential Integration Possibilities Resources Bibliography .. .. Pages 7-10 Page 11 Page 12 Page 13 Pages 14-23 Page 24 Page 25 Page 26 Page 27 Page 28 Activity/Outcome Chart & Final Grade

.. . .. ..

Skills & Processes Emphasized

INTRODUCING THE CLASS

This unit plan has been developed at a grade 10 level in a Christian school. It is an elective course that can be taken by not just grade 10 students but also by senior students as well. In the past, students attending this class have been academically weak but this is not always the case. The academically weak students can become easily frustrated and may act out their frustrations; they can become disciplinary issues. Many of these students do not respond well to traditional methods of teaching. As a result, I have tried to develop this unit in such a way that it will cater to the individual needs of these students; it involves hands on activities, visual learning, and much classroom discussion. The students will have many opportunities to share ideas and work together to produce a harmonious team effort.

THEMATIC STATEMENT
Advertising has pervaded society and become the driving force in business. Everywhere one looks, the overpowering voice of advertising has claimed territory and it continues to saturate the airwaves and cyber space. One of the largest targets of ads is adolescent boys and girls. Everything from what you should think, wear, do, and eat is being dictated to teenagers all over the world through various mediums of advertising. If todays youth are to live healthy lives devoted to God they need to understand the power of the media and how advertisers manipulate the minds of consumers.

This unit encourages students to begin asking some important questions about The Mark, The Medium, The Message, and The Motive. These will help them understand the Who, How, What and Why of advertising. Some specific questions might include, How does money influence peoples choices? How can I make wise decisions? How do I see myself, and how does God see me? What can I do to extend Gods kingdom through advertising?

Students will be given options in their activities to accommodate the variety of learning styles. There will be many opportunities for the students to display their knowledge or to see a concept from a new perspective; the frequent class discussions and journal entries will hopefully provide a forum for deeper learning. In addition, students will work on many projects, including creating ads of their own, which will build group skills and encourage creative thinking. An important component of this unit will focus on money and materialism. Students will learn to plan ahead financially by using a budget and they will find ways that they can give back to God with their finances.

Students will be challenged to see themselves as God sees them. They will be encouraged to gain a deeper understanding of the detail God put into them when He created them. A central verse is Psalm 139:14, which reads, I praise you because I am fearfully and wonderfully made. Recognizing the impact advertising has on their worldview and the techniques used to accomplish this will help students interpret information found in all forms of media, evaluate it, and make responsible decisions.

Enduring Understanding Statements AE

Intended Learning Outcomes #1 16

Assessment Strategies a) l)

A.

God made us more beautiful than advertisers let on.

#1 #2 to reflect on the human desire for acceptance and approval to identify roles that media arts have in reflecting, sustaining, and challenging beliefs and traditions IRP #3 #4 to recognize and appreciate that God has created everyone uniquely to memorize Psalm 139:14 a) 2 written journal reflections b) memory quiz: oral or written

B.

Advertisers use multiple mediums to achieve their goals.

#5 to research the variety of mediums used in advertising today (radio, TV, billboards, etc.) #6 to critique the use of the visual elements and principles of art and design in a variety of media artworks IRP #7 to make a billboard or magazine ad that manipulates the viewer by altering the meaning or effect of images IRP c) speech, essay, or song on mediums of advertising d) teacher & self evaluation of billboard or magazine ad

C. Communication techniques are tools that can influence peoples decisions.

#8 #9 #10 to investigate how consumers are influenced by commercial messages to distinguish between information and manipulation to develop strategies for making wise decisions based on biblical standards e) information/manipulation worksheet f) small group discussions (observation)

D. Money drives business; dont let it drive you!

#11 to examine how materialism tries to fill the God-hole in peoples hearts and to consider its adverse effects on society #12 to investigate the positive and negative aspects of money and present them in a class debate #13 to create a personalized budget g) 1 written journal response h) debate: teacher, self, and peer evaluation i) personalized budget

E.

God can advance His Kingdom through the media.

#14 to brainstorm a number of ways we can: #15 be stewards of money give back to God by serving others use advertising for evangelism

to analyze and discuss ethical and moral factors associated with using media advertising

#16

to create short commercials that defend values, traditions, and beliefs IRP j) 4 written journal reflections (throughout the section) k) participation in class discussions l) short commercial: teacher, self, and peer evaluation

ASSESSMENT STRATEGY #1
JOURNAL ASSESSMENT
There will be an assessment of student journals. The journals between 300 to 500 words and will be collected two times during the unit: once in the middle and then at the end. This is a formative assessment but it will be given a quantitative mark based on the number system below. The students are encouraged to write about any thoughts they may have this unit. Perhaps is based on what they already know, or on what they have learned in the class, or even on what they hope to learn as the unit progresses. If a student finds it difficult with the openness of this task, the teacher will provide a question or statement to respond to, such as Is it useful to study advertising? or Advertising has impacted me in the following way(s) Technology will be introduced here as the journals will be submitted via email as a Word document. The teacher will then be able to provide written comments on the document that may point out areas of strength, ask deeper questions, or provide helpful feedback in what to expect in future journals. This teacher response will be emailed back to the student for them to reflect on. The quantitative mark will be a mark out of three. It will be based on things like length (300 500 words), amount of reflection, and quality of writing.

ASSESSMENT STRATEGY #2
BILLBOARD/MAGAZINE PROJECT ASSESSMENT
This assessment will be based on a rubric that will be given to the students so that the requirements are clearly laid out. The requirements will be broken down into three categories: in-class effort, quality of end product, presentation. Opportunity will be given to students to provide input into the rubric criteria. The teacher should allow for modifications to be made to the rubric.

In-class effort 3 2 1 Always on task and was productive during entire class time Usually on task and was productive during most of class time Sometimes on task and was productive during some of class time

Quality of end product Exceptional detail shown; significant knowledge of aesthetic beauty 4 demonstrated; creative layout of advertisement used 3 2 1 Good detail shown; some knowledge of aesthetic beauty demonstrated Poor detail shown; lacking knowledge of aesthetic beauty demonstrated Very little detail shown

Presentation 3 2 1 Spoke clearly; was engaging; identified many key components of ad Spoke well but lacked appeal; identified some key components of ad Spoke poorly and identified very few key components of ad

Name: _________________________________

Total: _______________

ASSESSMENT STRATEGY #3
SHORT COMMERCIALS PROJECT ASSESSMENT
This project is the conclusion to the unit and incorporates many of its key ideas. As a result, it is worth more than any of the other assignments and activities. Because the students will be working in groups, they will have the responsibility to assess their fellow group members. In addition, each student will be assessing his or her own contribution to the project. This information, together with the teachers evaluation and the groups average project mark, will make up the total project mark. Below are the assessment sheets:

Self/Peer Evaluation Sheet

Please circle the number that best corresponds to each group member: 5 = Absolutely! 4 = Somewhat 3 = If only it were so

Group # :______ Is the project aesthetically beautiful? Is the project of high quality? Does the project promote a product, event, or concept in an ethical way? 5 5 5 4 4 4 3 3 3

Your Name:

_______________________ 5 5 4 4 3 3

Did you put forth a good effort? Did you apply new knowledge from the unit?

Group Member Name:

_______________________ 5 5 4 4 3 3

Did they put forth a good effort? Did they apply new knowledge from the unit?

Group Member Name:

_______________________ 5 5 4 4 3 3

Did they put forth a good effort? Did they apply new knowledge from the unit?

Group Member Name:

_______________________ 5 5 4 4 3 3

Did they put forth a good effort? Did they apply new knowledge from the unit?

Teachers Evaluation Sheet

Please circle the number that best corresponds to each group member: 4 = Excellent 3 = Good 2 = Fair 1 = Poor

Student Name: _______________________ Students effort Students use of knowledge from the unit End product has aesthetic beauty and detail Groups end product promotes a product, event, or concept in an ethical way 4 4 4 4

Group # :______ 3 3 3 3 2 2 2 2 1 1 1 1

Additional Comments: ____________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Cumulative Teacher & Self/Peer Assessment

Self Evaluation: Peer Evaluation: (averaged) Group Project Mark: (averaged) Teacher Evaluation:

/ 10 / 10 / 15 / 16
_________

Students Total Project Mark:

/ 51

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ACTIVITY/OUTCOME CHART & FINAL GRADE

Activity ILO #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 Journals Student Ad Billboard/ Class Ad Class Create Short Question Mediums Magazine Discussions Critique Debate Budget Commercials Sheet Project Ads

Final Grade:
The final grade will be based on teacher, peer, and self evaluations during different activities throughout the unit. The final grade (out of 100%) will be broken down as follows: - Memory quiz - Worksheet (info. vs. manipulation) - In-class participation & effort - Journal - Class debate - Budget - Ad mediums project - Billboard/Magazine project - Short commercials 11 5% 5% 10% 10% 10% 10% 15% 15% 20%

LEARNING ACTIVITIES & MULTIPLE INTELLIGENCES

The Four Phases of Learning

Setting the Stage/ Experience

Disclosure/ Conceptualizing
reading small group discussions class debate

Reformulation/ Applying
reporting to class written responses class discussions reciting memory verse make a personalized budget create a naturally flowing ad create an aesthetically appealing ad include existing music in short commercial acting in the short commercial

Transcendence/ Creating
oral response to different ads peer evaluation projecting how to for opinions & debate effectively in the future making every presentation visually appealing compose a song analyze musical ads construct a billboard presentations

V
Verbal

stating & defending opinions learning new definitions

L
Logical

analyze budgets

S
Spatial

appreciate the layout of different ads

critique different ads

M
Musical

listening to different ads

B
Bodily

P
Interpersonal

class discussions group work to complete a task

class debate

respond to teacher feedback

responding in appreciation for others uniqueness responding in appreciation of own uniqueness ways to serve the community (environment)

I
IntraPersonal

journaling

reflective response to Gods desire for us

deeper level thinking tasks individual work thinking how ads visually pollute landscape

N
Naturalist

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TIME CHART

MONDAY - 80 min (8:40 10:00) Lesson 1 WEEK 1 Created & Accepted

WEDNESDAY - 80 min (12:10 1:30) Lesson 2 How Advertisers Get the Word Out

THURSDAY - 40 min (8:40 9:20) Lesson 3 The Aesthetics of Advertisements

Lesson 4 WEEK 2 Information vs. Manipulation

Lesson 5 The Power of Money

Lesson 6 The Great Debate

Lesson 7 WEEK 3 Using Money and Advertisements to Glorify God! Lesson 10 WEEK 4 Presentation of Short Commercials

Lesson 8 Ethics in Media

Lesson 9 Work on Short Commercials

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WEEK 1, LESSON 1 (Introduction) Created & Accepted

Question For Thought: (written on board) Is being accepted important to you? Student Questionnaire (5 min) Have students respond to the student questionnaire.

(80 min)

Introduction Activity (30 min) Teacher shows two ads (The Axe Effect and The Dove Challenge) and discusses each with the class. Students then find advertisements in magazines and on the internet that portray the following: - the ideal family - a beautiful male - a beautiful female - a product that would make you feel: happy, satisfied, important, and accepted When it comes to outward appearance name 5 things that people are concerned with? Discussion (30 min) The teacher will ask each student the following questions and, as a class, we will comment on the responses. - Why did you choose the clippings that you chose? - What 5 things did you come up with for the outward appearance question? - How do advertisements affect how we feel about our image? Discussion & Reading (10 min) The teacher will ask the question: - How has God made everyone uniquely? - Based on how God sees us, how should we view ourselves and others? The teacher will read Psalm 139:14 - I praise you because I am fearfully and wonderfully made. The teacher will announce a memory quiz of Psalm 139:14 for next class which may be oral or written. Journal (5 min) Have students write about what has affected or changed how they view themselves. ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5) #1, #2, #3, #4 a)

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WEEK 1, LESSON 2 How Advertisers Get the Word Out

Question For Thought: (written on board) How many different ways are there to advertise?

(80 min)

Memory Quiz (5 min) Have students choose between writing down the memory verse (Psalm 139:14) or speaking it. Assess on the ability to correctly present the verse (5 marks) Journal (5 min) Have the students respond to last days lesson on image and acceptance. Ask the question: How do you think it makes God feel when we hate how we look and who we are? Have the students hand in their journal for assessment and teacher feedback. Disclosure (30 min) The teacher will give notes on some of the different mediums used in advertising today radio, TV, billboards, newspapers, magazines, internet (youtube.com, buzzle.com). Examples of each will be given. Research Project (40 min) Have the students choose one type of medium used in advertising and research it. Students should focus on: - the history of the medium, - the popularity of its use (companies and the money spent) - the technical specifics (how it is used, who are the experts) The teacher will assign the choice of presenting the research as a speech, essay, or song. It will be due in two classes.

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#3, #4, #5 a), b)

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WEEK 1, LESSON 3 The Aesthetics of Advertisements

Question For Thought: (written on board) What makes any ad effective?

(40 min)

Ad Critique (30 min) The teacher will show a TV commercial, play a radio commercial, and handout different magazine clippings to students in groups of 2. On a piece of paper, have the students critique the three types of advertisements. Students should focus on questions like: - What is this ad promoting? - Who is the target audience? - How is this ad appealing? - What are some of the fine details that would manipulate peoples emotions? Billboard/Magazine Ad (10 min) The teacher will give the students a choice between creating their own billboard or magazine ad. Have the students begin thinking about: - what they would like to advertise (product, concept, promotion, concert, etc.) - how they would like to design the ad to show aesthetic beauty They will be assessed based on a rubric (levels of understanding and effort). The teacher will hand out the rubric and go over the marking criteria. At this time, students can give input into the rubric and changes can be made. Announce that their advertisement will be presented in two classes, (Wednesday, lesson #5).

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#6, #7

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WEEK 2, LESSON 4 Information vs. Manipulation

(80 min)

Question For Thought: (written on board) How are people manipulated into doing things they would not normally do? Present Research on Mediums (30 min) Have the each student present in the way they have chosen: - speech - essay (required to give a brief verbal summary) - song Discussion (45 min) Have the students write down what they think is a good definition of manipulation. Have the students write down the following: Manipulation is skillfully dealing with something or someone in order to obtain desired results. The teacher will guide a discussion on the difference between ads that inform and ads that manipulate. As a class, investigate different ways that advertisers manipulate consumers. Have the students think of examples of current ads that manipulate consumers. The teacher will change the direction of the discussion to focus on biblical standards for wise decisions making: - Does your decision honor God? - Is your decision ethical? - Does all your information line up with the bible? Have the students look at examples in the bible when decisions were made (i.e. Jesus responds to Satan in the wilderness, Daniels decision got him thrown in the lions den). Small Groups (15 min) The teacher will put students in groups of three. Have the students develop some strategies that will help them make wise decisions based on biblical standards (i.e. get advice from people you can trust, pray, get all the information, etc.)

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#5, #8, #9, #10 c), f)

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WEEK 2, LESSON 5 The Power of Money

(80 min)

Question For Thought: (written on board) What are some things that people use/do to fill the emptiness in their lives? Worksheet (10 min) Assess the students ability to distinguish between ads that mainly inform and ads that mainly manipulate by completing a worksheet. Have a peer mark the worksheet and then return to the owner. The teacher will give the students a chance to defend their responses. Billboard/Magazine Ad Projects (20 min) Have students present their billboard or magazine ads. Be sure they share what they are advertising, any details they put into the ad (i.e. color, pictures, words, etc.), and why they created it the way they did. Journal (5 min) The teacher will hand back the student journals Have the students respond in their journals to the Question For Thought. Materialism Discussion (25 min) The teacher will ask if any students would like to share their journal responses. Have the students explain the phrase, people try to fill the God-hole in their heart. Have the students write: A materialistic person is money-oriented and loves to acquire things. They never have enough and they tend to be greedy and selfish. As a class, discuss the adverse effects that materialism has had on society. Debate on Pros/Cons of Money (20 min) The teacher will break the class into two groups: - have one group brainstorm many positive aspects of money (i.e. security, method of paying for services, can be used to serve others, etc.) - have one group brainstorm many negative aspects of money (i.e. makes people greedy & selfish, it is at the root of all shady business deals, etc.) The teacher will explain that the groups are to make a case for whether or not society should use money. There will be a debate the next class.

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#7, #9, #11, #12 d), e), g)

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WEEK 2, LESSON 6 The Great Debate

Question For Thought: (written on board) What is the difference between a debate and an argument?

(40 min)

Class Debate (35 min) The teacher will have the students sit in their two groups, facing each other. The teacher will act as the mediator to keep the debate moving and ensuring fairness. The students will each present a part of their groups case and will have a chance to respond to the other groups comments. Debate Assessment (5 min) Have the students fill in a self/peer evaluation sheet, which will assess participation, effort, overall effectiveness of the arguments presented in the debate.

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#11, #12 h)

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WEEK 3, LESSON 7

(80 min)

Using Money and Advertisements to Glorify God!

Questions For Thought: (written on board) Why is it important to plan ahead? What are some ways that people can serve God with their money? Journal (10 min) Have students respond to both of the Questions For Thought. Create a Budget (30 min) As a class, discuss why it might be important to plan ahead when it comes to money (i.e. you might not buy something you dont need if you know you cant afford it). The teacher will give a short lesson on what a budget is and how to make a budget. The teacher will provide the students will an example of a budget (handout) Have the students create a personalized budget based on what they earn (or hope to earn in their dream job) and what they spent (or expect to spend in the future). Using Money/Ads to Glorify God (20 min) The teacher will put the students in groups of two. Have the student brainstorm a number of ways that people can: - be good stewards of money - give back to God by serving others - use advertising for evangelism As a class, discuss some of the ideas. Journal (5 min) Have the students reflect on what they can do to server others with their money. Final Assignment (15 min) The teacher will announce that the final assignment will be to create two or more short radio or TV commercials that will defend values, traditions, and/or beliefs. Have the students join groups of three. The teacher will hand out requirement sheets. Make students aware that they should: - promote a product, event, or concept as ethically as possible; - use their knowledge of what makes a commercial aesthetically pleasing; - try to make their commercial as professional as possible. Explain how video cameras, and recording equipment are provided (school, students) Have the groups brainstorm for the remainder of the class. ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5) #13, #14, #16 g), i), j), k)

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WEEK 3, LESSON 8 Ethics in Media

Question For Thought: (written on board) Why does God want us to be ethical and moral people? Journal (5 min) Have students respond to the Question For Thought.

(80 min)

Class Discussion (15 min) The teacher will lead a discussion about ethics in media: - What are ethics? - Should ethics be a concern in media (or any business)? - What are some advertisements that are within ethical boundaries and what are some that are not? - What would God say about some of the current ads? - Etc. Short Commercials Project (60 min) The groups will have the opportunity to use the remainder of the class to continue developing their short radio or TV commercials. Hopefully the groups will begin filming or recording parts of their commercials today.

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#15, #2, #5, #6, #8, #9, #14, #16 j), k)

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WEEK 3, LESSON 9 Work on Short Commercials

Question For Thought: (written on board) Why does God expect us to do our best at everything we do? Journal (5 min) Have the students respond to the Question For Thought.

(40 min)

Short Discussion on Effort (5 min) The teacher will ask if anyone would like to share his or her journal response. The teacher will have a student read Proverbs 14:23: All hard work brings a profit, but mere talk leads only to poverty. Short Commercials Project (30 min) The groups will have the opportunity to use the remainder of the class to continue developing their short radio or TV commercials. This will be their last class to work on them. They are due next class (Monday, lesson #10).

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#2, #5, #6, #8, #9, #14, #15, #16 j)

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WEEK 4, LESSON 10 (Conclusion) Presentation of Short Commercials

(80 min)

Question For Thought: (written on board) What have you learned about advertising, the media, yourself, and God in this unit? Present the Commercials (50 min) The teacher will randomly select the order of the presentations. Each group should introduce the commercials they have created and explain the things to be aware of when watching/listening to the commercials. The group will run each commercial and answer questions at the end Assessing the Projects (10 min) Have the students fill out a self/peer evaluation sheet in order to assess individual and group participation and effort, as well as the quality of the end products. The teacher will add his/her evaluation to the students evaluations to obtain a final project mark. Journal (10 min) Have the students respond to the Question For Thought. Have the students add anything that they would like to add in relation to this unit. The teacher will collect the journals for final assessment and teacher feedback. Unit Assessment (10 min) Have the students fill out a unit and teacher evaluation sheet that will help the teacher improve the unit and aspects of his/her teaching.

ILO CONNECTIONS: ASSESSMENT STRATEGIES: (found on pg. 4 & 5)

#2, #5, #6, #8, #9, #14, #15, #16 j), l)

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SKILLS & PROCESSES EMPHASIZED

Debating rather than arguing (form logical ideas) Giving oral presentations Researching using a variety of sources Leading and participating in small discussion groups Expressing their personal opinions Deeper thinking / reflecting Synthesizing and summarizing information Matching and transferring ideas Evaluating peer and own skills and work Analyzing and evaluating issues Considering the importance of aesthetic beauty

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DIFFERENTIAL POTENTIAL
In this unit, students are given opportunities to learn on their own, with a partner, with a larger group, and from the teacher. The activities throughout the unit differ from one another and focus on different styles of learning Within the activities themselves, the students have the opportunity to choose the style that appeals most to their interests. There are a variety of assessment types: formal & informal, formative & summative, and teacher-peer-self evaluations. Teaching occurs in a number of different contexts: in the classroom, out of the classroom for research and group work, at their tables, in a circle, etc.

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INTEGRATION POSSIBILITIES
Media Studies 10 is a high school course. Most high school subjects are taught by different teachers; as a result, it would be difficult for the teacher to integrate the unit to subjects other than his or her specialty. However, with communication between teachers in other areas, a few subject integration activities could be done:

The research on the different mediums of advertising could be linked with: - a science class on the electromagnetic spectrum (radio waves) - a history class on the history of communication

Students could join with an art class when creating their billboard or join a drama class when they are putting together their TV commercials. Students could join a Christian Perspectives class when they talk about acceptance and approval, and the uniqueness in all of Gods creation. The section on creating a budget could be linked with a Principles of Math 11 class if the two were planned to occur at the same time. Much of the written assignments could be linked with a unit in English on writing. Many of the discussions about deeper human issues could tie in with a philosophy class. There is an obvious connection between the short TV commercials and a film class. Students could try to sit in on lessons dealing with how to operate a camera and perhaps borrow some of the filming equipment. Students could also sit in on a Marketing class as it ties in with our discussions on advertising.

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RESOURCES
1. A variety of media books from the library to be used by the students for research and projects. 2. An assortment of magazine clipping, TV & radio commercials, and pictures of billboards. 3. Ministry of Education, IRPs: Media Arts Learning resources at http://www.bced.gov.bc.ca/irp/va1112/apbtoc.htm 4. Different examples of budgets for students to refer to when creating their own budget. 5. Steppingstones to Curriculum by Harro Van Brummelen. 6. Media Internet sites: www.media-awareness.ca www.youtube.com www.buzzle.com

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BIBLIOGRAPHY
1. Barker, Kenneth, et al., eds. The NIV Study Bible. Grand Rapids, Michigan: Zondervan Publishing House, 1985. 2. BC Ministry of Education for Visual Arts 11 and 12: Media Arts. 2010, http://www.bced.gov.bc.ca/irp/va1112/vatoc.htm 3. Internet sites: http://www.media-awareness.ca http://www.youtube.com http://www.buzzle.com 4. Manipulation, Materialism. Websters Dictionary. 1989 ed. 1988. 5. Van Brummelen, H. Steppingstones to Curriculum. Colorado: Purposeful Design Publications. 2002. 6. Heidi Hayes Jacobs. Curriculum 21: Essential Education for a Changing World. ASCD, 2010. 7. Carol Ann Tomlinson and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. ASCD, 2006. Chapter 3. What Really Matters in Learning? (Content) Chapter 4. What Really Matters in Planning for Student Success? 8. Carol Ann Tomlinson. The Differentiated Classroom: Responding to the Needs of All Learners. Chapter 2. Elements of Differentiation

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